This 27-question multiple-choice reading comprehension and analysis test on the poems “Silver” by Walter de la Mare (13 QUESTIONS) & “Your World” by Georgia Douglas Johnson (14 QUESTIONS) has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selections including: author’s purpose, point of view, making inferences, vocabulary, literary devices, figurative language, fact and opinion, summarization, analogies, and other elements of literature. Questions are modeled after standardized tests (SAT, ACT, and state tests) to familiarize students with the structure and vocabulary of standardized test questions. Questions are spaced 1.5 lines apart for comfortable reading. The questions also encourage students to go back and re-read key parts of the selection, a crucial skill for comprehension and improving reading stamina. Teachers are encouraged to remove/add questions as they see fit for their students. Includes link to free file of the text so each student can get their own copy to annotate. Answer key included. Editable MS Word Doc. You can use this product for years and years! Feedback is always welcomed and appreciated! Objectives/US Standards (SUGGESTED) (From Corestandards.com): Students are expected to: CCSS.ELA-LITERACY.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-LITERACY.RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently. This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 20-question multiple-choice reading comprehension and analysis test on the poem “Cat!” by Eleanor Farjeon has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection including: author’s purpose, point of view, making inferences, vocabulary, literary devices, figurative language, analogies, and other elements of literature. Questions are modeled after standardized tests (SAT, ACT, and state tests) to familiarize students with the structure and vocabulary of standardized test questions. Questions are spaced 1.5 lines apart for comfortable reading. The questions also encourage students to go back and re-read key parts of the selection, a crucial skill for comprehension and improving reading stamina. Teachers are encouraged to remove/add questions as they see fit for their students. Includes link to free file of the text so each student can get their own copy to annotate. Answer key included. Editable MS Word Doc. You can use this product for years and years! Feedback is always welcomed and appreciated! Objectives/US Standards (SUGGESTED) (From Corestandards.com): Students are expected to: CCSS.ELA-LITERACY.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-LITERACY.RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently. This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 25-question multiple-choice reading comprehension and analysis test on the poem “Almost A Summer Sky” by Jacqueline Woodson has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection including: author’s purpose, point of view, making inferences, vocabulary, literary devices, figurative language, fact and opinion, summarization, analogies, and other elements of literature. Questions are modeled after standardized tests (SAT, ACT, and state tests) to familiarize students with the structure and vocabulary of standardized test questions. Questions are spaced 1.5 lines apart for comfortable reading. The questions also encourage students to go back and re-read key parts of the selection, a crucial skill for comprehension and improving reading stamina. Teachers are encouraged to remove/add questions as they see fit for their students. Includes link to free file of the text so each student can get their own copy to annotate. Answer key included. Editable MS Word Doc. You can use this product for years and years! Feedback is always welcomed and appreciated! Objectives/US Standards (SUGGESTED) (From Corestandards.com): Students are expected to: CCSS.ELA-LITERACY.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-LITERACY.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-LITERACY.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 17-question multiple-choice reading comprehension and analysis test on the poem “Describe Somebody” by Jacqueline Woodson has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection including: author’s purpose, point of view, making inferences, vocabulary, literary devices, figurative language, fact and opinion, summarization, analogies, and other elements of literature. Questions are modeled after standardized tests (SAT, ACT, and state tests) to familiarize students with the structure and vocabulary of standardized test questions. Questions are spaced 1.5 lines apart for comfortable reading. The questions also encourage students to go back and re-read key parts of the selection, a crucial skill for comprehension and improving reading stamina. Teachers are encouraged to remove/add questions as they see fit for their students. Includes link to free file of the text so each student can get their own copy to annotate. Answer key included. Editable MS Word Doc. You can use this product for years and years! Feedback is always welcomed and appreciated! Objectives/US Standards (SUGGESTED) (From Corestandards.com): Students are expected to: CCSS.ELA-LITERACY.