example of short story with questions and answers

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Short Stories with Questions

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This page features 22 of my favorite short stories with questions . These reading activities are perfect for classroom use. Written by some of the greatest authors in history, these stories are short enough to cover in a single class period, and rich enough to warrant study. I tried to select stories that students would find highly interesting. I chose stories with ironic endings, interesting twists, and clever plot movements . This collection will nurture your students' love of reading and storytelling. I also prepared ten multiple-choice and long response questions for each text. These questions cover a range of reading skills from comprehension and inferring to interpreting themes and identifying figurative language techniques.

These reading activities are available in both the old-school paper format (.RTF and .PDF) and the updated Ereading Worksheet format . With the print-out versions, I optimized to reduce paper use. Most of these fit onto 4 sides. With the new Ereading Worksheets (online versions), I was not limited by paper sides, and was able to ask follow-up short response questions to each multiple-choice. I recommend that you use these if you have the tech at your disposal. They can be completed on any Internet connected device. Students receive instant feedback, and they can print, save, or email score sheets . They can also share their results on Facebook. These activities are easy to integrate with Google Classroom . Definitions of challenging vocabulary words can be found with one click. And perhaps most importantly, these activities are more accessible to students with disabilities . Without further introduction, I present 22 of my favorite short stories with questions, available as worksheets and online activities.

I hope that these stories and resources help you accomplish your goals. Please let me know if you find any errors or have any feedback. Leave a comment below or contact me directly at [email protected] . Thank you for visiting my website.

Short Story Comprehension Common Core State Standards

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Short Stories with Questions Worksheets

Kyle’s New Beginning

Ellie’s Thoughtful Gesture

George And Bingo

First Day Of School

The New Neighbor

The Lost Teddy Bear

The Twin Swap

Under The Old Tree

Playing Ball With Smokey

Pizza For Polly

Spelling Woes

The Playtime Solution

Sleeping On The Job

Morning Quality Time

Rocket Launch Adventure

All about these 15 worksheets.

These short stories with questions worksheets were designed to help students improve their reading comprehension skills by using short fictional stories and accompanying questions. These worksheets are commonly used in language arts classes and reading programs to improve students’ understanding of the text, develop critical thinking abilities, and encourage thoughtful responses to the content.

The structure of short stories with questions worksheets include the following components:

Short Story – Each worksheet features a short fictional story, typically one to three pages in length. The story may vary in genre, such as adventure, mystery, science fiction, fantasy, or realistic fiction. The stories are chosen to be engaging and age-appropriate for the target audience, which can range from early elementary to high school students.

Comprehension Questions – Following the short story, a series of questions are presented. These questions assess various aspects of the reading, including literal comprehension, inference, interpretation, critical thinking, and analysis. The questions may be multiple-choice, short-answer, or open-ended, depending on the worksheet’s purpose and grade level.

Vocabulary and Language Activities – Some worksheets include vocabulary words from the story, encouraging students to identify, define, or use them in sentences. These activities help improve language skills and reinforce new words encountered in the story.

How Do These Reading Worksheets Help Students?

Comprehension and Critical Thinking Improvement – These worksheets encourage active reading and help students develop strategies for understanding and analyzing texts effectively. The questions on the worksheets prompt students to think critically, make connections, infer meaning, and draw conclusions based on evidence from the text. Short stories with questions worksheets can be adapted to various age groups and reading levels, making them suitable for diverse classrooms.

Enhancing Reading Fluency – By encountering new words in context and engaging in vocabulary activities, students can expand their language skills and improve their vocabulary. Frequent exposure to short stories helps students build reading fluency and gain confidence in their reading abilities.

Encouraging Reflection and Analysis – Writing prompts and open-ended questions encourage students to reflect on the story’s themes, characters, and events, fostering deeper engagement with the material.

Incorporating these strategies into their reading routine can significantly enhance a student’s ability to comprehend what they read in short stories and other types of texts. Reading comprehension is a skill that improves with practice and active engagement, and with consistent effort, students can become more proficient readers and critical thinkers.

How To Be Successful With Reading Comprehension Worksheets

Improving reading comprehension in short stories is a crucial skill that enhances a student’s overall literacy and understanding of various texts. Here are some effective strategies that students can use to enhance their ability to comprehend what they read in short stories:

Active Reading – Encourage students to actively engage with the text while reading. This includes underlining or highlighting key points, jotting down notes in the margins, or using sticky notes to mark important sections. These practices help students stay focused, identify significant details, and retain information.

Pre-Reading Strategies – Before diving into the story, students should preview the text by skimming the title, headings, and subheadings. This provides a sense of what to expect in the story and helps activate prior knowledge related to the subject matter.

Set a Purpose for Reading – Students should establish a clear purpose for reading the short story. Whether it’s to understand the main idea, identify the central theme, or analyze the characters, having a specific goal in mind helps maintain focus and comprehension.

Break the Story into Sections – Encourage students to break the short story into manageable sections or chunks. After reading each section, they can pause to summarize what they have learned and make connections to the overall narrative.

Identify Story Elements – Help students recognize the essential elements of a short story, such as characters, setting, plot, and theme. Understanding these components enhances comprehension and enables students to grasp the story’s overall structure.

Ask Questions – Encourage students to ask questions as they read. Questions can range from basic ones, such as “What happened next?” to more analytical ones, like “Why did the character make that decision?” Questioning helps students actively engage with the content and deepen their understanding. Encourage students to make predictions about the story’s outcome based on the information they have gathered. This strategy fosters active thinking and encourages students to look for evidence to support their predictions as they read.

Summarize – After reading the short story, have students write a concise summary of the plot or the main points of the narrative. Summarizing helps reinforce understanding and aids in memory retention.

Visualize – Encourage students to create mental images or visualizations of the events and characters in the story. Visualization enhances comprehension by making the content more vivid and relatable.

19 Short Stories and Questions For Critical Thinking

Apr 2, 2024

There have been rumblings in different online teacher groups recently about replacing novels with short stories and informational articles in middle and high school English classrooms. I have to admit I was shocked when I first read the comments because I am a book lover at heart, but since then, I’ve considered that there are several pros and cons to this approach.

Short stories and other smaller texts can provide a briefer timeline to complete tasks, and this process is helpful when there is already SO MUCH curriculum to cover. Short stories and related activities can also be more engaging for our students because of the exposure to diverse voices and themes! Using short stories and lessons provides students with amazing choices to meet their needs and preferences!

On the other hand, incorporating mainly short stories and other shorter passages means students’ already-pressed attention spans (as a result of social media influences and pervasive sources of technology) are reinforced. Plus, students miss out on the more complex stories within longer pieces of fiction that are, dare I say, life-altering! A novel can provide opportunities for sustained reading and layers for analysis that shorter pieces of literature like short stories and related texts cannot offer.

Ultimately, no matter where you find yourself on the issue, I think we can all agree that short stories and their counterparts can be vital, effective, and helpful in the modern classroom!

Continue reading for 19 Short Stories and Questions For Critical Thinking!!

Need help with Test Prep ?  Check out this  FREE Pack of 3 Test Prep Activities  to help students achieve success on standardized tests!

Table of Contents

19 Short Stories and Questions – Suggestions for Teaching Them

You don’t need to remove all novels to be able to include short stories and smaller passages like vignettes, articles, and narratives; there’s a time and place for all genres! But if you’re thinking about ways to include more short stories and fun activities, check out this list of 19 varied short stories and critical thinking questions as well as suggestions for teaching them in middle school and high school.

1.  “The Most Dangerous Game” 

“The Most Dangerous Game” is one of my absolute favorite short stories and overall plots to teach! This suspenseful short story by Richard Connell follows the harrowing ordeal of Sanger Rainsford, a skilled hunter who becomes the prey of a deranged aristocrat named General Zaroff. Stranded on Zaroff’s secluded island, Rainsford must outwit the cunning general in a deadly game of survival, where the stakes are life and death. 

SUGGESTIONS FOR TEACHING:

• You could focus on the setting (description of time and place) and examine how the setting changes throughout the story.
• Students could learn about the plot (major events in the story) and list the major events and evidence as they read.
• Define foreshadowing (hints for what will happen by the end of the story) and encourage students to hypothesize about what will happen after every page.
• Analyze the character development (how a character changes over time) of Rainsford and highlight his traits/actions as you read along.

CRITICAL THINKING QUESTIONS:

• How does the setting contribute to the tension and suspense in the story?
• How does the author use foreshadowing? How does the author hint at the danger Rainford is facing?
• What inferences can you make about the main character and the changes he undergoes from the beginning to the end of the story?

If you want to teach plot elements and plot analysis , check out this lesson bundle for the story , which includes comprehension quizzes and a variety of activities!

2.  “An Occurrence at Owl Creek Bridge”

Ambrose Bierce’s story is a gripping tale set during the American Civil War, where a Southern civilian named Peyton Farquhar faces execution by hanging after attempting to sabotage a Union railroad bridge. As Farquhar falls through the trapdoor, time seems to stretch, and he experiences a surreal moment, only to realize his grim reality. 

Integrating historical texts with other short stories and passages like “An Occurrence at Owl Creek Bridge” will make history come more alive and relevant for our students!

• Teach about irony (when the opposite occurs from what is expected) and how it plays a role throughout the story.
• Explain the term characterization (how a character is depicted) by looking at direct and indirect references while reading with your students.
• Discuss the major themes (messages) of the story and how they connect to our modern era within a Socratic Seminar.
• How does the author use characterization to convey Peyton Farquhar’s thoughts, emotions, and motivations?
• What is the purpose of irony in this story? How does its use affect the reader’s interpretation and understanding of events?
• What is the significance in our contemporary/real world of the themes of the story, including reality and fantasy, the passage of time, and the consequences of actions?

Ensure students’ understanding of the story with this set of reading questions that are perfect for state test prep, too !

3.  “The Masque of the Red Death”

This chilling tale from Edgar Allan Poe is set in a secluded abbey where Prince Prospero and his wealthy guests attempt to escape a deadly plague known as the Red Death. Despite their isolation efforts, the guests are confronted with their own mortality as a mysterious figure in a blood-red mask appears.

If you have not read any short stories and poems from Poe, this story is a perfect journey into the horror genre!

• The setting (description of time and place) plays a MAJOR role in the story, so following the Prince from room to room and highlighting the imagery (description that connects to the five senses) is very important when reading.
• If you have not introduced mood  (emotion intended for the reader to experience), this story is PERFECT for delineating its progression from start to finish.
• As students read, you might guide them through identifying various examples of  symbolism  (object, person, or place that represents something else); each room, objects within, and the “antagonist” is symbolic in some way!
• How does the author convey the tone of the story? How would you, as the reader, describe the story’s mood?
• What role does the plot structure (focus on the different rooms) play in shaping the reader’s understanding of the story?
• What is the purpose of the symbolism in the story such as the clock and the masked figure?

Check out this EASY-TO-TEACH bundle , you can practice with your students, so they will feel more confident analyzing higher-level language in “The Masque of the Red Death!”

4.  “The Cask of Amontillado”

Another chilling tale from Poe is the classic story “The Cask of Amontillado.” This one is set during Carnival in an unnamed Italian city. The plot centers on a man seeking revenge on a ‘friend’ he believes has insulted him. If your students are anything like mine, they will relish the ending particularly!

This is just one more of Poe’s short stories and tales that will capture the mind of every reader!

•  As you plan for this short story, be sure to encourage your students to analyze the changing setting (description of time and place); following Fortunato from scene to scene will help your students track what is really going on.
• This story is the perfect moment to teach about dialogue (conversation within someone=internal and/or between someone and someone/thing else=external); Montresor certainly means more than what he SEEMS to say!
• You might also offer a mini-lesson on the 3 types of irony and how each plays a role in the story: verbal (when a person says the opposite of what is really intended), situational (an action occurs that is the opposite from what the reader expects), and dramatic (a character expects a result, but the opposite occurs and the audience can tell what will happen)!
• Describe Montresor. What are his motives and personality?
• What inferences can you make about Montresor’s mindset based on his dialogue?
• What is the purpose of the family’s motto and the carnival atmosphere? 

Check out this Short Story Activity & Quiz Bundle for Edgar Allan Poe’s “The Cask of Amontillado,” which contains questions and answers modeled after various reading standardized tests as well as pre-quiz reading comprehension questions, graphic organizers, and a writing activity to get students thinking critically about this classic short story involving REVENGE!

Want 7 more teaching ideas for one of Poe’s epic short stories and questions to go with it? Click below!

5.  “To Build a Fire”

This story by Jack London describes the treacherous journey of a man through the harsh Yukon wilderness during extreme cold. Despite warnings and the company of a loyal dog, the man’s arrogance and underestimation of nature’s power lead to a tragic end.

Short stories and ideas related to survival in nature are still relevant today! Who knows when you might get lost on a hike or crashland in no man’s land?

• This story is PERFECT for a bit of  literary analysis  (examining the impact of various ideas, elements, or themes within a piece of literature); you could hone in on literary devices, characterization, theme, etc.!
• Integrating clips from survival shows will help students see connections to the world and extend their thinking by comparing (recognizing similarities) and contrasting (recognizing differences) varied experiences!
• Write a short narrative about surviving 24 hours in a different setting (description of time and place).
• How does the author use irony? Provide an example and explain. 
• What real-world connections can be made between this story and our contemporary life? 
• What is the story’s message about preparedness and respecting nature?

Grab these engaging short stories and activities to make teaching this Jack London story stress-free!

6.  “The Cactus”

Told from the point of view of a young man at his former lover’s wedding, the narrator retells their story. Like most of O. Henry’s short stories and texts, this one has a twist that involves the titular cactus plant.

The ending will end in a bit of fun for your students!

• Introduce diction (word choice) and its impact within the story by hyperfocusing on specific words within the story . Students can look up definitions, locate synonyms, create their own sentences, replace the words, etc.
• Investigate twist endings (unexpected finish to a story); before reading the end of the story, ask students to guess why the girl “rejected” him. Some students may know the answer before reading it!
• Describe the main characters. What similarities and differences are evident? How does this affect the story’s action?
• What inferences can you make about Trysdale and his feelings about love and marriage?
• What are the real and symbolic meanings of the cactus?

This resource packed with questions and answers, graphic organizers, and writing activities is sure to get your students thinking about this love story driven by misconceptions.

7.  “After Twenty Years”

This tale of friendship and betrayal focuses on the reunion of two old friends after twenty years apart on a New York City street corner. As they reminisce, something is revealed that demonstrates the reality of their bond as well as the choices they’ve made in life.

If you have not read O. Henry’s short stories and incorporated character analysis yet, this is your chance! The story is not long and can be completed in one to two class periods!

• Sometimes, we ask students to visualize (create a picture) in their minds, but why not give them the opportunity to use their artistic skills to draw the two characters?
• As students read, annotate for a description of each character; then, students can do a character analysis (investigation of the characters’ similarities and differences).
• What type of irony is used in the story? How does its use affect your interpretation and understanding of the story?
• How does the urban setting contribute to the mood of the story?
• What is the story’s message about friendship and loyalty?

Examine the links between loyalty and duty with this set of resources designed specifically for this O. Henry story.

8.  “The Lottery”

“The Lottery” is the quintessential short story for middle school or high school English! Shirley Jackson’s “The Lottery” tells the story of an annual ritual that takes place in a seemingly idyllic town. When the townsfolk gather for the lottery drawing, a shocking turn of events demonstrates the dark side of human nature and their ties to (outdated) traditions.

• Introduce the terms suspense (uncertainty and/or excitement leading up to a major event) and tension (anxiety or uneasy feelings experienced by characters). While reading, identify evidence that relates to each of these concepts and chat/write about their impact on meaning and plot.
• Teach title (the name of the text) analysis. The title of “The Lottery” is perfect for teaching the impact of the title and audience expectations. Before reading, students may write what they believe the story will be about based on the title. After reading, students can complete a quick write responding to their previous expectations! You can do a text analysis for all short stories and poems!
• What role does the plot structure play in building suspense and tension? (Consider the revelation of the lottery’s ‘prize’ in particular.)
• What social commentary is being made through the story and its characters?
• Describe Mr. Summers, Tessie, and Old Man Warner. What does the story reveal about their role in the community and their feelings about the lottery?

Give yours elf a breath of fresh air with this NO PREP curriculum that integrates test prep within the teaching of literature by using Shirley Jackson’s quintessential story!

9.  “The Pedestrian”

This Ray Bradbury story follows a lone walker in a futuristic society in which everyone else is consumed by technology, particularly the television. One evening, the walker encounters a police car that questions his unusual behavior and the end is quite unexpected! (Most of Bradbury’s short stories and texts connect to the future and technology in some way!)

• This story exemplifies Dystopian Literature (texts that include a supposedly perfect future society marred in some way by governmental or societal oppression). Using this story to introduce this type of literature is always fun for students because they will easily make connections to other dystopic short stories and poems!
• Teach about mood (the emotional impact of a story’s description/action). The goal is to get students to deepen their critical thinking skills by recognizing how the mood changes and the purpose for that change!
• How does the author use foreshadowing and suspense to build the mood of the story?
• What is the central theme of the story? How might it connect with our current world?
• What similes and metaphors does Bradbury use to describe the community and its members? What is notable about these comparisons?

With this resource about Bradbury’s “The Pedestrian,” you can just print and teach the lesson and activities with EASE! 

10.  “The Gift of the Magi”

This 1905 story by O. Henry relays a tale about a couple struggling to make ends meet. Throughout the story, they both figure out gifts to buy one another for Christmas and realize what love truly means!

• Review character traits (how a character is depicted internally and externally). Log the traits of each character within the story and how they are important to the meaning of the story.
• Extend (move beyond the text) critical thinking skills by encouraging students to think and write about other people. If they had $1,000 to spend on someone else, how would they spend the money and why?

• How would you describe Della and Jim, and their relationship?
• What values do the characters have, when you consider their actions and decisions?
• Explain how dramatic irony is used in the story. Is it necessary? Is it effective? Why or why not?

This tale is a great addition to your short stories and questions unit around the winter holidays! Save yourself time at that time of the year with this lesson bundle . 

11.  “The Monkey’s Paw” 

“The Monkey’s Paw” is a classic horror story about the White family who come into possession of a mystical monkey’s paw that grants three wishes. Despite warnings, they use it and then face devastating consequences as a result.

• Teach about the elements of the horror/suspense genre (Ex. Scary movies are typically dark, stormy, surprising, morbid, etc.).
• Create a thematic statement (message relayed by the text in a complete sentence). There is no perfectly created theme (message) unless it is directly stated by the author; however, students can create a theme by supporting their ideas with evidence from the story!
• What is the main theme of the story? Or how does the author communicate the themes of greed or fate? Is one stronger than the other?
• Are Mr. and Mrs. White more alike or different from one another? How do you know?
• Should we be afraid of the unknown? What message does the story share? Do you agree or disagree?