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-LITERACY.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-LITERACY.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This bundle of 14 tests on 14 reading selections from the textbook PRENTICE HALL LITERATURE, 8e GRADE 8 ISBN-10: 0131317164 Unit 3 Types of Nonfiction includes multiple-choice questions (number varies depending on length of reading selection) from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection including: summarization, main idea, characterization, author’s purpose, point of view, making inferences, vocabulary, literary devices, figurative language, fact & opinion, analogies, and other elements of literature. Questions are modeled after standardized tests (SAT, ACT, and state tests) and are spaced 1.5 lines apart for comfortable reading. The questions also encourage students to go back and re-read key parts of the selection, a crucial skill for comprehension and improving reading stamina. Answer key included. Comes in editable MS Word Doc format. These 14 tests total over 340 pages of test material. Feedback is always welcomed and appreciated! Included tests listed below: UNIT 3: TYPES OF NONFICTION (14 TESTS TOTAL) “Making Tracks on Mars,” Andrew Mishkin (38 Questions) “Harriet Tubman: Guide to Freedom,” Ann Petry (46 Questions) “Baseball,” Lionel G. García (19 Questions) Excerpt from I Know Why the Caged Bird Sings, Maya Angelou (41 Questions) “Always to Remember: The Vision of Maya Ying Lin,” Brent Ashabranner (34 Questions) “Forest Fire,” Anaïs Nin (36 Questions) “Why Leaves Turn Color in the Fall,” Diane Ackerman (42 Questions) “The Season’s Curmudgeon Sees the Light,” Mary C. Curtis (25 Questions) “On Woman’s Right to Suffrage,” Susan B. Anthony (18 Questions) “The Trouble with Television,” Robert MacNeil (24 Questions) Excerpt from “Sharing in the American Dream” Speech, Colin Powell (28 Questions) “Science and the Sense of Wonder,” Isaac Asimov (30 Questions) “Emancipation” from Lincoln: A Photobiography, Russell Freedman (37 Questions) “Brown vs. Board of Education,” Walter Dean Myers (41 Questions) This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 41-question multiple-choice reading comprehension and analysis test on the nonfiction selection “Brown VS. Board of Education” by Walter Dean Myers has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection including: point of view, making inferences, vocabulary, cause and effect, figurative language, literary devices, author’s purpose, main idea, summarization, fact and opinion, analogies, and other elements of literature. Questions are modeled after standardized tests (SAT, ACT, and state tests) to familiarize students with the structure and vocabulary of standardized test questions. Questions are spaced 1.5 lines apart for comfortable reading. The questions also encourage students to go back and re-read key parts of the selection, a crucial skill for comprehension and improving reading stamina. Teachers are encouraged to remove/add questions as they see fit for their students. Answer key included. Editable MS Word Doc. You can use this product for years and years! Feedback is always welcomed and appreciated! Objectives/US Standards (SUGGESTED) (From Corestandards.com): Students are expected to: CCSS.ELA-LITERACY.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-LITERACY.RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. CCSS.ELA-LITERACY.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. CCSS.ELA-LITERACY.RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 37-question multiple-choice reading comprehension and analysis test on the nonfiction selection “Emancipation”, an excerpt from the book Lincoln: A Photobiography by Russell Freedman, has questions from different levels of Bloom’s Taxonomy (revised). The excerpt covered by this exam is approximately five pages long and describes the events and struggles leading up to Lincoln’s Emancipation Proclamation during the American Civil War. The excerpt begins with the line, “The toughest decision facing Lincoln …” and ends with the paragraph beginning, “Ordinarily he signed “A. Lincoln.” It will test students’ literal and interpretive understanding of the selection including: point of view, making inferences, vocabulary, cause and effect, figurative language, literary devices, author’s purpose, main idea, summarization, fact and opinion, analogies, and other elements of literature. Questions are modeled after standardized tests (SAT, ACT, and state tests) to familiarize students with the structure and vocabulary of standardized test questions. Questions are spaced 1.5 lines apart for comfortable reading. The questions also encourage students to go back and re-read key parts of the selection, a crucial skill for comprehension and improving reading stamina. Teachers are encouraged to remove/add questions as they see fit for their students. Answer key included. Editable MS Word Doc. You can use this product for years and years! Feedback is always welcomed and appreciated! Objectives/US Standards (SUGGESTED) (From Corestandards.com): Students are expected to: CCSS.ELA-LITERACY.