Examine W.W. Jacobs’ classic story with this set of questions and answers along with rigorous reading and writing activities . While it is ideal for a spooky season, the story is valuable for its ability to hook readers any time of year!

12.  “Lamb to the Slaughter” 

This classic story with a killer plot twist is about a woman who kills her husband and gets away with murder thanks to cooking a leg of lamb!

• You could introduce the plot elements (exposition, rising action, climax, falling action, resolution), encourage students to identify major events to fit each element and write down textual evidence to support their ideas.
• Complete a film analysis (examination of film techniques and their effects) to compare/contrast the short story with the classic Alfred Hitchcock television episode.
• What is Mary Maloney’s state of mind? Does it remain the same or does it change throughout the story? Explain.
• Is the resolution of the story satisfying? Why or why not? Why do you think the author ended it as he did?
• How does irony contribute to the theme of deception in the story? Explain.

Spice up your middle school English or high school English class with this short stories and activities bundle for Dahl’s famous story!

13.  “The Tell-Tale Heart” 

Poe’s classic psychological thriller is narrated by an unnamed protagonist who insists on their sanity while recounting how they murdered an old man. The narrator is haunted by the sound of the victim’s beating heart, which ultimately drives him to confess to the crime despite not originally being a suspect. 

• Teach symbolism (object, person, or place that represents something else) by focusing on the heart and eye . The author used these symbols in various ways!
• Investigate psychology (the study of the human mind) as a part of the story. Determine what is fact and what is fiction within the narrator’s mind.
• What does the story reveal about the human psyche?
• What is the deeper meaning of the two key symbols in the story – the beating heart and the eye of the old man?
• What role do the narrator’s inner thoughts play in the development of the plot?

This Short Story Comprehension Bundle offers quick (and effective!) ways to assess students’ learning and understanding of the story. It’s easy to use and will no doubt save you time too!

14.  “The Scarlet Ibis” 

Emotional short stories and their counterparts have a place as well in English classrooms! This short story by James Hurst about two brothers is a heartbreaking must-read. Through flashbacks, the unnamed narrator tells the life story of his younger sickly brother William Armstrong, who is nicknamed Doodle. And the end…well, you’ll see.

• Define and explain the purpose of a flashback (referring back to the past within a story). Think about the implications of never thinking back on the past or always thinking about the past.
• Complete a comparison chart between Doodle and the Ibis as you read along. Then, students can create a visual of each after they have ready by using their own evidence!
• What is the meaning of the story’s title and the presence of a scarlet ibis in the story?
• What is the central theme of the story? How do the events of the story support this chosen theme?
• How does the author use personification for the storm? What effect does this have on the story?

This flexible resource features critical thinking questions and answers as well as writing and reading activities for students to explore Hurst’s heartbreaking story.

15.  “The Veldt” 

This science fiction story by Ray Bradbury was first published as “The World the Children Made” and it is quite fitting as a title! The story focuses on a futuristic world in which a video screen can be controlled and it turns out to be more than simple virtual reality! By the story’s conclusion, the world the children made is the downfall of their parents. 

• Compare and contrast “The Veldt” with “The Pedestrian,” two short stories and dystopic texts by Ray Bradbury. Analyze the similarities and differences of both short stories and create a thematic statement that connects to both texts!
• Make connections to our current reality in the 21st century. Locate research about the implications of technology on young people and integrate this information as you discuss this short story.
• How does the author address the theme of technology versus humanity in the story? Do you agree with this commentary? Why or why not?
• How does the nursery reflect the personalities of Wendy and Peter in this story?
• Do you know the story of Peter Pan and his friend Wendy? What connections can you make between it and this story by Ray Bradbury?

Ray Bradbury’s classic short stories and similar passages are the BEST to teach in middle and high school English! With so much to dive into, they are sure to be a hit with your students. Grab this set of activities to extend your students’ engagement with rigorous reading and writing activities about “The Veldt.” 

16.  “The Necklace” 

A woman who longs for a life of luxury and elegance beyond her means faces consequences when she loses a borrowed necklace. Guy de Maupassant’s story ends with a twist that has the reader question the value of material possessions. 

• I love comparing this short story with O. Henry’s “The Gift of the Magi.” You might choose to focus on the theme, characterization, setting, etc.
• Summarize (writing about the main idea with details) each chunk of the story as you read with your students. Instead of asking students to write a paragraph, you could ask students to create each summary in only one sentence.
• The story explores vanity, deception, and the consequences of striving for social status. Which theme do you think is the most important? Explain with support from the story.
• Is Mathilde Loisel a likable character? Does this change during the story? Does it matter if the reader likes her? Why or why not?
• What clues does the author provide throughout the story that foreshadow the twist at the story’s end?

Focus on the standards with this Short Story Lesson Bundle for “The Necklace” by Guy de Maupassant!

Need help with implementing activities for “The Necklace?” See below!

17.  “A Vendetta” 

Guy de Maupassant’s late-19th-century story is all about REVENGE. A mother is obsessed with creating a plan to avenge her son’s murder and she then puts the plan into action with a morbid outcome.

• There are so many texts that involve REVENGE! Why not use this concept as a focus for a thematic unit (texts linked to a similar concept and/or message)? You could read “A Poison Tree,” “The Cask of Amontillado,” and “Lamb to the Slaughter” as well as “A Vendetta” with the intention of writing about all 4 for a comparison/contrast paper, presentation, or seminar.
• Analyze the development (how a character changes over time) of the mother and the dog throughout the story; you might annotate for similarities and differences as well as their motivations!
• What comment is the story making about the nature (or need) for justice? Do you agree or disagree? Why or why not?
• What similes and metaphors does the author use to communicate the main character’s feelings about the vendetta?
• How does the author use details to explain the main character’s thoughts, feelings, and motivation?

Add these activities for this lesser-known work to your short story plans. It’s sure to keep things fresh for your short stories and activities unit! 

18.  “Thank You, Ma’am” (also known as “Thank You, M’am”)

This heartfelt story by Langston Hughes tells the story of Luella, an older woman in the neighborhood, who is nearly robbed by a young man named Roger. In response to Roger, Luella brings him back to her home and treats him with an abundance of kindness, which has a profound effect on Roger.

This tale is at the top of the list for the BEST short stories and passages for upper middle and younger high school students!

• Introduce perspective and/or point of view (how a story is told: 1st, 2nd, 3rd omniscient, 3rd limited, 3rd objective). Students might rewrite the story from another perspective or extend the story using the perspective of one of the main characters.
• Review plot elements with a focus on the exposition (introduction to the characters, setting, and conflict), climax (highest point of interest/turning point of the story), and resolution (how the story is concluded and/or resolved in some way.) You could assign an activity surrounding each concept: visualization of the scene, a journal response to the event, or a short response focused on how the element is important to the overall theme!

• Do you believe in second chances? What does the story say about second chances? 
• How might the climax of the story also be seen as the turning point in Roger’s life?
• How would you describe Mrs. Luella Bates Washington Jones? Are her actions expected or unexpected in the story? Consider from Roger’s and the reader’s point of view.

Click to check out all of the details for this BUNDLE with differentiated options , which includes a Test Prep Quiz (with varied options), Venn Diagrams, Graphic Organizers, and Writing Responses!! 

19.  “Click Clack the Rattle Bag”

This short story by Neil Gaiman is creepy and fun in the best ways possible! The narrator is taking care of his girlfriend’s little brother and walking him to bed when the child asks for a story. Instead of the narrator sharing a story, the boy shares about the Click Clacks who drink their prey and leave behind rattling bodies. The end is too good to be missed!

Short stories and plots like those in “Click Clack the Rattle Bag” will most certainly engage even your most struggling learners!

• We all know that test prep can be tough as many reading passages are, well, boring! Why not accomplish some test prep with your students and incorporate 5 standardized test-related questions ? You could focus on theme, structure, order of events, characterization, etc.!
• Help students make inferences (acknowledging and hypothesizing about the impact of details that are not directly referenced or stated) as the scene moves along. Students can analyze the change in the setting, the little boy himself, the story the boy is telling, and specific phrases from the story.
• What details in the story contribute to its eerie atmosphere or mood? Or what figurative language devices does Neil Gaiman use to create a sense of suspense in the story? 
• How does the author use ambiguity in the story? Is it effective or not? Explain.
• What inferences can you make about the relationship between the narrator and the young boy?

This “Click Clack the Rattle Bag” Quiz Pack for middle and high school students uses the Common Core standards and contains questions and answers modeled after various state standardized tests! Make teaching this amazing short story by Neil Gaiman SIMPLE & EASY!

Why should we incorporate more short stories and activities in our teaching?

While I would never advocate replacing all novels with short stories and smaller texts, there is still something to be said about spending quality time with short stories and excerpts. 

Including short stories and standards-based activities is an ideal option to improve reading comprehension and develop skills, especially in middle and high school English classes!

SHORT STORIES AND ACTIVITIES RESOURCES: 

This  Short Stories and Test Prep Questions ULTIMATE BUNDLE with Lessons, Quizzes, and Activities uses the Common Core standards with reading comprehension QUESTIONS and ANSWERS for 18 short stories such as “The Most Dangerous Game,” “The Monkey’s Paw,” “The Tell-Tale Heart,” “After Twenty Years,” “The Gift of the Magi,” “The Veldt,” “The Lottery,” “The Pedestrian,” etc. modeled after various state reading exams.

Make teaching short stories and activities SIMPLE & EASY!

Just PRINT & TEACH with engaging short stories and lessons!!

Need more fun ideas for teaching short stories and corresponding activities? Check out my store Kristin Menke-Integrated ELA Test Prep !

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English that goes straight to the heart

Short Stories for Reading Comprehension

Many people enjoy reading or hearing short stories, but creating them isn’t easy. Here, we share over 20 short stories for reading comprehension along with questions and answers.

These stories are meant to help you practice understanding what you read, and they might make you think a little harder too!

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Short Stories for Reading Comprehension #1

Once there was a poor woodcutter who accidentally dropped his axe into the river while chopping down a tree. He felt really sad and started crying. A god who lived in the river heard him and came out to help.

The woodcutter explained what happened, and the god dove into the river to find the axe. When he came back, he was holding a shiny golden axe. He asked the woodcutter if it was his. But the woodcutter said no, his axe wasn’t fancy like that.

So, the god went back into the river and came back with a silver axe. But again, the woodcutter said it wasn’t his. Finally, the god dived one more time and brought back the woodcutter’s old iron axe.

The woodcutter was really happy to have his axe back, and the god was impressed by his honesty. As a reward, the god gave him silver and gold axes in addition to his iron axe.

Multiple Choice Questions (MCQs)

What did the poor woodcutter drop into the river?

A) Silver axe

B) Golden axe

C) Iron axe

D) Diamond axe

Answer: C) Iron axe

How did the god reward the woodcutter for his honesty?

A) With a wooden axe

B) With a silver axe

C) With a golden axe

D) With a bronze axe

Answer: B) With a silver axe

Why did the woodcutter reject the golden and silver axes initially offered by the god?

A) Because he preferred his old iron axe

B) Because he was greedy for more valuable axes

C) Because he wanted a diamond axe

D) Because he was afraid of the god’s power

Answer: A) Because he preferred his old iron axe

True or False Questions

The woodcutter accidentally dropped his diamond axe into the river.

Answer: False (The woodcutter dropped his iron axe, not a diamond one.)

The woodcutter rejected the golden and silver axes because he thought they were fake.

Answer: False (The woodcutter rejected the golden and silver axes because he preferred his old iron axe.)

The god living in the river was angered by the woodcutter’s tears.

Answer: False (The god was moved by the woodcutter’s sadness and came out to help.)

Short Answer Questions

How did the god respond to the woodcutter’s plight?

Answer: The god dived into the river to retrieve the woodcutter’s axe.

What was the woodcutter’s reaction when the god offered him the golden and silver axes?

Answer: The woodcutter rejected the golden and silver axes, stating that his old iron axe was not as fancy.

Fill in the Blanks

The woodcutter accidentally dropped his __________ axe into the river.

Answer: iron

The god rewarded the woodcutter with silver and gold axes in addition to his __________ axe.

The woodcutter rejected the golden and silver axes because he preferred his old __________ axe.

The god was impressed by the woodcutter’s __________.

Answer: honesty

Match the Following

1.What did the woodcutter accidentally drop? ➔ B) Iron axe | 2.How did the god reward the woodcutter? ➔ C) With a silver and gold axe | 3.Why did the woodcutter reject the golden and silver axes? ➔ A) Because he preferred his old iron axe | 4.What impressed the god about the woodcutter? ➔ D) Honesty

Short Stories for Reading Comprehension #2

Once upon a time, there was an old owl living in an oak tree. Every day, he watched what happened around him.

One day, he saw a young boy helping an older man carry a heavy basket. The next day, he saw a young girl shouting at her mother. The owl noticed that the more he saw, the less he talked.

As time passed, he spoke less and listened more. He heard people talking and sharing stories. One person said they saw an elephant jump over a fence. Another person claimed they never made a mistake.

The old owl learned from observing people. Some became better, while others became worse. But each day, the owl grew wiser as he watched and listened from his tree.

Where did the old owl live?

A) In a nest

B) In a pine tree

C) In an oak tree

D) In a cave

Answer: C) In an oak tree

What did the old owl notice about his own behavior as time passed?

A) He talked more and observed less

B) He observed more and talked less

C) He became more talkative and social

D) He stopped listening to people

Answer: B) He observed more and talked less

What did the old owl learn from observing people?

A) Some people claimed they saw an elephant jump over a fence

B) People always told the truth

C) People become wiser with age

D) Some people improved while others worsened

Answer: D) Some people improved while others worsened

The old owl became wiser by talking more and listening less.

Answer: False (The old owl became wiser by observing and listening more.)

One person claimed they never made a mistake, according to the passage.

Answer: True

The old owl lived in a pine tree.

Answer: False (The old owl lived in an oak tree.)

How did the old owl’s behavior change over time?

Answer: The old owl spoke less and listened more as time passed.

Answer: The old owl learned that some people improved while others worsened through observation.

The old owl lived in an __________ tree.

Answer: oak

The more the old owl saw, the __________ he talked.

Answer: less

One person claimed they never made a __________.

Answer: mistake

The old owl became wiser as he watched and __________ from his tree.

Answer: listened

1-C, 2-D, 3-B, 4-A

Short Stories for Reading Comprehension #3

Once there was a farmer who needed water for his farm, so he bought a well from his neighbor. But the next day, when the farmer went to get water from the well, the neighbor wouldn’t let him.

When the farmer asked why, the neighbor said, “I sold you the well, not the water,” and walked away. Upset, the farmer went to the emperor to seek justice and explained what happened.

The emperor called Birbal , the wisest of his advisors, for help. Birbal questioned the neighbor, asking why he wouldn’t let the farmer take water from the well since he sold it to him.

The neighbor replied, “Birbal, I did sell the well, but not the water inside it. The farmer has no right to take water from the well.”

Birbal explained, “If you sold the well, you can’t keep the water in it that belongs to the farmer. You must either pay rent to the farmer or remove the water from the well immediately.”

Realizing his plan had failed, the neighbor apologized and went home.

Why did the farmer seek justice from the emperor?

A) Because the neighbor refused to sell him the well

B) Because the neighbor refused to let him take water from the well he bought

C) Because the neighbor damaged the well

D) Because the neighbor asked for more money for the well

Answer: B) Because the neighbor refused to let him take water from the well he bought

Who did the emperor call for help in resolving the farmer’s issue?

A) His soldiers

B) His ministers

C) Birbal, his wisest advisor

D) The neighboring farmers

Answer: C) Birbal, his wisest advisor

How did Birbal suggest resolving the dispute between the farmer and the neighbor?

A) By asking the farmer to buy water from the neighbor

B) By asking the neighbor to return the money to the farmer

C) By asking the neighbor to remove the water from the well or pay rent to the farmer

D) By ignoring the issue

Answer: C) By asking the neighbor to remove the water from the well or pay rent to the farmer

The neighbor refused to let the farmer take water from the well because he changed his mind about selling it.

Answer: False (The neighbor refused because he believed he only sold the well, not the water.)

Birbal suggested that the neighbor could keep the water in the well since he sold it to the farmer.

Answer: False (Birbal suggested that the neighbor either remove the water or pay rent to the farmer.)

The neighbor apologized to the farmer and offered him the water for free after Birbal’s intervention.

Why did the neighbor refuse to let the farmer take water from the well?

Answer: The neighbor believed he only sold the well, not the water inside it.

How did Birbal propose resolving the dispute between the farmer and the neighbor?

Answer: Birbal suggested that the neighbor either remove the water from the well or pay rent to the farmer.

The farmer sought justice from the emperor because the neighbor refused to let him take __________ from the well he bought.

Answer: water

Birbal, the emperor’s wisest advisor, suggested that the neighbor either remove the water from the well or pay __________ to the farmer.

Answer: rent

Realizing his plan had failed, the neighbor __________ and went home.

Answer: apologized

The neighbor claimed he sold the well but not the __________ inside it.

Q1 ~ B, Q2 ~ C, Q3 ~ A, Q4 ~ D

Short Stories for Reading Comprehension #4

Once upon a time, there were two brothers who lived near a forest. The older brother was mean to his younger brother. He always took all the food and the best clothes for himself.

Every day, the older brother went into the forest to collect firewood to sell. He would chop off branches from every tree he passed. One day, he found a special tree. Before he could chop its branches, the tree spoke to him.

“Please don’t cut my branches,” the tree said. “If you spare me, I will give you golden apples.”

The older brother agreed, but he wasn’t happy with the few apples the tree gave him. He got greedy and threatened to cut down the whole tree if it didn’t give him more apples. Instead of more apples, the tree showered him with sharp needles. He fell down in pain.

Worried, the younger brother went looking for his older brother. He found him near the magical tree, covered in needles and crying in pain. The younger brother gently removed each needle with care. When all the needles were out, the older brother realized his mistake and apologized for being mean.

Seeing the change in his heart, the magical tree gifted them with plenty of golden apples. And from that day on, the brothers lived happily together, sharing everything with each other.

Why did the older brother go into the forest every day?

A) To meet his friends

B) To collect firewood to sell

C) To hunt for animals

D) To explore the magical tree

Answer: B) To collect firewood to sell

What did the magical tree offer the older brother in exchange for sparing its branches?

A) Golden coins

B) Golden apples

C) Silver apples

D) Diamonds

Answer: B) Golden apples

What was the older brother’s reaction when the magical tree didn’t give him more apples?

A) He apologized

B) He threatened to cut down the whole tree

C) He hugged the tree

D) He thanked the tree

Answer: B) He threatened to cut down the whole tree

The older brother was kind and generous to his younger brother.

Answer: False (The older brother was mean to his younger brother.)

The magical tree rewarded the older brother with golden apples, but he was satisfied with them.

Answer: False (The older brother wasn’t satisfied and demanded more from the tree.)

The younger brother found his older brother covered in needles and crying in pain near the magical tree.

Answer: The magical tree offered the older brother golden apples.

How did the younger brother help his older brother when he found him near the magical tree?

Answer: The younger brother gently removed each needle from his older brother’s body with care.

Every day, the older brother went into the forest to collect __________ to sell.

Answer: firewood

Instead of more apples, the magical tree showered the older brother with __________.

Answer: sharp needles

Worried, the younger brother found his older brother covered in needles and __________ in pain.

Answer: crying

Seeing the change in his heart, the magical tree gifted them with plenty of golden __________.

Answer: apples

Q1 ~ B, Q2 ~ A, Q3 ~ C, Q4 ~ D

Short Stories for Reading Comprehension #5

Once upon a time, a mother pig sent her three little pigs out into the world to learn and make their own homes.

The first pig was lazy, so he quickly built a house out of straw. The second pig was a bit lazy too, so he made his house from sticks. But the third pig was hardworking and built a strong house out of bricks and stone.

One day, a big bad wolf came along and wanted to eat the pigs. He huffed and puffed and blew down the straw house. Then he blew down the stick house too.

But when he tried to blow down the brick house, he couldn’t do it. He huffed and puffed and huffed and puffed, but the house was too strong. Finally, the wolf got tired and gave up, leaving the third pig safe inside his sturdy house.

What material did the lazy first pig use to build his house?

A) Bricks and stone

Answer: B) Straw

How did the big bad wolf manage to destroy the houses of the first two pigs?

A) By blowing them down with his breath

B) By digging under them

C) By setting them on fire

D) By using brute force

Answer: A) By blowing them down with his breath

Why couldn’t the big bad wolf blow down the third pig’s house?

A) Because it was too heavy

B) Because it was made of straw

C) Because it was made of sticks

D) Because it was made of bricks and stone

Answer: D) Because it was made of bricks and stone

The third pig built his house out of straw.

Answer: False (The third pig built his house out of bricks and stone.)

The big bad wolf successfully blew down the third pig’s house.

Answer: False (The big bad wolf couldn’t blow down the third pig’s house.)

The first pig was hardworking and built a strong house.

Answer: False (The first pig was lazy and built his house out of straw.)

Answer: The big bad wolf blew down the houses of the first two pigs with his breath.

Answer: The third pig’s house was made of bricks and stone, so it was too strong for the wolf to blow down.

The lazy first pig built his house out of __________.

Answer: straw

The big bad wolf managed to destroy the first two pigs’ houses by blowing them down with his __________.

Answer: breath

The third pig built a strong house out of __________ and __________.

Answer: bricks, stone

The big bad wolf couldn’t blow down the third pig’s house because it was made of __________ and __________.

Q1 ~ B, Q2 ~ A, Q3 ~ D, Q4 ~ C

Short Stories for Reading Comprehension #6

Once there was a Fox and a stork. The Fox, who was a bit selfish, decided to invite the stork over for dinner. The Stork was thrilled to be invited and arrived at the Fox’s house on time.

When they sat down to eat, the Fox served soup in shallow bowls. The Fox easily slurped up his soup, but the Stork couldn’t because her beak was too long for the shallow bowl.

The next day, it was the Stork’s turn to host dinner. She served soup again, but this time in tall narrow vases. While the Stork could easily enjoy her soup, the Fox couldn’t reach the soup in the narrow vases with his snout. He went home hungry, realizing his mistake.

Why did the Stork struggle to eat the soup served by the Fox?

A) Because she didn’t like soup

B) Because the soup was too hot

C) Because the soup was served in shallow bowls

D) Because she had a long beak

Answer: C) Because the soup was served in shallow bowls

What did the Stork serve for dinner when it was her turn to host?

A) Soup in shallow bowls

B) Soup in tall narrow vases

Answer: B) Soup in tall narrow vases

Why couldn’t the Fox enjoy the soup served by the Stork?

A) Because it was too hot

B) Because it was too cold

C) Because it was served in shallow bowls

D) Because it was served in tall narrow vases

Answer: D) Because it was served in tall narrow vases

The Fox invited the Stork over for dinner because he was kind and generous.

Answer: False (The Fox invited the Stork over for dinner as part of a selfish plan.)

The Stork couldn’t eat the soup served by the Fox because her beak was too long for the shallow bowls.

The Stork served soup in shallow bowls when it was her turn to host dinner. (False)

Answer: False (The Stork served soup in tall narrow vases.)

Answer: The Stork struggled because the soup was served in shallow bowls, and her beak was too long to reach it.

How did the Fox react when he couldn’t reach the soup served by the Stork?

Answer: The Fox went home hungry, realizing his mistake in serving the Stork soup in shallow bowls.

The Fox served soup in __________ bowls, making it difficult for the Stork to eat.

Answer: shallow

The Stork served soup in tall __________ __________ when it was her turn to host dinner.

Answer: narrow vases

The Fox went home hungry because he couldn’t reach the soup in the tall __________ __________ served by the Stork.

The Stork couldn’t eat the soup served by the Fox because her __________ was too long for the shallow bowls.

Answer: beak

Q1 ~ C, Q2 ~ B, Q3 ~ D, Q4 ~ A

Short Stories for Reading Comprehension #7

Once upon a time, in Akbar’s court, someone asked a tricky question: “How many crows are there in the city?” No one knew the answer.

But Birbal, one of Akbar’s clever advisors, quickly spoke up. He said, “There are four thousand three hundred and twelve crows.” Everyone was surprised and asked him how he knew.

Birbal explained, “Send someone to count the crows. If there are fewer than four thousand three hundred and twelve, it means some crows are visiting their families elsewhere. And if there are more than that, it means some crows from outside are visiting their families here.”

Akbar was impressed by Birbal’s smart answer and rewarded him with gifts for his wit.

What was Birbal’s response to the tricky question about the number of crows in the city?

A) “There are exactly 4,312 crows.”

B) “There are more crows than anyone can count.”

C) “There are fewer than 4,312 crows.”

D) “There are four thousand and twelve crows.”

Answer: A) “There are exactly 4,312 crows.”

How did Birbal explain his answer to the question about the number of crows?

A) By stating he had counted them himself

B) By suggesting to count the crows visiting their families

C) By estimating the population based on the city’s size

D) By guessing randomly

Answer: B) By suggesting to count the crows visiting their families

What was Akbar’s reaction to Birbal’s answer?

A) Disappointment

C) Surprise and impressed

D) Indifference

Answer: C) Surprise and impressed

Birbal claimed he knew the exact number of crows in the city.

Birbal suggested counting the crows to determine the population accurately. (True)

Akbar was disappointed with Birbal’s response to the tricky question. (False)

Answer: False

What was Birbal’s clever response to the tricky question about the number of crows in the city?

Answer: Birbal stated that there were exactly 4,312 crows and explained that counting would verify this by considering visiting crows.

How did Akbar react to Birbal’s smart answer?

Answer: Akbar was surprised and impressed by Birbal’s response, rewarding him for his wit.

Birbal stated that there were exactly __________ crows in the city.

Answer: 4,312

Birbal suggested sending someone to count the crows to determine if there were fewer or more than __________ crows.

Akbar was impressed by Birbal’s __________ answer and rewarded him for his wit.

Answer: smart

Birbal’s response to the tricky question about the crows demonstrated his __________ and cleverness.

Answer: intelligence

Q1 ~ D, Q2 ~ C, Q3 ~ B, Q4 ~ A

Short Stories for Reading Comprehension #8

Once upon a time, there was a monkey who lived happily on a berry tree by the river. One day, he saw a tired and hungry crocodile beneath the tree. Feeling sorry for the crocodile, the monkey offered him some berries.

The crocodile was grateful and they soon became friends. Every day, the monkey would give berries to the crocodile. He even sent extra berries for the crocodile’s wife.

But the crocodile’s wife was wicked and deceitful. She told her husband that she wanted to eat the monkey’s heart. Though the crocodile was saddened by this, he wanted to please his wife.

So, he tricked the monkey by pretending his wife invited him for dinner. Carrying the monkey on his back across the river, the crocodile revealed his wife’s plan.

Quick-witted, the monkey lied, saying he left his heart on the berry tree and they needed to return. Once back on the tree, the monkey refused to come down, realizing the crocodile’s betrayal meant their friendship was over.

How did the monkey and the crocodile initially become friends?

A) The crocodile offered berries to the monkey.

B) The monkey felt sorry for the hungry crocodile and offered him berries.

C) They met at a party.

D) They were neighbors.

Answer: B) The monkey felt sorry for the hungry crocodile and offered him berries.

Why did the crocodile carry the monkey across the river?

A) To visit the crocodile’s wife

B) To show the monkey his home

C) To hunt for more berries

D) To eat the monkey’s heart

Answer: D) To eat the monkey’s heart

How did the monkey outsmart the crocodile?

A) By pretending to be asleep

B) By jumping off the crocodile’s back before reaching the other side of the river

C) By revealing the crocodile’s plan to his wife

D) By lying about leaving his heart on the berry tree

Answer: D) By lying about leaving his heart on the berry tree

The crocodile’s wife was kind and honest.

The crocodile wanted to eat the monkey’s heart to make a stew.

The monkey willingly went with the crocodile to meet his wife.

How did the crocodile betray the monkey’s trust?

Answer: The crocodile tricked the monkey by pretending his wife invited him for dinner and then revealed her plan to eat the monkey’s heart.

Answer: The monkey outsmarted the crocodile by lying about leaving his heart on the berry tree, thus refusing to accompany the crocodile to his home.

The crocodile’s wife was __________ and __________.

Answer: wicked, deceitful

The crocodile carried the monkey across the river with the intention of eating his __________.

Answer: heart

The monkey outsmarted the crocodile by lying about leaving his heart on the __________ __________.

Answer: berry tree

The crocodile’s betrayal ended their __________.

Answer: friendship

Q1 ~ B, Q2 ~ D, Q3 ~ A, Q4 ~ C

Short Stories for Reading Comprehension #9

Once upon a time, on a sunny autumn day, a family of ants was working hard in the warmth of the sun. They were busy drying out the grain they had collected during the summer. Suddenly, a hungry grasshopper approached them, carrying his fiddle.

The grasshopper asked humbly for some food. The ants were surprised and asked him why he hadn’t stored any food for the winter like they had.

The grasshopper sadly replied, “I was so busy playing music all summer that I didn’t have time to collect food for the winter.”

The ants didn’t sympathize with him. They simply told him to dance since he spent his time making music instead of preparing for winter. Then they went back to their work, ignoring the grasshopper.

Why did the grasshopper approach the family of ants?

A) To offer them some food

B) To ask for shelter

C) To ask for some food

D) To challenge them to a dance-off

Answer: C) To ask for some food

Why did the ants refuse to sympathize with the grasshopper?

A) Because they didn’t like him

B) Because they were too busy

C) Because he spent his time playing music instead of collecting food

D) Because they had no food to spare

Answer: C) Because he spent his time playing music instead of collecting food

What did the ants suggest the grasshopper do instead of asking for food?

A) Play music for them

B) Join them in collecting food

Answer: C) Dance

The grasshopper approached the ants because he wanted to offer them some food.

The ants sympathized with the grasshopper’s situation.

The grasshopper spent his summer collecting food for the winter.

Why did the ants refuse to help the grasshopper?

Answer: The ants refused to help the grasshopper because he spent his time playing music instead of collecting food for the winter.

Answer: The ants suggested the grasshopper dance since he spent his time making music instead of preparing for winter.

The grasshopper approached the family of ants to ask for __________.

Answer: some food

The ants didn’t sympathize with the grasshopper because he spent his time playing __________ instead of collecting food.

Answer: music

Instead of asking for food, the ants suggested the grasshopper __________.

Answer: dance

The grasshopper spent his summer playing music instead of collecting food for the __________.

Answer: winter

Q1 ~ C, Q2 ~ B, Q3 ~ A, Q4 ~ D

Short Stories for Reading Comprehension #10

Once, a partridge couldn’t find food near its home, so it went far away to some cornfields. It stayed there for a few days before coming back home. But when it returned, it found a rabbit had moved into its empty nest and made itself comfortable.

The partridge and the rabbit argued over whose home it was. They couldn’t settle it themselves, so they decided to seek help from a judge. They found a cat by the river who seemed to be praying, and they thought it was trustworthy.

The cat listened to both sides of the story but said it couldn’t hear them well and asked them to come closer. When they did, the cat suddenly killed and ate them both.

The other animals learned a lesson about trusting someone just because they seemed trustworthy.

Why did the partridge and the rabbit seek help from a judge?

A) Because they couldn’t decide whose home it was

B) Because they wanted advice on how to share the nest

C) Because they were lost and needed directions

D) Because they wanted to form an alliance against other animals

Answer: A) Because they couldn’t decide whose home it was

Why did the cat ask the partridge and the rabbit to come closer?

A) To hear their stories better

B) To give them a hug

C) To trick them

D) To mediate their argument

Answer: C) To trick them

What lesson did the other animals learn from the partridge and the rabbit’s story?

A) Not to argue over homes

B) Not to trust someone just because they seem trustworthy

C) To always seek help from a judge

D) To always listen to the cat

Answer: B) Not to trust someone just because they seem trustworthy

The partridge and the rabbit agreed on sharing the nest peacefully.

The cat genuinely wanted to help resolve the dispute between the partridge and the rabbit.

The partridge and the rabbit survived the encounter with the cat.

Answer: They couldn’t settle the argument over whose home it was, so they sought help to resolve the dispute.

Answer: The other animals learned not to trust someone just because they seem trustworthy, as evidenced by the cat’s betrayal.

The partridge and the rabbit argued over whose __________ it was.

Answer: home

The cat asked the partridge and the rabbit to come closer to __________ them.

Answer: trick

The cat __________ and ate them both when they came closer.

Answer: killed

The other animals learned a lesson about __________ someone just because they seemed trustworthy.

Answer: trusting

Q1 ~ A, Q2 ~ C, Q3 ~ B, Q4 ~ D

Short Stories for Reading Comprehension #11

Once upon a time, there was a king named Midas. He once helped a Satyr, a creature from the woods, and as a reward, Dionysus, the god of wine, offered him a wish. Midas wished that everything he touched would turn into gold. Despite Dionysus warning him, Midas insisted on his wish.

At first, Midas was thrilled as he turned everything he touched into gold. But soon, he realized the downside. When he tried to eat, his food turned into gold, making it impossible for him to satisfy his hunger. Even worse, when his daughter hugged him to comfort him, she turned into gold too.

Midas understood then that his wish was a curse, not a blessing. He cried and went to the river, where he washed away the golden touch from his hands. As he did, the curse washed away with it. When he returned home, everything was back to normal, and Midas learned that not all that glitters is gold.

What did King Midas wish for when Dionysus offered him a wish?

A) Eternal youth

B) Unlimited wealth

C) The ability to turn everything he touched into gold

D) Immortality

Answer: C) The ability to turn everything he touched into gold

What realization did King Midas come to about his wish?

A) That it made him extremely wealthy

B) That it was a curse rather than a blessing

C) That it granted him eternal happiness

D) That it made him popular among his subjects

Answer: B) That it was a curse rather than a blessing

How did King Midas get rid of the golden touch curse?

A) By seeking help from Dionysus

B) By washing his hands in the river

C) By burning all the gold he had accumulated

D) By making another wish to reverse the curse

Answer: B) By washing his hands in the river

King Midas’ wish to turn everything he touched into gold brought him immense joy and satisfaction.

When King Midas tried to eat, his food turned into gold, making it impossible for him to satisfy his hunger.

King Midas’ daughter turned into gold when she hugged him.

What was King Midas’ wish, and why did he regret it?

Answer: King Midas wished that everything he touched would turn into gold. He regretted it because the wish turned out to be a curse, making it impossible for him to eat or touch his loved ones without turning them into gold.

Answer: King Midas got rid of the golden touch curse by washing his hands in the river, which washed away the curse along with the golden touch.

King Midas wished that everything he touched would turn into __________.

Answer: gold

King Midas realized that his wish was a curse when he couldn’t eat because his food turned into __________.

King Midas got rid of the golden touch curse by washing his hands in the __________.

Answer: river

King Midas learned that not all that __________ is gold.

Answer: glitters

Short Stories for Reading Comprehension #12

Once, two friends were walking in the forest, knowing it could be dangerous. They promised to stick together if anything happened.

Suddenly, a big bear came towards them. One friend quickly climbed a tree, leaving the other friend alone.

The friend on the ground didn’t know how to climb, so he pretended to be dead. The bear came close, sniffed around, then left because bears don’t harm dead things.

After the bear left, the friend in the tree came down and asked what the bear said. The friend on the ground replied, “The bear warned me to be careful of false friends.”

How did one friend react when the bear approached them?

A) He climbed a tree

B) He pretended to be dead

C) He ran away

D) He tried to fight the bear

Answer: A) He climbed a tree

What did the friend on the ground do when the bear came close?

A) Climbed a tree

B) Pretended to be dead

C) Ran away

D) Tried to scare the bear

Answer: B) Pretended to be dead

What did the friend in the tree ask the friend on the ground after the bear left?

A) If he was okay

B) What the bear said

C) Why he didn’t climb the tree

D) How he managed to escape

Answer: B) What the bear said

Both friends climbed trees to escape from the bear.

Bears do not harm dead things.

The friend in the tree knew the bear had warned about false friends.

How did the friend on the ground manage to escape from the bear?

Answer: He pretended to be dead, and the bear left him alone because bears do not harm dead things.

What lesson did the friend on the ground learn from the encounter with the bear?

Answer: The friend on the ground learned the lesson to be cautious of false friends, as implied by the bear’s warning.

One friend quickly __________ a tree when the bear approached.

Answer: climbed

The friend on the ground __________ to be dead when the bear came close.

Answer: pretended

Bears do not harm __________ things.

Answer: dead

The friend in the tree asked what the bear __________ after it left.

Answer: said

Short Stories for Reading Comprehension #13

Once upon a scorching day, a hungry lion left his den in search of food. He spotted a little hare and caught it. But as he held the hare, he realized it wouldn’t satisfy his hunger.

Just then, a bigger opportunity appeared: a deer rushed by. The lion, tempted by the larger meal, decided to let the hare go and chase the deer instead. The hare darted away to safety, while the deer vanished into the woods.

The lion regretted his decision, feeling sorry for letting the hare escape.

What did the lion initially catch for food?

C) A rabbit

D) A squirrel

Answer: B) A hare

Why did the lion decide to let the hare go?

A) Because it begged for mercy

B) Because it was too small to satisfy his hunger

C) Because it offered to lead him to a bigger prey

D) Because it was too fast to catch

Answer: B) Because it was too small to satisfy his hunger

How did the lion feel after letting the hare escape?

A) Regretful

C) Indifferent

D) Relieved

Answer: A) Regretful

The lion caught a hare and was satisfied with his catch.

The lion decided to let the hare go because it was too big to eat.

The lion regretted his decision to let the hare go.

What made the lion regret his decision to let the hare go?

Answer: The lion regretted his decision because he realized the hare would have been a better meal than letting it go for a chance at a bigger prey, which he ultimately failed to catch.

What lesson can be learned from the lion’s experience?

Answer: The lesson learned is to appreciate what one has and not to be greedy, as chasing after bigger opportunities may lead to losing what one already has.

The lion let the hare go because it wouldn’t __________ his hunger.

Answer: satisfy

The lion regretted his decision, feeling sorry for letting the __________ escape.

Answer: hare

The lion’s hunger tempted him to chase after a __________ meal, leading to regret.

Answer: bigger

The lion’s decision to chase the deer instead of eating the hare left him feeling __________.

Answer: regretful

Short Stories for Reading Comprehension #14

Once there was an old lion who was too weak to catch his own food. One day, while searching for something to eat, he found an empty cave. The lion thought, “If I wait here, the owner of the cave will come back, and then I can make it my meal.”

As the night approached, a jackal, who actually lived in the cave, returned home. Seeing the lion’s footprints, the jackal got suspicious. To trick the lion, the jackal started talking to the cave as if it could speak. The lion, hearing this, thought that the cave must talk to the jackal every night. So, he called out to the jackal, revealing himself.

The jackal realized the lion was hiding inside and ran away to save himself.

Why did the lion wait in the empty cave?

B) To find shelter

C) To make the cave his meal

D) To meet the owner of the cave

Answer: C) To make the cave his meal

How did the jackal trick the lion?

A) By pretending to be the owner of the cave

B) By pretending to talk to the cave

C) By attacking the lion

D) By offering food to the lion

Answer: B) By pretending to talk to the cave

What did the jackal do when the lion called out to him?

A) He revealed himself

B) He attacked the lion

D) He invited the lion inside

Answer: C) He ran away

The old lion was too weak to catch his own food.

The jackal pretended that the cave could speak.

The lion successfully tricked the jackal into revealing himself.

Short Answer Questions:

Why did the lion decide to wait inside the empty cave?

Answer: The lion decided to wait inside the empty cave with the intention of making the cave’s owner his meal when they returned.

How did the jackal outsmart the lion?

Answer: The jackal outsmarted the lion by pretending that the cave could speak, leading the lion to reveal himself in an attempt to communicate with the jackal.

Fill in the Blanks:

The lion found an empty cave and decided to ______________ until its owner returned.

Answer: wait

The jackal tricked the lion by pretending that the cave could ______________.

Answer: speak

When the lion revealed himself, the jackal ran away to ______________ himself.

Answer: save

The lion’s plan was to make the cave’s owner his ______________.

Answer: meal

Match the Following:

Q1 ~ C, Q2 ~ A, Q3 ~ B, Q4 ~ D

Short Stories for Reading Comprehension #15

Once, the great emperor Akbar gifted a beautiful necklace to his queen, who cherished it dearly in her room. But one unfortunate day, the necklace went missing, leaving the queen distraught. Akbar soon learned that not only the necklace but also other valuable items had vanished from the palace recently.

Unable to solve the mystery, Akbar turned to his clever advisor, Birbal, for help. Birbal came up with a plan and brought along a magical donkey. He instructed each suspect to go into a tent alone and hold the donkey’s tail. If the person was the thief, the donkey would kick them. Everyone followed Birbal’s instructions except the thief. Birbal had sprayed a strong scent on the donkey’s tail, so the thief avoided touching it out of fear. This clever trick helped catch the thief in the end.

What did Birbal bring along to help catch the thief?

A) A magical wand

B) A magical donkey

C) A magical necklace

D) A magical ring

Answer: B) A magical donkey

How did Birbal identify the thief using the magical donkey?

A) By asking the suspects to hold the donkey’s tail

B) By asking the suspects to ride the donkey

C) By asking the suspects to feed the donkey

D) By asking the suspects to talk to the donkey

Answer: A) By asking the suspects to hold the donkey’s tail

Why did the thief avoid touching the donkey’s tail?

A) Because the donkey was aggressive

B) Because the donkey was magical

C) Because the donkey was smelly

D) Because the donkey was invisible

Answer: C) Because the donkey’s tail was sprayed with a strong scent

The queen misplaced the necklace, leading to its disappearance.

Birbal’s plan involved using a magical donkey to catch the thief.

All suspects willingly held the donkey’s tail during Birbal’s investigation.

What was Akbar’s reaction when valuable items went missing from the palace?

Answer: Akbar turned to his clever advisor, Birbal, for help in solving the mystery.

How did Birbal’s plan using the magical donkey help catch the thief?

Answer: Birbal instructed each suspect to hold the donkey’s tail alone in a tent. He had sprayed a strong scent on the donkey’s tail, so the thief, out of fear of being caught, avoided touching it, which ultimately helped identify the thief.

Birbal’s plan involved using a __________ to catch the thief.

Answer: magical donkey

Birbal instructed each suspect to hold the donkey’s __________.

Answer: tail

The thief avoided touching the donkey’s tail because it was sprayed with a strong __________.

Answer: scent

Birbal’s clever trick using the magical donkey helped __________ the thief in the end.

Answer: catch

Short Stories for Reading Comprehension #16

A cute clever puppet named Pinocchio, was carved by Geppetto, a carpenter who treats the puppet as his own son. But Pinocchio is determined to become a real boy and learns many lessons in the process. Every time he gets stuck in a difficult situation, he lies and lies, but mysteriously, with each lie he tells, his nose grows longer. He repeatedly decides not to give in to his temptations but his decisions only last until the next available opportunity. But eventually, he learns his lesson and proves himself worthy of being a real boy.

Multiple Choice Questions:

What is the primary consequence Pinocchio faces when he tells a lie?

• a) His ears grow longer
• b) His nose grows longer
• c) His hair changes color
• d) His eyesight weakens

Answer: b) His nose grows longer

Who is the creator of Pinocchio?

• a) Jiminy Cricket
• b) Geppetto
• c) Stromboli
• d) The Blue Fairy

Answer: b) Geppetto

What is Pinocchio’s ultimate goal?

• a) To become a famous puppeteer
• b) To find a treasure chest
• c) To become a real boy
• d) To become a master carpenter

Answer: c) To become a real boy

True or False Questions:

Pinocchio’s nose grows longer every time he tells the truth.

False (Explanation: Pinocchio’s nose grows longer every time he tells a lie.)

Geppetto is a skilled carpenter who carves Pinocchio out of a magical tree.

False (Explanation: While Geppetto is a carpenter, he carves Pinocchio out of regular wood, not a magical tree.)

Pinocchio learns his lesson and proves himself worthy of becoming a real boy by consistently lying and deceiving others.

False (Explanation: Pinocchio learns his lesson by eventually overcoming his tendency to lie and making selfless decisions.)

Who is Geppetto, and what role does he play in Pinocchio’s life?

Answer: Geppetto is a carpenter who carves Pinocchio out of wood and treats him as his own son. He serves as a father figure and mentor to Pinocchio, guiding him through various life lessons.

How does Pinocchio’s nose serve as a metaphor in the story?

Answer: Pinocchio’s nose serves as a visual representation of his lies. Every time he tells a lie, his nose grows longer, symbolizing the consequences of dishonesty and the importance of truthfulness.

Pinocchio’s nose grows longer every time he tells a ______.

Answer: lie

Geppetto is a skilled ______ who carves Pinocchio out of wood.

Answer: carpenter

Pinocchio’s ultimate goal is to become a real ______.

Answer: boy

Pinocchio learns his lesson and proves himself ______ of being a real boy.

Answer: worthy

Match the following incorrectly matched questions:

Q1 ~ D, Q2 ~ B, Q3 ~ A, Q4 ~ C

Short Stories for Reading Comprehension #17

Once there was a mischievous monkey named Makranda. He loved to jump around from one tree branch to another, not thinking much about being careful. One day, he stumbled upon some woodcutters who were chopping a tree trunk into smaller pieces. They had left a wedge in the tree trunk where they were working.

The elders around warned Makranda not to meddle with the wedge, telling him it could be dangerous. But Makranda didn’t listen. He was curious and wanted to play with it anyway.

Ignoring the warnings, Makranda went ahead and started playing with the wedge. But things took a painful turn. He learned the hard way that sometimes not listening to wise advice can lead to painful consequences.

What was Makranda’s reaction when warned about meddling with the wedge?

A) He immediately stopped and listened to the warnings.

B) He ignored the warnings and continued playing with the wedge.

C) He asked for more information before deciding what to do.

D) He thanked the elders and left the area.

Answer: B) He ignored the warnings and continued playing with the wedge.

What were the woodcutters doing when Makranda found them?

A) Planting trees

B) Climbing trees

C) Chopping a tree trunk

D) Resting under a tree

Answer: C) Chopping a tree trunk

What did Makranda learn in the end?

A) That playing with wedges is fun

B) That ignoring wise advice can lead to painful consequences

C) That he should never climb trees again

D) That he should always listen to elders

Answer: B) That ignoring wise advice can lead to painful consequences

Makranda was cautious and careful when playing with the wedge.

The woodcutters warned Makranda about the danger of meddling with the wedge.

Makranda learned that playing with the wedge was safe and enjoyable.

How did Makranda react to the warnings about the wedge?

Answer: Makranda ignored the warnings and continued playing with the wedge.

What lesson did Makranda learn in the end?

Answer: Makranda learned that ignoring wise advice can lead to painful consequences.

Makranda stumbled upon some woodcutters who were chopping a __________ trunk into smaller pieces.

Answer: tree

The elders warned Makranda not to meddle with the wedge, telling him it could be __________.

Answer: dangerous

Makranda learned the hard way that sometimes not listening to wise advice can lead to painful __________.

Answer: consequences

Makranda was a mischievous monkey who loved to jump around from one tree __________ to another.

Answer: branch

Match the Following :

Q1 ~ C, Q2 ~ B, Q3 ~ A

Short Stories for Reading Comprehension #18

A group of frogs were looking for water in the forest. Two of them fell into a deep pit. They tried to jump but failed. The other frogs told the two frogs that it was almost impossible for them to escape the hole and that they should stop trying. Constant discouragement causes one frog to trust another frog, and he stops trying and eventually dies. Another frog keeps trying and jumps so high that he escapes from the hole. The frog that escaped from the hole was deaf and did not hear the group’s discouragement.

What caused one of the frogs to stop trying to escape?

A) Physical exhaustion

B) The encouragement of the other frogs

C) Deafness

D) Constant discouragement

Correct Answer: D) Constant discouragement

How did the frog eventually escape from the hole?

A) By asking for help from other animals

B) By finding a hidden passage

C) By listening to the encouraging words of the other frogs

D) By persistently trying despite the discouragement

Correct Answer: D) By persistently trying despite the discouragement

What trait did the frog who escaped possess that the other frog lacked?

A) Intelligence

B) Deafness

C) Strength

D) Determination

Correct Answer: D) Determination

True or False:

True or False: Both frogs eventually escaped from the hole.

False: Only one frog managed to escape.

True or False: The discouragement from the other frogs led one of them to give up and die.

True or False: The frog that escaped was fortunate because it was physically stronger than the others.

False: The frog that escaped demonstrated determination rather than physical strength.

How did the discouragement from the other frogs affect the frog that eventually died?

The constant discouragement caused the frog to lose hope and eventually stop trying to escape, leading to its death.

What attribute enabled the deaf frog to overcome the challenges in the pit?

The deaf frog’s inability to hear the discouragement allowed it to persistently try to escape until it succeeded.

The group of frogs were searching for ____________ in the forest.

The discouragement from the other frogs caused one frog to lose hope and eventually ____________ trying.

The frog that escaped was ____________ and did not hear the group’s discouragement.

The frog that escaped demonstrated ____________ by persistently trying to jump out of the hole.

determination

Q1 ~ A, Q2 ~ D, Q3 ~ C, Q4 ~ B

Short Stories for Reading Comprehension #19

It was a hot summer day. A lion and a boar reach a small water body for a drink. They start arguing and fighting over who should drink first. After a while, they get tired and stop breathing, when they see the vulture above. Soon they realize that vultures are waiting to catch one or both of them, to eat them. The lion and the boar then decide that it is better to make friends and be friends than to fight and become vulture food. They drink water together and go on their way.

What prompts the lion and the boar to stop fighting?

A) They realize they are thirsty

B) They hear the vultures above

C) They get tired from the heat

D) They see a larger predator approaching

Correct Answer: B) They hear the vultures above

How do the lion and the boar resolve their conflict?

A) They continue fighting until one surrenders

B) They decide to take turns drinking from the water body

C) They make friends and agree to share the water

D) They call for help from other animals

Correct Answer: C) They make friends and agree to share the water

What lesson do the lion and the boar learn from their encounter with the vultures?

A) The importance of being selfish

B) The dangers of fighting over resources

C) The need to find a larger water body

D) The advantage of teaming up against predators

Correct Answer: B) The dangers of fighting over resources

True or False: The lion and the boar initially decide to fight over the water because they dislike each other.

True or False: The vultures pose no threat to the lion and the boar initially.

False: The vultures are waiting to catch one or both of them to eat.

True or False: The lion and the boar ultimately decide it’s better to be friends and share the water than to fight and risk being eaten by vultures.

How does the presence of the vultures change the behavior of the lion and the boar?

The presence of the vultures makes the lion and the boar realize the danger of fighting and prompts them to make friends and share the water instead.

What lesson do the lion and the boar learn from their encounter at the water body?

They learn the importance of cooperation and friendship in facing common threats and the futility of fighting over resources.

It was a ____________ summer day.

The lion and the boar start arguing and fighting over who should drink ____________.

The lion and the boar decide it is better to make ____________ and be friends than to fight.

They drink water together and go on their ____________.

Q1 ~ B, Q2 ~ C, Q3 ~ A

Short Stories for Reading Comprehension #20

After a feast, two cats see a piece of cake and start fighting over it. A monkey sees this as a profit opportunity and offers to help them. The monkey divides the cake into two halves but shakes his head saying they are unequal. He takes one bite and then another, but still finds them uneven. He keeps doing this until there are no more cakes left, much to the dismay of the poor little cats.

Why do the two cats start fighting?

A) They are hungry

B) They both want the entire piece of cake

C) They dislike each other

D) They are playing a game

Correct Answer: B) They both want the entire piece of cake

What does the monkey do to the cake?

A) Takes a bite and gives the rest to the cats

B) Offers to help the cats divide the cake

C) Eats the entire cake himself

D) Ignores the cats and walks away

Correct Answer: B) Offers to help the cats divide the cake

Why are the cats dismayed at the end of the story?

A) The cake is gone

B) They didn’t get any cake

C) The cake was unevenly divided

D) The monkey ate all the cake

Correct Answer: D) The monkey ate all the cake

True or False: The monkey initially offers to help the cats divide the cake fairly.

True or False: The monkey’s actions result in the cats getting equal shares of the cake.

True or False: The cats end up happy with the monkey’s assistance.

How does the monkey initially try to help the cats with the cake?

The monkey offers to divide the cake into two halves for the cats.

What happens to the cake in the end, and how do the cats feel about it?

The monkey ends up eating the entire cake, much to the dismay of the cats who wanted to eat it.

After a feast, two cats see a piece of ____________ and start fighting over it.

The monkey divides the cake into two halves but shakes his head, saying they are ____________.

He takes one bite and then another but still finds them ____________.

The cats are dismayed as the monkey eats all the cake, leaving them with ____________.

Q1 ~ C, Q2 ~ A, Q3 ~ B

Short Stories for Reading Comprehension #21

Once upon a time, a donkey found a lion’s skin left by hunters. It put on the skin and walked around, scaring both animals and people. The donkey felt very proud and brayed loudly in happiness. But soon, everyone realized it was just a donkey pretending to be a lion. They got angry and gave the donkey a beating for fooling them. Later, a fox came to the injured donkey and said, “I knew it was you because of your voice.”

What did the donkey find left by hunters?

A) A lion’s skin

B) A pile of food

C) A treasure chest

D) A hunting trap

Correct Answer: A) A lion’s skin

Why did the donkey put on the lion’s skin?

A) To scare other animals and people

B) To keep warm

C) To hide from hunters

D) To impress its friends

Correct Answer: A) To scare other animals and people

How did the fox recognize the donkey despite it wearing the lion’s skin?

A) By its size

B) By its smell

C) By its voice

D) By its behavior

Correct Answer: C) By its voice

True or False: The donkey successfully fooled everyone into believing it was a real lion.

True or False: The fox was surprised to find out that the donkey was wearing a lion’s skin.

True or False: The donkey was praised and rewarded for its clever disguise.

How did the donkey’s disguise as a lion end?

The donkey’s disguise was revealed, and it was beaten by the animals and people it had fooled.

What did the fox tell the injured donkey when it came to comfort it?

The fox told the donkey that it recognized it because of its voice.

Once upon a time, a donkey found a lion’s skin left by ____________.

The donkey felt proud and brayed loudly in ____________.

Everyone realized it was just a donkey pretending to be a ____________.

The fox recognized the donkey because of its ____________.

Q1 ~ B, Q2 ~ A, Q3 ~ C

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55 Best Short Stories for High School Students

Quick and engaging.

If there is one thing that my students and I share, it is our love for short stories for high school. They may not choose to read short stories on their own time, but they get very excited when the story I choose to teach a concept is short . I find that because they are short stories, they pack a stronger emotional punch. Short stories for high school elicit real reactions, especially if the author manages to surprise them. Short stories for high school are the thing I use most often to teach literary devices, act as mentor text for our writing, and get students excited about reading. Here is a collection of 55 short stories for high school students. 

1. “Lamb to the Slaughter” by Roald Dahl

“‘i’ll fix some supper,’ she whispered. when she walked across the room, she couldn’t feel her feet touching the floor. she couldn’t feel anything except a slight sickness. she did everything without thinking. she went downstairs to the freezer and took hold of the first object she found. she lifted it out, and looked at it. it was wrapped in paper, so she took off the paper and looked at again—a leg of lamb..

Why I love it: The dramatic irony. The discussion that follows: Who is the innocent lamb in this story?

2. “The Most Dangerous Game” by Richard Connell

“the world is made up of two classes—the hunters and the huntees.”.

Why I love it: This is one of those short stories for high school that engages all of my students. I love to ask them what they think the most dangerous game in the world is. I like to watch them figure out what is about to happen as we read through the story.

3. “The Landlady” by Roald Dahl

“‘i stuff all my little pets myself when they pass away. will you have another cup of tea’”.

Why I love it: This story is great for suspense, irony, and characterization. It always creeps students out.

4. “All Summer in a Day” by Ray Bradbury

“i think the sun is a flower / that blooms for just one hour.”.

Why I love it: This story is heartbreaking and truth-telling. Bradbury takes us to Venus and uses the setting to drive the conflict and focus on the character’s behavior.

5. “The Veldt” by Ray Bradbury

“too much of anything isn’t good for anyone.”.

Why I love it: It’s a dystopian story about the power of technology in our lives. It’s easy to connect to students’ lives.

6. “The Lottery” by Shirley Jackson

“there’s always been a lottery.”.

Why I love it: The brutality of this story sneaks up on you. For a while, you’re convinced this town is ordinary until you find out the dark consequences of blindly following tradition.

7. “The Tell-Tale Heart” by Edgar Allan Poe

“it is impossible to say how first the idea entered my brain; but once conceived, it haunted me day and night.”.

Why I love it: My students love a murder mystery. This one is made even more alluring while the narrator tries to convince the readers of his sanity.

8. “The Gift of the Magi” by O. Henry

“the james dillingham youngs were very proud of two things which they owned. one thing was jim’s gold watch. … the other thing was della’s hair.”.

Why I love it: It’s one of the best stories for high school to teach irony during the holiday season.

9. “The Monkey’s Paw” by W.W. Jacobs

“never mind, dear,” said his wife soothingly; perhaps you’ll win the next one.”.

Why I love it: One of the classic short stories for high school about what can go wrong when granted three wishes. Students also love to know that there was a Simpsons episode based on this short story.

10. “The Secret Life of Walter Mitty” by James Thurber

“the district attorney suddenly thrust a heavy automatic at the quiet figure on the witness stand. ‘have you ever seen this before’ walter mitty took the gun and examined it expertly. ‘this is my webley-vickers 50.80,’ he said calmly. an excited buzz ran around the courtroom.”.

Why I love it: This story moves from the ordinary to the extraordinary. It highlights the mundane adult life while the main character escapes to fantastical situations, inspired by his surroundings. Bonus: the movie version that was released in 2013.

11. “The Ones Who Walk Away From Omelas” by Ursula K. LeGuin

“this is the treason of the artist: a refusal to admit the banality of evil and the terrible boredom of pain.”.

Why I love it: This story encourages high school students to consider the cost of happiness.

12. “Araby” by James Joyce

“her name sprang to my lips at moments in strange prayers and praises which i myself did not understand. my eyes were often full of tears (i could not tell why) and at times a flood from my heart seemed to pour itself out into my bosom. i thought little of the future. i did not know whether i would ever speak to her or not or, if i spoke to her, how i could tell her of my confused adoration.”.

Why I love it: It’s about growing up and developing a crush that is all-consuming.

13. “A Sound of Thunder” by Ray Bradbury

“it fell to the floor, an exquisite thing, a small thing that could upset balances and knock down a line of small dominoes and then big dominoes and then gigantic dominoes, all down the years across time. eckels’ mind whirled. it couldn’t change things. killing one butterfly couldn’t be that important could it”.

Why I love it: It’s a short story about the butterfly effect. The plot asks the question many have asked before, if we could travel back in time, how would it change the future?

14. “Two Kinds” by Amy Tan

“my mother believed you could be anything you wanted to be in america.”.

Why I love it: It explores the complex mother-daughter relationship.

15. “Rules of the Game” by Amy Tan

“next time win more, lose less.”.

Why I love it: Use this for an example of extended metaphor and, again, the dynamics of a mother-daughter relationship.

16. “Eraser Tattoo” by Jason Reynolds

“he knew the sting wouldn’t last forever. but the scar would.”.

Why I love it: I love a teenage love story. Focus on the symbolism of the eraser tattoo.

17. “The Scarlet Ibis” by James Hurst

“all of us must have something or someone to be proud of.”.

Why I love it: A beautifully written heartbreaking story about brothers.

18. “A Good Man Is Hard To Find” Flannery O’Connor

“‘it isn’t a soul in this green world of god’s that you can trust,’ she said. ‘and i don’t count nobody out of that, not nobody,’ she repeated, looking at red sammy.”.

Why I love it: It’s a great story for studying characters, their flaws, and their transformation by the end of the story.

19. “Ruthless” by William de Mille

“when it comes to protecting my property, i make my own laws.”.

Why I love it: It’s a tale of revenge with unexpected twists and turns.

20. “The Story of an Hour” by Kate Chopin

“when the doctors came they said she had died of heart disease—of joy that kills.”.

Why I love it: It makes you ponder the question: Can a person die of a broken heart?

21. “Eleven” by Sandra Cisneros

“what they don’t understand about birthdays, and what they’ll never tell you, is that when you’re eleven, you’re also ten, and nine, and eight, and seven, and six, and five, and four, and three, and two, and one.”.

Why I love it: I use this when I teach creative writing. What changes when we turn 11? How are we different from when we were 10? Most agree that it is a significant change.

22. “The Test” by Theodore Thomas

“nobody should want to drive a car after going through what you just went through.”.

Why I love it: Your students will not see the ending coming.

23. “There Will Come Soft Rains” by Ray Bradbury

“and one voice, with sublime disregard for the situation, read poetry … until all the film spools burned, until all the wires withered and the circuits cracked.”.

Why I love it: Use this futuristic story to teach setting, foreshadowing, and theme.

24. “The Schoolmistress” by Anton Chekhov

“‘it is beyond all understanding,’ she thought, ‘why god gives beauty, this graciousness, and sad, sweet eyes to weak, unlucky, useless people—why they are so charming.’”.

Why I love it: We get to see simple moments become symbols for larger happenings in her life.

25. “Lob’s Girl” by Joan Aiken

“some people choose their dogs, and some dogs choose their people.”.

Why I love it: Read it for a tale of friendship paired with elements of suspense.

26. “An Occurrence at Owl Creek Bridge” by Ambrose Bierce

“he had power only to feel, and feeling was torment.”.

Why I love it: The ending will shock your students.

27. “The Chaser” by John Collier

“‘she will want to know all you do,’ said the old man. ‘all that has happened to you during the day. every word of it. she will want to know what you are thinking about, why you smile suddenly, why you are looking sad.’”.

Why I love it: For the discussion afterward, what would you be willing to do for love? Bonus: Pair with a Twilight Zone episode.

28. “The Janitor in Space” by Amber Sparks

“she feels at home beyond the skies. she lied and said she came here to be close to god, but she feels further away from him than ever.”.

Why I love it: The creative plot created in this story launches deep discussion after reading.

29. “Standard Loneliness Package” by Charles Yu

“root canal is one fifty, give or take, depending on who’s doing it to you. a migraine is two hundred.”.

Why I love it: The plot is intriguing enough for students to be invested. Imagine a world where you outsource negative feelings and experiences to other people.

30. “The Yellow Wallpaper” by Charlotte Perkins Gilman

“i cry at nothing, and cry most of the time.”.

Why I love it: I still remember the first time I read this story in high school and the discussion about women and mental health and the symbolism throughout the story.

31. “ A Jury of Her Peers” by Susan Glaspell

“oh, well,” said mrs. hale’s husband, with good-natured superiority, “women are used to worrying over trifles.”.

Why I love it: It’s a story about women being misunderstood and underestimated.

32. “The Cask of Amontillado” by Edgar Allan Poe

“‘the cough is a mere nothing; it will not kill me. i shall not die of a cough.’ ‘true—true,’ i replied.”.

Why I love it: It’s a revenge story that allows students to see examples of irony throughout.

33. “To Build a Fire” by Jack London

“he now received the full force of the cold. the blood of his body drew back from it. the blood was alive, like the dog.”.

Why I love it: This story is great for any adventurous soul.

34. “The Sniper” by Liam O’Flaherty

“[the sniper’s eyes] were deep and thoughtful, the eyes of a man who is used to looking at death.”.

Why I love it: It’s a story that illustrates the pain and loss of war.

35. “The Lady or the Tiger?” by Frank Stockton

“it mattered not that he might already possess a wife and family, or that his affections might be engaged upon an object of his own selection; the king allowed no such subordinate arrangements to interfere with his great scheme of retribution and reward.”.

Why I love it: Use this as a short story that illustrates that actions have consequences.

36. “The Black Cat” by Edgar Allan Poe

“yet, mad i am not—and very surely do i not dream.”.

Why I love it: This is one of the classic Poe short stories for high school about madness.

37. “The Celebrated Jumping Frog of Calaveras County” by Mark Twain

“smiley said all a frog wanted was education, and he could do ‘most anything’—and i believe him.”.

Why I love it: A Mark Twain story about a man who bets on anything. Use this next time a student says “Bet!” to you.

38. “Metamorphosis” by Franz Kafka

“one morning, when gregor samsa woke from troubled dreams, he found himself transformed in his bed into a horrible vermin.”.

Why I love it: Read this story for symbolism, as the main character turns into an insect overnight. It’s an excellent story that illustrates alienation and loneliness.

39. “Young Goodman Brown” by Nathaniel Hawthorne

“depending upon one another’s hearts, ye had still hoped that virtue were not all a dream. now are ye undeceived. evil is the nature of mankind.”.

Why I love it: A great read for American literature that explores the nature of humanity and questions of faith.

40. “Through the Tunnel” by Doris Lessing

“they were of that coast; all of them were burned smooth dark brown and speaking a language he did not understand. to be with them, of them, was a craving that filled his whole body.”.

Why I love it: The story focuses on overcoming limitations while an 11-year-old trains to swim through an underwater hole in a rock.

41. “The Ice Palace” by F. Scott Fitzgerald

“up in her bedroom window sally carrol happer rested her nineteen-year-old chin on a fifty-two-year-old sill and watched clark darrow’s ancient ford turn the corner.”.

Why I love it: Fitzgerald was gifted in writing about tension in love. This story is about the tension between lovers from the North and South. Read it for the story and the poetic language of Fitzgerald.

42. “The Purple Jar” by Maria Edgeworth

“‘oh mother, how happy i should be,’ said she, as she passed a toy-shop, ‘if i had all these pretty things’”.

Why I love it: It’s a simple story of the conflict between what we desire versus what we need.

43. “Birthday Party” by Katharine Brush

“there was nothing conspicuous about them, nothing particularly noticeable, until the end of their meal, when it suddenly became obvious that this was an occasion—in fact, the husband’s birthday, and the wife had planned a little surprise for him.”.

Why I love it: This is a very quick read and still manages to pack a punch.

44. “Thank You, Ma’am” by Langston Hughes

“you ought to be my son. i would teach you right from wrong.”.

Why I love it: The story is relatable and sends an important message.

45. “Girl” by Jamaica Kincaid

“this is how you smile to someone you don’t like too much; this is how you smile to someone you don’t like at all; this is how you smile to someone you like completely.”.

Why I love it: It’s a message from a mother to a daughter on how to behave.

46. “Powder” by Tobias Wolff

“my father was driving. my father in his forty-eighth year, rumpled, kind, bankrupt of honor, flushed with certainty. he was a great driver.”.

Why I love it: This is one of the great short stories for high school that explores the complexity of a father-son relationship.

47. “The Pie” by Gary Soto

“once, at the german market, i stood before a rack of pies, my sweet tooth gleaming and the juice of guilt wetting my underarms. i nearly wept.”.

Why I love it: This is one of the best short stories for high school about the strength and power of guilt in the presence of childhood and into an adulthood.

48. “Sticks” by George Saunders

“the pole was dad’s only concession to glee.”.

Why I love it: This super-short story is about a father’s tradition of decorating a pole in the yard and all that the pole represents.

49. “Marigolds” by Eugenia Collier

“for one does not have to be ignorant and poor to find that one’s life is barren as the dusty yards of our town.”.

Why I love it: This is a story about realizing that we’re growing up. This is one of the great short stories for high school students that they can connect to.

50. “The Pedestrian” by Ray Bradbury

“the multicolored or grey lights touching their faces, but never really touching them …”.

Why I love it: This story takes place in 2053. Ray Bradbury has a way of making the future feel like the present. Bradbury reminds us how important it is to not lose our humanity.

51. “The Stolen Party” by Liliana Heker

“she was so pleased with the compliment that a while later, when her mother came to fetch her, that was the first thing she told her.”.

Why I love it: This story lets us view a party through a child’s eyes and a mother’s desire to protect her daughter’s heart. 

52. “Through the Tunnel” by Doris Lessing

“he would do it if it killed him, he said defiantly to himself.”.

Why I love it: This is a story that is rich in symbolism and beautifully illustrates the transition from childhood to adulthood. 

53. “The Wretched and the Beautiful” by E. Lily Yu

“‘come out where we can see you,’ the policeman said. the rest of us were glad that someone confident and capable, someone who was not us, was handling the matter.”.

Why I love it: While this story involves aliens, it asks readers to think about what it means to be human. There is also great symbolism in this story.

54. “Cooking Time” by Anita Roy

“at that moment, all i felt was angry. i’d always known that mandy’s obsession would get us into trouble. but would she listen never.”.

Why I love it: This is a story that is set in a dystopian future where the food has been replaced by a supplement. It’s a unique take on a dystopian world as it involves a cooking show and trying to change the way the world operates.

55. “ He — Y, Come On Ou — t! ” by Shinichi Hoshi, translated by Stanleigh Jones

“whatever one wished to discard, the hole accepted it all. the hole cleansed the city of its filth. …”.

Why I love it: This is a story about a Japanese village discovering a mysterious hole and illustrates what happens when people behave selfishly.

Did you enjoy these short stories for high school students? Check out this list of Our All-Time Favorite Classroom Quotes .

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Short Stories in English with Reading Comprehension Questions

You’re probably here because you want to improve your reading skills. Or, you might be a teacher looking for teaching materials for your reading lesson. Either way, you’re in the right place. Check out our short stories in English with morals, vocabulary lists, and reading comprehension questions.

Short Stories for Reading Comprehension

ESL Short Stories for English Learners

One of the best ways to improve your score on the IELTS , TOEFL or TOEIC reading section is to practice reading some short stories. To accommodate all levels of readers, all of our English short stories have three different versions for beginner, intermediate, and advanced readers.

List of Short Stories in English

Check out this list of short moral stories in English. Each story will contain three different versions, a vocabulary list, comprehension questions and answers.

• A Bundle of Sticks
• The Hare and the Tortoise
• The Frightened Lion
• A Council of Mice
• The Fox and the Crow
• The Boy Who Cried Wolf
• The Bear and the Bee
• The Bell and the Cat
• The Lion and the Mouse
• The Frog Who Desired a King
• The Fox and the Hedgehog
• The Wolf and the Crane
• The Gnat and the Bull
• The Clever Woodcutter
• The Wind and the Sun
• The Goose that Laid the Golden Eggs
• The Ant and the Grasshopper
• The Frog and the Ox

Reading Lesson Materials for ESL Teachers

If you’re an ESL teacher looking for additional teaching resources, here are a few different tips and tricks to incorporate into your class. These tips can be helpful for both one-on-one lessons and larger classes .

• Post-Reading Activities for ESL Students
• ESL Reading Games, Activities, Lesson Plans
• Story Timeline ESL Activity
• 71 Ways to Practice English Reading

Short Moral Stories in English

Improve Reading Comprehension with Short Stories in English

If you want to improve your reading comprehension skills using short stories, follow these tips.

• Preview the story by taking a glance and skiming through.
• Read aloud to enhance comprehension and gain better retention.
• Take notes of the key points (e.g., characters or important events) of the story.
• Imagine the story in your head to visualize.
• Try to identify the main idea or theme of the story.
• Ask questions to yourself while reading the story.
• Discuss your thoughts and questions with your friends or classmates.
• If you don’t know the meaning of a word, infer or guess based on the context of the story.
• Feel free to reread and go back to the points that were unclear.
• Lastly, and most importantly, enjoy reading the fun short stories!

Short Stories in English

FAQs About ESL Reading Comprehension Short Stories

Here are answers to some of the most popular questions that people have about ESL reading comprehension stories.

What is reading comprehension?

Reading comprehension is the ability to understand and make sense of what you read. It involves grasping the meaning of words, sentences, and overall text to comprehend and interpret information.

How do I improve reading comprehension with short stories?

Actively engage with short stories by asking questions, making predictions, and summarizing key points. Visualize scenes and characters to enhance understanding. Take notes on key details, characters, and events to reinforce retention. Read aloud to involve multiple senses in the reading process. Discuss the story with others to gain different perspectives. Set clear goals for reading, whether it’s understanding the main idea or identifying specific details.

What are some short stories for enhancing reading comprehension skills?

To enhance your reading comprehension skills, we recommend reading our versions of “The Bear and the Bee”, “The Boy Who Cried Wolf”, “A Bundle of Sticks”, “The Hare and the Tortoise”, “The Frightened Lion”, “A Council of Mice”, and “The Fox and the Crow”.

What are common challenges in reading comprehension with short stories?

Understanding new words, identifying the main idea (e.g., the moral of the story), and making connections between details can be challenging in reading short stories. Additionally, visualizing scenes, analyzing characters, and using context clues may pose difficulties for some readers. Maintaining focus and summarizing key points are also common hurdles in short story comprehension.

How should I teach reading comprehension?

Guide your approach to teaching reading comprehension by prompting students to actively interact with texts, fostering discussions to encourage diverse perspectives. Emphasize the significance of visualization and connecting details for a holistic understanding. Introduce a variety of reading materials to cater to diverse interests and skill levels, ensuring well-rounded comprehension skill development. Additionally, provide constructive feedback to support their growth in comprehending different types of content.

Short Stories in English: Join the Conversation

Did you check out the list of our short stories in English? Which one was your favourite story? Let us know in the comments. We’d love to hear from you. If you want to challenge yourself with academic reading, try out our TOEFL reading practice test .

About Jackie

Jackie Bolen has been teaching English for more than 15 years to students in South Korea and Canada. She's taught all ages, levels and kinds of TEFL classes. She holds an MA degree, along with the Celta and Delta English teaching certifications.

Jackie is the author of more than 100 books for English teachers and English learners, including 101 ESL Activities for Teenagers and Adults and 1001 English Expressions and Phrases . She loves to share her ESL games, activities, teaching tips, and more with other teachers throughout the world.

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41 Short Stories for High School: Free PDF Downloads

Below you will find the best short stories for high school across multiple genres: horror stories, mystery stories, humorous stories, classic stories, and more. Each story includes a link (READ IT) that will take you to a free copy you can read, copy, download or print.

We’ve also included a free PDF of our favorite short stories that you can download and print (see below) titled The Best Short Stories for High School . It includes stories by Edgar Allan Poe, John Steinbeck, Flannery O’Connor, Madeline Yale Wynne, Ambrose Bierce, Ray Bradbury, McKnight Malmar and Frank O’Connor.

Want great stories for middle school? Go here.

Looking for scary stories for kids? Go here .

No Hassles. No Spam. Just Great Resources.

Best Short Stories for High School: Free PDF

Here are the Best Short Stories for High School (at least according to us).

We’ve taught each of these stories to high school students. Kids of all reading levels (including reluctant readers ) found them engaging and suspenseful. They are thought-provoking with plenty of spectacular twists.

To preview, click the thumbnail image below. You can download a free PDF copy by clicking the download button.

Want lesson plans for these stories? We’ve got those too. See what’s in the lesson plans . Lesson plans include material for 16 stories (the 8 in our PDF plus 8 more!).

Click to download our Free PDF.

Funny Short Stories For High School

Lord Oakhurst’s Curse

By O. Henry Lord Oakhurst lay dying in the oak chamber in the eastern wing of Oakhurst Castle.

Machiavelli in Kindergarten

By Peter Schooff A hilarious story told as a series of letters from the kindergarten teachers of young Nicolo Machiavelli.

By Anton Chekhov A young man rushes to his parent’s house to tell them the joyous news about how his name is in the newspaper and he has become famous.

Cannibalism in the Cars

By Mark Twain A train is snowbound and the passengers must find a way to survive. Twain turns the ghastly into the wickedly hilarious.

Mystery Short Stories for High School

Full Circle

By Sue Grafton Private detective Kinsey Millhone witnesses a tragic car accident in which a girl is also shot.

Slowly, Slowly in the Wind

By Patricia Highsmith A man wants to purchase land from his neighbor, but the neighbor refuses. When the man’s daughter runs off with the neighbor’s son, bad goes to worse.

Possibilities

By Bill Pronzini I had been in the backyard no more than two minutes when Roger Telford’s bald head popped up above the boundary fence.

Uncle Auguste

By Andrew Allen No one seemed to know exactly who Uncle Auguste was. There certainly hadn’t been any members of the family by that name. 

Scary Short Stories For High School

Love horror? Check out our page on 40 Scary Stories to Read Online .

Mars Will Have Blood

By Marc Laidlaw “Too much ichor,” said red-faced Jack Magnusson, scowling into a playbook. “The whole tragedy is sopping in it. Blood, blood, blood. 

By Robert Louis Stevenson Markheim enters an antique shop late one night to sell a rare item but ends up murdering the shop owner instead.

The Great God Pan

By Arthur Machen An experiment designed to reveal the spirit world goes horribly wrong, leading to a series of disappearances and deaths.

The Armless Man

By WG Litt I had for some months been trying to find gold or diamonds by digging holes in the veldt.

An Original Revenge

By WC Morrow A soldier intends to kill himself in order to return as a vengeful spirit and take his revenge upon his commanding officer.

The Little Room

By Madeline Yale Wynn A tiny room in a farm house holds a mysterious secret, appearing to be a different room to each person who enters it.

The God of Dark Laughter

By Michael Chabon Thirteen days after the Entwhistle-Ealing Bros. circus left Ashtown two boys stumbled on a body that was dressed in a mad suit of purple and orange velour. 

Literary Short Stories For High School

The Other Woman

By Sherwood Anderson A man struggles with his final days before marriage as he falls for a young barista.

The Scarlet Ibis

By James Hurst The intense relationship between two brothers pushes one boy over the edge into death.

Your Body is a Jewel Box

By Kay Boyle The rain was falling just as it did every day at this time of the year, and when Olive got out of bed she saw that Mildred was sitting on the roof again and crying in the rain.

The Love of My Life

By TC Boyle A haunting story of two high schoolers in love as they enter college, get pregnant and decide what to do about the baby and their future.

A Father’s Story

By Andre Dubus A father frames himself for a potential crime to shield his daughter after she is in a car accident that may have killed someone.

Adventure Short Stories for High School

The Strange Ride of Morrowbie Jukes

By Rudyard Kipling There is, as the conjurers say, no deception about this tale. Jukes by accident stumbled upon a village that is well known to exist, though he is the only Englishman who has been there.

A Descent Into the Maelstrom

By Edgar Allan Poe A seemingly old man recounts his horrific tale of being sucked into a massive whirlpool at sea and how he managed to survive.

The Boar Hunt

By Jose Vasconcelos A group of hunters stalk wild boars through the jungle. When they begin shooting a herd from the trees, they mistakenly believe it’s their lucky day.

An Occurrence at Owl Creek Bridge

By Ambrose Bierce A man set for execution escapes his fate when the noose breaks. He flees, desperate to escape from his executioners.

Science Fiction Short Stories for High School

Everything’s Eventual

By Stephen King A young man with very special powers is enlisted to quietly and mysteriously kill people around the country.

The Nine Billion Names of God

By Arthur C. Clarke A group of monks living atop the mountains purchase a supercomputer to help them identify all the names of God and bring an end to the universe.

By Isaac Asimov The planet Lagash has known nothing but sunlight for over 2,000 years. Now they are preparing to experience their first nightfall in millenia.

By Frederic Brown Escalating conflict between Earth and the alien Outsiders must be resolved through single combat between an earthling and an Outsider.

Microcosmic God

By Theodore Sturgeon A brilliant biochemist creates a synthetic lifeform in an attempt to improve mankind, but the results are not at all what he imagined.

Classic Short Stories for High School

By John Steinbeck A man finds his wife in the arms of another man, leading to a horrible murder and its aftermath.

The Tall Men

By William Faulkner Two men arrive at a house with a warrant for the McCallum brothers, but they must first deal with the McCallum relatives, one of whom has had a terrible accident and needs his leg amputated.

The Blue Hotel

By Stephen Crane An intense card game leads to a brutal fight in a blizzard.

The Gambler, the Nun & the Radio

By Ernest Hemingway They brought them in around midnight and then, all night long, everyone along the corridor heard the Russian. ‘Where is he shot?’ Mr. Frazer asked the night nurse.

A Good Man is Hard to Find

By Flannery O’Connor A family finds themselves in dire straits on the road when they run into the Misfit, an insane, murderous escaped convict. 

41 Short Stories for Middle School

8 Diverse Memoirs for the Classroom

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Aesop’s Fables With Questions

See more from Aesop on FKB here:  https://freekidsbooks.org/author/aesop/

Extract from Aesop’s Fables – The Tortoise and the Hare

The Hare was once boasting of his speed before the other animals. “I have never yet been beaten,” said he, “when I put forth my full speed. I challenge anyone here to race with me.” The Tortoise said quietly, “I accept your challenge.” “That is a good joke,” said the Hare, “I could dance round you all the way.” “Silence your boasting till you’ve beaten me,” answered the Tortoise. “Shall we race?” So a course was fixed and a start was made. The Hare darted almost out of sight at once, but soon stopped and, to show his contempt for the Tortoise, lay down to have a nap. The Tortoise plodded on and plodded on, and when the Hare awoke from his nap, he saw the Tortoise just near the winning-post and could not run up in time to save the race. Then said the Tortoise: “Plodding wins the race.”

Moral Plodding wins the race.

Reading Comprehension Questions from A Hare and a Tortoise

1 A hare can run much faster than a tortoise. Why did the tortoise win? 2 Can you think of other activities in which a slow and steady pace will win over a fast and impatient pace? 3 How would you say the moral in your own words?

Each story in this book has 3 to 4 questions related to it similar to these ones.

Here are some more versions of Aesop’s Fables available free online.

Aesop’s Illustrated Fables for Children –  https://freekidsbooks.org/aesops-fables-illustrated-children/

Read online version of original Aesop’s fables with images:   Aesop’s Fables For Children Read Online with Pictures

EPub version of Aesop’s fables with images from Gutenberg (as above):  Aesop’s Fables For Children ePub with Pictures

Another pdf version of Aesop’s fables, no images: Aesop’s Fables pdf – text only

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Short Stories (Fiction) Questions - All Grades

You can create printable tests and worksheets from these Short Stories (Fiction) questions! Select one or more questions using the checkboxes above each question. Then click the add selected questions to a test button before moving to another page.

• situational
• Throw him a party
• Give him a funeral
• Give him a hug
• Take him to the forest
• cultural issues
• political issues
• human nature
• the nature of chance
• Rikki-Tikki-Tavi
• Riddi Riddi
• Rikki Tikki Tavi
• A bigger house
• To be emperor
• He doesn't wish for anything
• The paw whispered it to them
• They took a lucky guess
• Because the company offered them 200 pounds
• They are smart
• works for the Department of Natural Resources
• deals with problems effectively
• is afraid of the outdoors
• finds the sources of rivers
• Run and tell that
• Just keep running
• Run around all day
• Run and find out
• brave, but foolish
• mean and cruel
• tough, but good hearted
• wise and gentle

This question is a part of a group with common instructions. View group »

• She did not want to go.
• She felt very nervous.
• She was happy.
• She felt sad.
• She told him he should be ashamed of himself.
• She showed him that she cared about him.
• She kicked him out.
• She told him about her job.
• away from his family
• where there is luck
• where there is money
• The story doesn't say.
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Blog – Posted on Sunday, Jun 17

Best short stories and collections everyone should read.

If you are on the lookout for great storytelling but don’t want to commit to a full-length novel, then short story collections are the answer. Whether it’s just before bed, during your commute, or waiting to see your doctor, small chunks of time are perfect for reading short stories.

Here we have gathered thirty-one of the best short stories and collections , from all sorts of backgrounds and sources, to help you grow your “To Be Read” pile.

For your convenience, we've divided this post into two parts: 1. the ten best free short stories to read right now , and 2. best short story collections. Feel free to jump to the section that you prefer!

If you're feeling overwhelmed by the number of great short stories out there, you can also take our 30-second quiz below to narrow it down quickly and get a personalized short story recommendation 😉

Which short story should you read next?

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Free Short Stories to Read Right Now

These individual short stories are the best of the best — and the even better news is that they're available for free online for you to peruse. From classics published in the 1900s to a short story that exploded in late 2017, here are ten of the greatest free short stories for you to read.

1. “Lamb to the Slaughter” by Roald Dahl

While not exactly a philosophical or political tale like our first two examples, this twisty short story from Dahl does delve into some shady moral territory. We are introduced to Mary Maloney: a loving wife and dedicated homemaker. In just a few short paragraphs describing how she welcomes her husband home, Dahl makes us sympathize with Mary — before a rash act turns her life upside down and takes the reader with her on a dark journey.

For those who haven’t read it, we won’t spoil the rest. However, it’s safe to say that Dahl serves up a fiendish twist on a platter.

2. “The Lottery” by Shirley Jackson

A perennial feature in many a high school syllabus, Shirley Jackson’s best-known short story clinically details an unusual ritual that takes place in a small town. There’s not exactly a lot of plot to spoil in The Lottery — but within a few short pages, Jackson manages to represent the mob mentality that can drive reasonable people to commit heinous acts.

3. “How to Become a Writer” by Lorrie Moore

Told in the second person point of view , this story from Moore’s debut anthology Self-Help takes an honest look at the inner life of a struggling artist. Through the use of an unusual POV, the author manages to turn her reader into a confidante — making it abundantly clear that the ‘you’ the narrator is speaking about is actually herself.

This story is a standout, but the entire collection is well worth a read for its insight, humor, and disregard for literary norms.

4. “Cat Person” by Kristen Roupenian

In the Social Media Age, no short story has gone viral the way this New Yorker contribution from Roupenian has. Arriving at the height of #MeToo, it begins with 20-year-old Margot embarking on the early stages of flirtation with an older man, Robert. As she gets to know more about this man (as well as filling in the gaps with her imagination), the power dynamic in their relationship starts to fluctuate.

Lauded for its portrayal of Margot’s inner life and the fears many modern women face when it comes to dating, it also has its fair share of detractors — many are critical of the central character, some are downright outraged by the story’s success. Still, this story undeniably struck a chord with the reading public, and will likely remain relevant for some time.

5. “Cathedral” by Raymond Carver

First published in The Atlantic Monthly in 1981, “Cathedral” is today known as one of Raymond Carver’s finest works. When it opens, we meet a narrator whose wife is expecting a visit from an old friend, a blind man. Dissatisfied and distrusting of people not like him, our narrator struggles to connect until the blind man asks him to describe a cathedral to him. 

 “Cathedral” is one of Carver’s own personal favorites, and deservedly so. His characteristic minimalist style is devastating as the story builds up to a shattering moment of emotional truth — an ultimate reminder that no-one else can capture the quiet sadness of working-class people like him. 

6. “A Good Man Is Hard to Find” by Flannery O’Connor

Innocuously titled, “A Good Man Is Hard to Find” is nevertheless Flannery O’Connor’s bleakest — and most famous — work. It begins unassumingly with a Southern family who’s planning to go on a road trip. Yet the journey is rudely interrupted when their car overturns on an abandoned dirt road — and they are met by an enigmatic group of three men, coming up over the far hill. 

This short story inspired some strong reactions from the public upon publication — and the conversation continues today as to its frank depiction of the nature of good and evil. Again, we won’t spoil anything for you, except to say that “A Good Man Is Hard to Find” is well worth your time. 

7. “Symbols and Signs” by Vladimir Nabokov

The famous author of Lolita wrote “Signs and Symbols” in 1948. Its premise is seemingly simple: an elderly couple visits their mentally ill son in the sanatorium in America. Yet their background and trials come into sharp focus as the story develops, until an explosive ending disrupts everyone’s peace of mind. 

As you might expect, the somber “Symbols and Signs” diverges sharply from Lolita in terms of both tone and subject — but its ending will keep you awake at night thinking about its implications.  

8. “Sticks” by George Saunders

Not so much a short story as it is flash fiction, “Sticks” is written from the perspective of a young man whose father has an unusual habit: dressing up a crucifix that’s built of out a metal pole in the yard. One of America’s greatest living short story writers, George Saunders explained: "For two years I'd been driving past a house like the one in the story, imagining the owner as a man more joyful and self-possessed and less self-conscious than myself. Then one day I got sick of him and invented his opposite, and there was the story." 

The result is a masterful piece of fiction that builds something out of seemingly nothing — all in the space of only two paragraphs. 

9. “The Veldt” by Ray Bradbury

If there’s anyone who you can trust to deliver thought-provoking, terrifying science fiction on the regular, it’s Ray Bradbury. In “The Veldt,” George and Lydia Hadley have bought an automated house that comes with a “nursey,” or a virtual reality room. Worried about the nursery’s effect on the kids, George and Lydia think about turning off the nursey — but the problem is that their children are obsessed with it. 

As an ominously prescient prediction of the downside of technology, “The Veldt” is a short and shining example of how Ray Bradbury was an author before his time. 

10. “Flowers for Algernon” by Daniel Keyes

In this classic short story, we are privy to the journals of Charlie Gordon, a cleaner with an IQ of 68. ("I reely wantd to lern I wantid it more even then pepul who are smarter even then me. All my life I wantid to be smart and not dumb.”) Charlie’s luck changes when he is selected for an experiment that purports to turn him into a genius — but everything that goes up must come down in the end. 

“Flowers for Algernon” won the Hugo Award in 1960 for its groundbreaking presentation. Heartbreaking and rich with subtle poignance, it is likely to remain a staple for centuries to come.  

Best Short Story Collections to Devour

If you'd like many short stories at your fingertips all at once, short story collections are where you should look. Here, we've collected 21 of the best short story collections — along with the standout story in each volume.

11. A Manual for Cleaning Women by Lucia Berlin

Standout Story: “A Manual for Cleaning Women”

12. Blow-up and Other Stories by Julio Cortázar

Standout Story: “House Taken Over”

13. Drifting House by Krys Lee

Standout Story: “Drifting House”

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14. Dubliners by James Joyce

Standout Story: “The Dead”

15. Everything’s Eventual: 14 Dark Tales by Stephen King

Standout Story: “Riding the Bullet”

16. Ficciones by Jorge Luis Borges

Standout Story: “The Garden of Forking Paths”

17. Florida by Lauren Groff

Standout Story: “Above and Below”

18. Fragile Things: Short Fictions and Wonders by Neil Gaiman

Standout Story: “The Flints of Memory Lane”

19. Kiss Kiss by Roald Dahl

Standout Story: “The Pig”

20. Men Without Women by Haruki Murakami

Standout Story: “Samsa in Love”

21. Nine Stories by J.D. Salinger

Standout Story: “For Esme - With Love and Squalor”

22. Rashōmon and Seventeen Other Stories by Ryūnosuke Akutagawa

Standout Story: “In a Bamboo Grove”

23. Runaway by Alice Munro

Standout Story: “Runaway”

24. Strange Pilgrims by Gabriel García Márquez

Standout Story: “The Trail of Your Blood in the Snow”

25. The Collected Stories by Grace Paley

Standout Story: “A Man Told Me the Story of His Life”

26. The Complete Short Stories of Ernest Hemingway by Ernest Hemingway

Standout Story: “Hills Like White Elephants”

27. The Complete Stories by Flannery O’Connor

Standout Story: “A Good Man is Hard to Find”

28. The Essential Tales of Chekhov by Anton Chekhov

Standout Story: “The Lady with the Dog”

29. The Refugees by Viet Thanh Nguyen

Standout Story: “I’d Love You to Want Me”

30. The Thing Around Your Neck by Chimamanda Ngozi Adichie

Standout Story: “The Thing Around Your Neck”

31. The Youngest Doll by Rosario Ferré

Standout Story: “When Women Love Men”

Ready to write your own short story? Check out these short story ideas for all your inspiration needs.

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Stories and comprehension worksheets.

Each passage is followed by questions which the child may answer by writing in the space provided or by verbalizing the answer to his tutor or parent. Texts are approximately at a 3rd grade reading level.

Max's Good Habit     386 words

The Little Red Cape      525 Words

Amusement Park Problem      407 words

Anna and Her Basketball Adventure     350 words

Hats in Harvard      450 words

Helping Hally      260 words

The Book, the Girl and the Closet      510 words

My New Scooter      422 words

The Solver     376 words

Tag Rules!      370 words

Amanda's News      391 words

Will the Wolf      459 words

An Idea for Tucker      615 words

Non-Fiction:

In Their Own Words      405 words

What are Clouds?     377 words

How to Make Ice Cream    290 words

Landforms      293 words

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Healthy Muscles Matter    450 words

The Bee      200 words

The Hunters and the Hunted      405 words

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Amazing 17 Short Passages with Questions: Huge Free Reading Comprehension Passages Pdf to Download

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You have reached this interesting post as you might be among those who have asked the following questions: what are some best short passages with questions? short passage with questions and answers? printable comprehension worksheets? reading passages pdf? printable comprehension worksheets? short reading comprehension passages? printable reading comprehension worksheet? if so, then you have come to the right place.

As a whole, reading comprehension texts and exercises give ESL or English language learners and students the tools and strategies to acquire new knowledge, through discrimination, visual perception, logical analysis, and recognition.

These short passages with questions will help boost students’ basic reading comprehension skills such as activating prior knowledge and expanding vocabulary knowledge as well.

This article compiles some good free ESL Printable reading comprehension worksheets pdf that will surely help boost and sharpen the learners’ reading comprehension skills. We have designed these free ESL comprehension passages so that they can be printed as worksheets and used for fluency practice, small group practice, whole group discussions, or homework.

1. Short Passages with Questions

Esl reading comprehension worksheets pdf.

A train stops at a station. A young man wants to come out, but it is raining. A boy is standing under a big umbrella. The young man says to the boy:

“Can you go and get us two hamburgers, one for you and one for me? Here are two dollars.”

“Great!” says the boy and he goes to buy hamburgers.

After some time, the boy is back. He is eating a hamburger.

“Where is my hamburger?” asks the young man.

“Oh, there is only one hamburger left. So I’m eating mine. Here is your dollar. “

Reading Comprehension Questions: Read the passage then answer the questions

• A. At a station
• B. Under a big umbrella
• C. On the train
• A. An Umbrella
• B. Hamburgers
• A. No he doesn’t
• B. Yes he does
• C . No he does
• A Yes he isn’t
• B Yes, he is
• C. No, I’m not

2. Free Reading Comprehension Passages Pdf

Esl reading comprehension exercise.

If you go into the forest with friends, stay with them. If you don’t, you may get lost. If you do get lost, this is what you should do.

Sit down and stay where you are. Don’t try to find your friends. Let them find you. You can help them to find you by staying in one place.

There is another way to help your friends or other people to find you. Give them a signal: shouting or whistling three times. Stop. Then shout or whistle three times again. Any signal given three times is a call for help.

Keep on shouting or whistling, always three times together. When people hear you, they will give two shouts or two whistles. When a signal is given twice, it is an answer to a call for help.

If you don’t think that you will get help before night comes, try to make a small room with branches. What should you do if you get hungry or need drinking water? You would have to leave your little branch room to look for something to eat and drink. Don’t just walk away. Pick up small brunches and drop them as you walk so that you can find your way back. The most important thing to do when you are lost: stay in one place.

Are the following statements true or false:

• If you get lost in the forest, you should walk everywhere to find your friends as soon as possible.
• You can keep on shouting or whistling always three times together for help.
• When you hear two shouts or whistles, you know that people will come to help you.
• You can’t go anywhere even when you feel thirsty or hungry.
• You can find your way back to your branch room easily without leaving any branches as you walk.

answer key: 1:F 2:T. 3:T 4:F 5:F 

3. Short Passage with Questions and Answers

Esl reading comprehension stories.

It was a sunny day and I walked back home after school. When I stood in front of the door, I was shocked to find that the key had disappeared from my pocket. It was a disaster for me because I only had one key and my parents were gone for several days.

I walked around the community, hoping to find the lost key. But I couldn’t find it. I called my mum and she told me to go to my aunt’s home. My aunt lives in another building in our community. I was sad, but I had no choice.

The next morning, when I was going to school, I saw something shining in the window of the security hut. It was my key. “Unbelievable!” I was quite surprised as I held the key in my hands.

“Is that yours, kid?” the old guard asked.

“Yeah. I lost it yesterday. Who sent this?” I replied.

The old man said, “I don’t know. Someone picked it up last night.”

To pick up a key from the ground and take it to the security hut is not something special, but it meant so much to me. I cannot express my thanks to the person who found my key. But I can pass on his or her kindness by following his or her steps to help others.

• A. the writer probably lived near the school
• B. the writer probably came from a rich family
• C. the writer’s parents were teachers
• D. the writer’s aunt worked in the school
• A. His teacher.
• B. His mother.
• C. His father.
• D. The guard.
• A. he would get his key the next day
• B. someone would help him look for his key
• C. he would hardly get his key anymore
• D. he could look for his key the next day
• A. The writer’s aunt didn’t live with him.
• B. The guard was a young man.
• C. The writer knew where the key was lost.
• D. The writer knew who had picked up his key.

answer key: ABCA

4. Reading Comprehension Worksheets Adults

Reading passages pdf.

Can plants eat people? Probably not, but there are many plants that eat meat. Some of them are big. And they can eat small animals. One famous meat-eating plant is the Venus flytrap.

The Venus flytrap is a very strange plant. It grows in dry parts of the United States. Its leaves are like the pages of a book. They can open and close very quickly. Inside the leaves, there are three small hairs. If a fly touches one of the hairs, the leaf closes quickly. The fly cannot get out. In about half an hour, the leaf presses the fly until it is dead. Then, the plant covers the fly. Slowly, the plant eats the fly.

Why do plants do it? Most plants get what they need from the sun, the air, and the ground. In some places, the ground is very poor. It doesn’t have all these important things, especially nitrogen. Insect meat has a lot of nitrogen, so some plants eat meat to get what they need. Let’s hope that some of the bigger plants don’t get the same idea!

• A. most parts of the world
• B. some parts of Africa
• C. dry parts of the United States
• D. wet parts of England
• A. all plants can eat people
• B. all plants can eat animals
• C. some plants can eat people
• D. some plants can eat animals
• A. plants are dangerous to animals
• B. animals are dangerous to plants
• C. plants want to get what they need from animal meat
• D. plants want to protect themselves against animals

　　answer key: ACDC

5. Easy Reading Comprehension Worksheets

Reading comprehension for esl students.

Mrs. Miller is an American doctor. She is now in Chile. She works in a children’s hospital in Santiago. She likes the children and she likes to work for children.

She works hard in the daytime and learns Spanish in the evening school. She also learns Spanish from Chilean doctors and her Chilean friends.

Now she can speak some Spanish. She can read and write some Spanish, too. She says it’s easy to learn Spanish well.

Mr. Miller, her husband is a teacher. He teaches English in the No.5 Middle School. He works from Monday to Friday. He teaches 3 classes every day.

• A. an English teacher
• B. an American teacher
• C. an American doctor
• A. in a hospital
• B. in a middle school
• C. in Argentina
• A. five days
• B. six days
• C. three days

6. ESL Beginning Reading Comprehension

Esl reading comprehension pdf.

A boy was one day walking in a field when he saw a sheep coming toward him. The poor animal came running up quite close to him. She then went on a few steps, at the same time, turning around and looking up at the boy’s face, and bleating loudly.

The boy had never seen a sheep act in this way before and wanted to find out what the sheep wanted, he began to follow her across the field.

On and on she went, every now and then turning round to see if the boy was coming. At last, she led the way to a place where there was a running stream and a deep pool of water.

As soon as he came to this spot, the boy saw a little lamb struggling in the water. It had fallen over the bank into the pool below and trying to get out.

The poor mother sheep must have known that she needed help to save her little one. By leaning over the bank, the boy found that he could just reach the lamb.

He caught hold of it and lifted it up on the bank. The mother sheep seemed greatly pleased to have her lamb again beside her.

• A. was asking for help
• B. acted in a strange way
• C. had no lams around her
• D. was old and lonely
• A. thank the boy for his kindness
• B. enjoy the handsome boy
• C. make sure the boy’s following
• D. show her lamb was in danger.
• A. helpless
• D. less fun
• A. a deep water pool
• B. a narrow river
• C. a spot for sheep to play in
• D. running water around the field
• A. unbelievable
• B. educational
• C. full of knowledge

answer key: BCCBB

7. Reading Comprehension Worksheets with Questions

Esl reading comprehension.

My family is not very large. There are only three cats. I’m a white cat. People call me Snow-white. My husband is a black cat. People call him Captain Black.

We have a beautiful daughter her name is Lily. She is a black and white cat. She’s only two years old. We live a happy life.

From now on, we will work harder to catch the mice. We must let people live a happy life in this house.

• C: black and white
• C: daughter
• A: catch the mice
• B: catch people
• C: eat good food

8. Reading Comprehension Worksheets with Answers

Esl beginners reading comprehension.

A man was walking through a forest. He had a few caps in his hands. In the forest, there were a lot of monkeys. The day was hot, so he decided to have a rest under a tree. He put one cap on his head and lay down to sleep.

When he woke up, he couldn’t find his caps.

“Where are my caps?” he cried and looked up. He saw some monkeys in the trees. Each had a cap on its head.

“Give me hack my caps!” shouted the man to the monkeys. But the monkeys didn’t understand him. They only jumped, laughed, and danced.

“How can I get back my caps?” he thought hard. In the end, he had an idea. He took off his cap and threw it on the ground. The little animals did the same thing.

Happily, the man picked up all the caps and went on his way.

• A. to the forest
• B. through the forest
• C. to a village
• D. through the city
• A. he was hungry
• B.he was tired
• C. the day was hot
• D.he was ill
• A. he found his caps were gone
• B. he saw a fox
• C. he had a fever
• D. he found many monkeys
• A. Because the monkeys wanted to laugh at him.
• B. Because the monkeys wanted to wear the caps
• C. Because the monkeys didn’t understand him.
• D. Because the monkeys didn’t hear what he shouted.
• B. surprised

9. Reading Comprehension Exercises with Answers Pdf

Comprehension reading worksheets.

Lilly was a little cat. She was short. Giro was a giraffe. He was tall. One day they played in the garden. In the garden, there were many fruit trees. Lilly looked at the apples in the tree

“Do you want to eat the apples in the tree, Lilly?” asked Giro.

“Yes, but I’m short. I can’t pick them,” answered Lilly.

“Let me help you. I’m much taller than you,” said Giro.

“OK,” said Lilly.

Then Giro picked the apples in the trees and threw them to Lilly. And Lilly put the apples into the basket.

“Don’t pick too many apples. Now the basket is full,” said Lilly. “Shall we eat them now?”

“No, Lilly. The apples are dirty. Go and wash them first,” said Giro.

Are these statements True or False?

1. Lilly and Giro were in the garden

2. Lilly wanted to have the pears in the trees.

3. Giro was tall, he could pick the apples.

4. Lilly carried the apples to her home.

5. They ate the apples before they wash them.

10. Easy Reading Comprehension Worksheets

Esl reading passages.

A little boy, Max, is walking home by moonlight. He feels another little boy is coming behind him. The boy stops a minute to listen, looks here and there, and then he says to himself: Max, run quickly.

He runs quickly and gets to Mr. Jones’s garden. He still feels a boy is running after him. Max runs home quickly. He goes in and closes the door. He turns on the light. He looks out of the window and doesn’t see anybody.

But he knows that the little boy always comes back after him when he goes out in the evening by moonlight. Can you guess what is it? It’s a shadow.

Short Passages with Questions: Read the passage then answer the questions

• A. there is another boy behind him all the time
• B. there is a little thing behind him only at night by moonlight
• C. no one coming with him at night
• A. It is dark and there is light.
• B. There is a boy coming at night.
• C. It is dark at night.
• A. is angry with Max
• B. hurts Max at night
• C. doesn’t hurt Max at all

11. Free Printable Reading Comprehension Worksheets

Free worksheets for reading comprehension.

One day, a boy had a fight with one of his classmates. Then he went to his 1_______ and told him his story angrily. “He is really bad,” the boy said, “and I 2______ him.”

The grandfather said, “ 3_________ me tell you a story. When I was a boy, I too, sometimes hated others for what they did. …..”

As the boy 4________ carefully, the grandfather went on, “There are always two tigers inside my heart. One is 5__________ and kind. He gets on well 6__________ everything around him.

But 7__________ is bad and unfriendly. Even the smallest thing will make him angry. He fights with everyone all the time, and for no reason. He can’t think carefully 8_________ he always hates others. It is difficult to live with these two tigers inside my heart. They both try to control me. ”

The boy looked into his grandfather’s 9__________ and asked, “ 10________ tiger always controls you, Grandfather?”

The old man said slowly and seriously, “The one that I feed. I always feed the good and kind tiger, so I never hate others and seldom get angry now. ”

Short Passages with Questions and Answers: Read the passage then fill in the blanks with the appropriate words

1. A. mother            B. father               C. teacher             D. grandfather

2. A. love                  B. hate                 C. know               D. enjoy       

3. A. Make                B. Help                C. Let                   D. Ask 

4. A. saw                  B. felt              C. talked             D. listened 

5. A. good                B. bad                  C. lazy                  D. quiet      

6. A. at                      B. on                    C. with                  D. about 

7. A. other                B. others                  C. another             D. the other          

8. A. because            B.though              C.before                D. but

9. A. eyes                 B. ears                 C. nose                   D. mouth     

10. A. Who                 B. Which               C. Where                D. When     

answer key: DBCDA   CDAAB 

12. Reading Comprehension for Adults Free Worksheets

Printable reading passages.

Mr. Silver works on a farm. He and his wife grow a lot of plants and they have some cows. Every day they work hard from morning to night. One day, Mr. Silver says to his wife Let’s go to Portsmouth next Sunday. We can have a good lunch there and then we can go to the cinema.

His wife is very happy when she hears this, because they always eat a lot, and she doesn’t like cooking three times a day.

They go to Portsmouth by train and walk about for an hour. At 12 o’clock, they want to have lunch. In front of one restaurant, they see a notice. It says, Lunch: 12:30 to 2:30 1.5 pounds.

“Well, that’s good.” Mrs. Silver says We can eat for two hours for 1.5 pounds here! This is the place for us.

• D. Both A and C
• A. Mr. Silver
• B. Mrs. Silver
• C. Neither A nor B
• D. Both A and B
• A. two hours
• B. three hours
• C. one hour
• D. four hours
• D. restaurant

13. Reading Comprehension Pdf

Reading comprehension passages with questions and answers pdf.

An artist was coming home by train one day. He hadn’t much money but was very kind. He gave his last few coins to a beggar, but he saw another one and forgot that he didn’t have any money in his pockets.

He asked the man if he liked to have lunch with him, and the beggar, of course, agreed. So they went into a small restaurant and had a good meal.

In the end, the artist could not pay the bill, and the beggar had to do so. The artist felt very sorry for it, so he said to the beggar, “Come home with me in a taxi, my friend. And I’ll give you the money for our lunch.”

“Oh, no!” the beggar answered quickly. “I had to pay for your lunch, but I’m not going to pay for your taxi home!”

1. What kind of man was the artist?

2. What did he do to the first beggar?

3. What did the artist forget when he invited another beggar to have lunch with him?

4. Who paid for the meal?

5. What did the artist want to do at last?

6. Why didn’t the beggar go home with the artist?

• 1. The artist is a kind man.
• 2. He gave his last few coins to the first beggar.
• 3. He forgot that he had no money then.
• 4. The beggar paid for the bill.
• 5. He wanted to return the beggar the money when he got home.
• 6. Because he wouldn’t pay for the taxi

14. Printable Reading Comprehension

Reading comprehension exercises with answers pdf.

All over the world people enjoy sports. Sports help people to keep 1______, happy and to live 2_____.

People play different games in winter and summer. 3_____ is good for swimming. And in winter people often go skating. Some sports are very 4______ and people everywhere like them.

For example, football is very popular. Most people, men, 5______ boys and girls, like to watch football games. They often talk about this kind of sport.

6__________ and jumping began long, long ago. But basketball and volleyball are rather 7_________. People began to play them not long ago. And people are 8_______ new sports or games all the time. Water skiing is one of 9_________.

People 10_______ different countries may not be able to understand each other, but after a game they often become friends.

1 .A. health            B. busy        C. healthy        D. lazy

2. A. long             B. longer       C. happy         D. happily

3. A. Winter          B. Summer     C. Autumn        D. Spring

4. A. boring     B. difficult            C. expensive      D. interesting

5. A. woman    B. women       C. old            D. young

6. A. Run         B. Runs             C. Running       D. To run

7. A. new         B. interesting          C. popular        D. old

8. A. start             B. play          C. playing        D. starting

9. A. oldest        B. newest              C. The oldest     D. the newest

10. A. in              B. of                  C. from          D.at

answer key: CBBDB CACDC  

15. ESL Reading Worksheets

The sun is always shining. But it can only shine on one side of the earth at one time. When the sun is shining on one side of the earth, it is the night on the other side.

At night, you can see the stars. The stars are in the sky all day. But the light from the sun is so bright that you can’t see them. When night comes, there is no light, and the stars are bright enough to see.

The stars look very small. But some of them are even bigger than the sun. They look small because they are so far away from you. Big things look much smaller when they are far away. The sun is closer to the earth than other stars, so it looks bigger.

• When it is night, the sun ________ .

A. doesn’t shine

B. shines for a short time

C. disappears

D. shines on the other side of the earth

2. We can’t see the stars in the sky in the daytime because ________.

A. there are no stars there

B. the stars are much smaller than the sun

C. the bright light from the sun makes them not seen

D. the stars come out only at night

3. The stars look small because ________ .

A. they are far away

B. they are small　

C. they have no light

D. they are in the sky

4. Small things may look ________ when they are close.

D. far away

5. The sun looks bigger than other stars because ________.

A. it’s bigger

B. it’s far away in the sky

C. it gives much bright light

D. it’s closer to the earth than other stars

answer key: DCAAD 

16. Reading and Comprehension Worksheets

Many students around the world are learning English. Some of these students are small children. Others are teenagers. Many are adults. Some learn at school, others study by themselves.

A few learn the English language over the radio, on television, or in films. One must work hard to learn another language. Why do all these people want to learn English? It is difficult to answer that question.

Many boys and girls learn English at school because it is one of their subjects. They study their own language and maths and English. Some people learn English because it is useful for their work.

Many people often learn English for their higher studies, because at college or university some of their books are in English. Other people learn English because they want to read newspaper and magazines in English.

• Many students around the world are learning English, aren’t they? ____.

A. No, they aren’t

B. No, they are

C. Yes, they are

D. Yes, they aren’t

2. If one wants to learn another language well, he must ____.

A. learn at school

B. study by himself

C. work hard

D. study hard

3. The sentence “It is difficult to answer that question” means ____.

A. that question is not difficult to answer            

B. that question is difficult to answer it

C. it is difficultly to answer that question            

D. it is hard to answer that question

4. “Their own language” means ____.

D. Japanese

answer key: CCDAB

17. Printable Reading Comprehensions

Everyone likes living in a clean and comforting environment. If the environment is bad, it will affect our body, and make us not feel well.

Sometimes we may be terribly ill. At that time we don’t want to work, and we have to stay in bed and rest at home. So the environment is very important to us.

It’s germs that make us ill. There are germs everywhere, They are very small and you can’t see them with your own eyes, but you can see them with a microscope. They are very small and there may be hundreds of them on a very small thing.

Germs can always be found in dirty water. When we look at dirty water under the microscope, we shall see them in it. Germs can also be found in air and dust. If you cut your finger, some of the dust from the floor may go into it, and you will have pain in it. Sometimes the germs will go into all of your body, and you will have pain everywhere.

To keep us healthy, we should try our best to make our environment become cleaner and tidier. This needs us to act together.

1.The writer tell us that________.

A. we like working when we are ill                  

B. germs can’t live in the water.

C. we can’t feel ill if the environment is bad.      

D. we feel well when the environment is good.

2.Germs are________.

A. very small things that you can’t see with your eyes.

B. the things that don’t affect people.      

C. the things that you can find with your eyes.

D. the things that are very big.

3. Where can germs be found? They can be found_________.

A. on the small thing

B. in air and dust

C. only in dirty water

D. everywhere

4. How will you feel if germs go into the finger that is cut?

A. I will feel nothing.

B. I won’t mind.

C. I will feel tense.

D. I will feel painful.

5. From the passage we know that________.

A. environment doesn’t affect our life    

B. we don’t need to improve our environment

C. germs may make us ill                      

D. if the environment is better, germs will be more.

answer key: DADDC

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170 plot development questions (plus worksheet)

Brainstorm plot intrigues with 100 questions for plotting from beginning to end, plus an extra seventy on the seven basic plots in a free worksheet.

• Post author By Jordan
• 6 Comments on 170 plot development questions (plus worksheet)

Productive plot development questions for building stories help you turn the core of a plot idea into a many-layered story. Read 170 plot questions divided into helpful focus categories and answer ‘who, what, why, where, and when’ questions to brainstorm ideas.

100 plot questions from beginning to end

We’ve brainstormed plot questions based on crucial elements of plot .

Jump to the relevant section using the links below:

• Beginnings and inciting incidents
• Motivations
• Plot and setting
• Mystery and unknowns
• Turning points and reversals
• Rising action and climaxes

After, scroll down to find a handy worksheet of all these questions plus seventy extra on the seven basic plots.

Plotting beginnings and inciting incidents

The beginning of a story needs several plot elements:

• Exposition (introduction to significant details such as key characters, settings and a situation or scenario)
• A hook (the unanswered question or open possibility that makes your reader commit to the story). You could also call this the ‘story question’: what are your main characters questioning in your story, what difficulties are they facing? What is the central question or central conflict of your story?
• A sense of or hint toward genre (if you’re writing genre fiction with fairly fixed reader expectations and not a more sui generis or hybrid sort of story). Remember that with genre such as fantasy or science fiction, romance or mysteries you’re working within predetermined genre conventions: a happy ending for romance, the murderer is caught in a mystery and so on. 
• Direction/purpose (the sense the story is moving towards a revelation, conflict, change, intrigue of some kind)
• An inciting incident (an event or development within the first third of the story that gives a reason to act or signals impending, significant change)

Plot questions for beginnings

• Who is the main character or protagonist (or group of characters)?
• Who is behind the first significant change to the story’s starting scenario? [For example, the children’s uncle creates magical rings in C.S. Lewis’ The Magician’s Nephew and this is the catalyst for their travel between Earth and magical woods that hold a portal to Narnia among other worlds].
• What is the most important thing the reader should know about the main character or their world upfront (that will shape the story most)?
• What is the inciting incident, the catalytic event that sets change in motion?
• Why does the protagonist’s world become unstable/disrupted, giving them reason to act?
• Why can’t things stay the same with no action taken?
• Where does the first key event in this story occur?
• Where does this first event take a character (or characters) that they’ve never been before?
• When does a main character decide to act, despite potential risks, dangers or challenges?
• When will the main character(s) first realize the challenges and potential complications of the task ahead of them?

Plotting goals (desires driving plot development)

Goals, motivations and conflicts are crucial parts of plot. Kurt Vonnegut said every character should want something, even if it’s just a glass of water.

What characters (or larger systems or entities) want, why they want it, and what obstacles or internal or external conflict will make attainment hard?

Story goals for plotting share a lot with ‘SMART’ goals because it can help your plotting process if they are:

• Specific (i.e. more detailed, concrete, have some scope – not just ‘defeat Sauron’ but ‘destroy the One Ring that could restore Sauron to full power’)
• Measurable (there is some way of measuring progress made, e.g. distance left to a destination or tasks required for a qualification or promotion)
• Attainable (although a sense of im possibility may make the path to a goal more suspenseful)
• Realistic (mammoth goals such as ‘world peace’ may have too many required actions for one story, though this depends on whether the story is a ‘realist’ or a more fantastical one)
• Time-based (in plotting, giving a limited time for characters to act creates in-built urgency)

Plot questions for developing goals in stories

• Who will support your character most in pursuing their greatest goals?
• Who will hinder them most?
• What is your character’s first goal in the story?
• What is their ultimate goal? [This is the telos or end point that drives their arc – you might come back to this as drafting reveals it to you.]
• Why are your character’s goals important to them?
• Why would not attaining their goals be a travesty?
• Where will your character’s goals take them first (what previously unvisited location)?
• Where will they first encounter something that makes them doubt their goals or resolve?
• When will your character first receive help toward their greatest goal?
• When will they first experience a setback in pursuing this goal?

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Plotting motivations beneath characters’ goals

Author David Corbett calls motivation the ‘compass of character’ (The Compass of Character: Creating Complex Motivation for Compelling Characters in Fiction, Film, and TV, 2019).

It is a good term because it suggests that what we want shapes how we talk, act , find our way (even if we don’t always consciously know what that ‘X’, the treasure located on the map, is at the start of telling a story).

Corbett breaks character motivation down into four helpful elements:

• Lack (what a person wants but does not yet possess, innately or acquired)
• Yearning (what a person longs for)
• Resistance (an inner obstacle against being true to desire, Corbett gives examples such as wounds, weaknesses, flaws)
• Desire Corbett describes this as the culmination of the previous three elements of motivation. Lack, yearning and resistance combine in something appearing – a ‘what if’, person or thing – that moves the character to act

Keeping the above in mind:

Plot development questions for motivations

• Who among the characters introduced to begin the story has what kind of lack? List your characters and write down a lack for each.
• Who yearns for what out of your starting line-up of characters? Write down a deep-seated longing for each [Examples: love, wealth, fame/recognition, company, healing, happiness].
• What is an initial source of resistance for your character pursuing their first goal, if any (and what action or reaction beat does this resistance lead to)?
• What helps your character overcome their initial resistance (e.g., this might be advice, new information, a sudden change of circumstance).
• Why does your character desire what they do at the start of the story?
• Why does what your character wants change as the story develops (if it does change in major or minor ways)?
• Where does their desire or resolve feel strongest (and why)?
• Where does their desire or resolve feel weakest (and why)?
• When will the first event that strengthens their motivation or resolve occur?
• When will the first event that tests or diminishes their motivation or resolve occur?

Let’s explore plot development questions for when the best intentions are thwarted (questions to create conflicts):

Plotting conflict and tension

After characters discover goals and motivations, this leads them into conflict situations. The new fashion intern meets the Miranda Priestly. The budding witch or wizard meets a snotty rival. Tweet This

As your plot grows towards the middle, there will be more complications. Conflict in plot arises out of complications such as:

• Rival goals or desires (competition) – a ‘person vs person’ type of struggle
• Misunderstandings and miscommunication
• Clashes (of personalities, values)
• Destructive ideologies (for example prejudices and supremacies)
• Intolerable lack (lack of freedom, resources)
• Hostile environments (for example, a difficult mountain pass with tricky crossings)

Keeping the above in mind, here are ten plot development questions for brainstorming conflicts that could arise in a story:

Plot questions to brainstorm conflict

• Who might your character clash with in pursuit of their goals, and why?
• Who (if anyone) has a hidden agenda that could make it harder for your character to overcome a first or later conflict?
• What does the main character stand to lose if they don’t overcome the first conflict?
• What flaws or personal resistance hinders your character in overcoming the first and subsequent conflicts they encounter?
• Why is overcoming the first conflict crucial for this character’s progress or success?
• Why is this conflict triggered in the first place?
• Where does the first conflict begin vs end?
• Where might unforeseen consequences of this conflict crop up later?
• When will (or might) this conflict resolve, what conditions will that require?
• When the conflict resolves, what could each character involved have gained or lost (physically or emotionally)?

Next up, questions to develop plot middles (and avoid a middle that dissipates the story’s tension or focus):

Plotting the middle of a story

The middle of a story, the second act in three-act structure , is a bridge between departure and return, or rags and riches, or other polar (or circular) beginnings and endings.

In Story Trumps Structure, Stephen James describes a method of starting a countdown at the middle of your story in your mind towards the end of your book. Maybe there is less time for characters to achieve what they need to. More urgency.

This is a helpful way to make sure that each part from the mid-point onwards is primed for a sense of purpose, relevant to your overarching plot.

The middle typically brings

• Complications
• Further conflicts
• Enlargement of the promise held out by the story’s beginning ( according to author Zara Altair )
• Possible loss of a straightforward path due to complication (bringing the need for ingenuity, perhaps, or trial and error, backtracking, finding help)

Plot questions to brainstorm the middle of a story

• Who might your character meet in the middle of the story for the first time? Do they offer help or hindrance?
• Who might no longer be a source of help, advice or guidance due to plot complications or circumstances in the middle?
• What could be harder or more complex at this point in the story?
• What does your character still not know (and need to learn) at this point in the plot?
• Why will the way ahead not be straightforward or predictable for the character?
• Why is there a good chance your character could fail in what they need to do?
• When does a major setback occur that makes your character’s task seem nearly impossible?
• When does a ticking bomb (figuratively speaking) or other time element get introduced that makes swift action crucial?
• Where does the main character find unexpected allies, help or resources?
• Where is the main character when they realize their former plan or hypothesis won’t work, or they gain vital new information?

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Plot and setting questions

Like plot and character, plot and setting are closely intertwined . After all, a change of location may bring new conflicts, constraints on possible actions (and reactions), and thus new scope for the possible or impossible (in Narnia, the Pevensie children can’t just ring their parents and say ‘This sucks, come fetch me’).

Interesting aspects of setting to think about as you answer plot development questions are:

• Era or time period (what can vs cannot happen in this era?)
• Place context (what is plausible or implausible for where and when your story’s set?)
• Setting change (how do the plot events of your story shape setting in a reciprocal way? It is likely destructible, subject to the consequences of action and reaction in your story in some ways).

Keeping the above in mind, questions to develop your plot in tandem with setting:

Setting-related plot development questions

• Who might your character meet in each of your story’s major locations, who inhabits each area?
• Who is happiest in any new destinations the story takes us to, vs who is least happy (and why)?
• What can’t your character do due to time or place at the start of the story?
• What freedoms, capabilities or possibilities arise, change or diminish as the story’s locations change [For example, a character travelling to a religiously conservative land may have to go out with a retinue or in disguise]?
• Why does the setting undergo significant changes (due to war, natural disasters, etc.) and how do these changes impact the plot?
• Why does your protagonist need to navigate different settings (e.g., city vs. wilderness, different planets, etc.) to achieve their goal?
• When might the history or past events of your setting influence the events of your plot (and why)?
• When does the setting impose certain laws or necessities, and what are the consequences if your character breaks them?
• Where will the plot of the story reach its climax?
• Where will your main character(s) feel most out of their element, and how will this affect their actions or choices?

Plotting mysteries and unknowns

Plot in stories moves between two poles – the known, and the unknown. How you eke out giving the reader known context , facts, world detail, and what you leave mysterious combines to create suspense.

Leaving some mysteries and unknowns (and not revealing your whole hand at once with, for example, a prologue that tells all or a whole lot of foreshadowing) gives your reader a good reason to continue. Mystery and the unknown:

• Invite questions
• Stimulate the imagination
• Expand possibility (inviting interpretation, assumption, guesswork)

Keeping this in mind, questions to brainstorm unknowns and mysteries in your story:

Plot development questions to create mystery and unknowns

• Who in the story has or will reveal a secret (whether their own or someone else’s), and how might this revelation alter the course of events?
• Who in the story has the most knowledge of an important mystery, and who has the least? Why?
• What is your main character’s most pressing question at the start of the story (and what must they do to find an answer)?
• What can the reader safely assume (and what is it not safe to assume) based on the events of the first scene or chapter?
• Why does your character need to find out a crucial mystery?
• Why will this revelation be hard to make?
• When does your protagonist realize that someone they trust is hiding a secret or key information?
• When does your protagonist realize initial assumptions or beliefs were mistaken? [Think of Lizzie Bennet realizing Darcy’s nobler intentions in Pride and Prejudice ]
• Where does an event occur which deepens the plot’s mystery and confounds your protagonist?
• Where does a key character go missing or quiet and what’s the reason and impact on subsequent events?

Plotting turning points and reversals

Turning points in a story are where a character must make a decision that will affect the rest of the story. For example, moving to another city..

Reversals (or reversals of fortune) are big changes a character (and the reader) don’t necessarily see coming. Sudden windfalls, for example (like Pip’s unexpected inheritance in Dickens’ Great Expectations ).

Turning points and reversals develop your plot by:

• Creating dynamic, contrasting change . They may not require as much build-up as (for example) an inevitable showdown with a final adversary
• Creating suspense . A sudden windfall or misfortune blows wide further possibilities for what could happen next or down the line
• Is a dramatic effect that is best used sparingly . If you have a radical narrative shift every other scene or chapter, you could give your reader whiplash with all the dramatic change. This is a staple of some genres though (e.g. soap opera and other genres that favor melodrama)

With this in mind, let’s explore plot questions to develop turning points and reversals:

Questions to create turning points and reversals in plots

• Who in the story has a sudden reversal of fortune or fate?
• Who or what is responsible for a main character’s reversal in the story?
• What is the first major turning point in your main character’s progress, a decision or action that changes everything?
• What future event will this turning point make the reader anticipate?
• Why does your main character benefit or suffer from a major reversal?
• Why is a turning point necessary so that a main character may achieve what they desire?
• When will the first major turning point in the story occur?
• When will a significant reversal of fortunes (e.g. the loss of a friend or companion, or discovery of new resources) occur?
• Where is the action unfolding when the first major turning point occurs?
• Where is a main character when they experience a major reversal (or learn about events which portend one)?

Plotting rising action and climaxes

‘Rising action’ is the term describing events that increase in suspense, intensity and urgency towards a climax an resolution or denouement (when ‘the strands of the plot are drawn together’ OED ).

Rising action and climaxes are naturally more intense in genres such as epic fantasy, thrillers and crime that revolve around tense situations and conflict. Yet even a feel-good romance has rising action as the story gets closer to lovers uniting (and romantic tension goes from a simmer to boiling point).

Plot questions for creating rising action and climaxes

• Who needs to achieve what more urgently by the middle of the story?
• Who is working against the protagonist openly or in secret to prevent them reaching their goal (and why)?
• What happens in the third act or segment that makes the path to what your character wants harder?
• What personal sacrifice or compromise must your protagonist make to move forward?
• Why is an adversary or naysayer determined to oppose a main character’s desires?
• Why does your protagonist face a substantial setback (and how do they recover from it)?
• When will the rising action to the climax reach its highest point of tension (what’s the ‘make or break’ moment)?
• When will the climax force your main character(s) to confront their biggest flaws or limitations?
• Where will your character’s progress in fulfilling their desire be hardest?
• Where does the climax take place (and how does place add to the tension or sense of the unknown)?

Plotting story endings

How do you end a story? Creating the sense of an ending is part of what leaves a satisfying impression on readers. The ending of a story or book will ideally:

• Deliver on the promises set up at the start of the story . For example, a ‘happy for now’ or ‘happily ever after’ ending in the feel-good romance genre
• Resolve important narrative threads. There is leeway to be experimental in more literary stories of course, e.g. Bret Easton Ellis ending a novel mid-sentence in The Rules of Attraction . In this case irresolution speaks to the ephemeral subject matter of young drug users’ wild lives)
• Speak to key themes, concepts and ideas. The example of an unconventional ending above still fits the nature and tone of the story (for example the story explores trauma and other events which interrupt lives and human stories and sometimes don’t have resolution)

Read ten questions to ask to develop a satisfying ending:

Plot questions to develop good endings

• Who gets what they want by the end of the story, and who doesn’t (and why)?
• Who has your main character become (what has changed in them through the experience they’ve undergone)?
• What answer to an explicit or implicit question is revealed in the story’s final pages (for example, whether it is better to be blissfully unaware and ignorant or to find out and to suffer)?
• What will the reader be surprised or comforted to read in the final pages?
• Why does a character’s defeat or redemption bring a satisfying sense of closure (or leave an element of ‘to be continued’, if this will be a title in a series)?
• Why does the main character’s success or failure in pursuing their desires ring true to the story’s subjects or themes?
• When does your protagonist achieve their goal, bringing a satisfying sense of conclusion?
• When does the story’s central mystery or greatest unknown get answered, tying up loose ends (for example, whether a couple will end up together, whether a villain will see their comeuppance).
• Where does the ending leave your character(s), in a place of harmony and rest or with new trouble brewing (and how does the ending hint at said trouble)?
• Where do characters’ relationships or dynamics end up, resulting in new understanding or strengthened bonds?

70 extra plot questions for the seven basic plots

We’ve previously discussed the seven basic plots , which Christopher Booker discusses in The Seven Basic Plots: Why We Tell Stories .

Get seventy extra plotting questions on the seven types, such as ‘rags to riches’ and ‘overcoming the monster’, as well as all the above questions in one handy document, in our free workbook of plot development questions here .

🗣️ Which of the above questions resonated with you? Or do you have your own plot question for brainstorming to share with fellow readers? Tell us in the comments!

Learn more about Group Coaching , a structured, six-month course with daily drop-in writing sprints, Q&As with experienced authors and writing coaches, weekly writing workbooks, story planning tools, and hands-on help to make concrete progress with your story.

I am so glad I signed up for the Now Novel Group Coaching program. The group offers accountability, support from other writers, informative webinars, and knowledgeable coaches. I would highly recommend Now Novel to any writer. – Lorraine

Related Posts:

• 100 character development questions to inspire deeper arcs
• What are the elements of plot development?
• How to master plot development: 8 steps
• Tags plot development

Jordan is a writer, editor, community manager and product developer. He received his BA Honours in English Literature and his undergraduate in English Literature and Music from the University of Cape Town.

6 replies on “170 plot development questions (plus worksheet)”

This is greatly appreciated… and rather overwhelming. I’m going to print the worksheet out and explore this in chunks. With a pencil and a big eraser. Then I’ll move on with the end of my first draft, hoping I’ve gained some insight through osmosis. Then I’m going to revisit the worksheet and tackle draft two. I’ll keep a paper bag and tissues handy. Haha, just kidding. All part of the process and the fun. Keeping the info coming. Thank you!

Hi Margriet, thank you for your feedback. I’m glad to hear that it is overwhelming as maybe 170 is too many prompts :). I would treat them as all optional, dipping in to answer whichever one grabs your attention or stirs a thought (this is sort of how I use writing manuals – dipping a toe in here, a pinky in there). It’s a pleasure, thank you for sharing your thoughts!

Thank you for this!! This is very much valued.

Hi Ope, I’m glad to hear that. It’s a pleasure, thank you for reading and sharing your feedback.

This is so appreciated. It’s going with me on my writing retreat. Thanks!

Oh, that’s excellent to hear, Jacci! Have fun on your retreat and wishing you a productive time there.

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