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-LITERACY.RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. CCSS.ELA-LITERACY.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. CCSS.ELA-LITERACY.RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 30-question multiple-choice reading comprehension and analysis test on the nonfiction selection “Science and the Sense of Wonder” by Isaac Asimov has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection including: point of view, making inferences, vocabulary, cause and effect, figurative language, literary devices, author’s purpose, main idea, summarization, fact and opinion, analogies, and other elements of literature. Questions are modeled after standardized tests (SAT, ACT, and state tests) to familiarize students with the structure and vocabulary of standardized test questions. Questions are spaced 1.5 lines apart for comfortable reading. The questions also encourage students to go back and re-read key parts of the selection, a crucial skill for comprehension and improving reading stamina. Teachers are encouraged to remove/add questions as they see fit for their students. Answer key included. Editable MS Word Doc. You can use this product for years and years! Feedback is always welcomed and appreciated! Objectives/US Standards (SUGGESTED) (From Corestandards.com): Students are expected to: CCSS.ELA-LITERACY.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-LITERACY.RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. CCSS.ELA-LITERACY.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. CCSS.ELA-LITERACY.RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 28-question multiple-choice reading comprehension and analysis test on an excerpt from the persuasive speech “Sharing in the American Dream” by Colin Powell has questions from different levels of Bloom’s Taxonomy (revised). The excerpt covered by the test is approximately 2 pages long with 11 paragraphs total. It discusses the ideals of the founding fathers, the necessity to improve America, and helping children. The first line of the excerpt reads: “Over 200 years ago, a group of volunteers …” and concludes with the paragraph beginning with: “And so let us all join in this great crusade …”. It will test students’ literal and interpretive understanding of the selection including: point of view, making inferences, vocabulary, cause and effect, figurative language, literary devices, author’s purpose, main idea, summarization, fact and opinion, analogies, and other elements of literature. Questions are modeled after standardized tests (SAT, ACT, and state tests) to familiarize students with the structure and vocabulary of standardized test questions. Questions are spaced 1.5 lines apart for comfortable reading. The questions also encourage students to go back and re-read key parts of the selection, a crucial skill for comprehension and improving reading stamina. Teachers are encouraged to remove/add questions as they see fit for their students. Answer key included. Editable MS Word Doc. You can use this product for years and years! Feedback is always welcomed and appreciated! Objectives/US Standards (SUGGESTED) (From Corestandards.com): Students are expected to: CCSS.ELA-LITERACY.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-LITERACY.RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. CCSS.ELA-LITERACY.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. CCSS.ELA-LITERACY.RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 24-question multiple-choice reading comprehension and analysis test on the nonfiction selection “The Trouble With Television” by Robert MacNeil has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection including: point of view, making inferences, vocabulary, cause and effect, figurative language, literary devices, author’s purpose, main idea, summarization, fact and opinion, analogies, and other elements of literature. Questions are modeled after standardized tests (SAT, ACT, and state tests) to familiarize students with the structure and vocabulary of standardized test questions. Questions are spaced 1.5 lines apart for comfortable reading. The questions also encourage students to go back and re-read key parts of the selection, a crucial skill for comprehension and improving reading stamina. Teachers are encouraged to remove/add questions as they see fit for their students. Answer key included. Editable MS Word Doc. You can use this product for years and years! Feedback is always welcomed and appreciated! Objectives/US Standards (SUGGESTED) (From Corestandards.com): Students are expected to: CCSS.ELA-LITERACY.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-LITERACY.RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. CCSS.ELA-LITERACY.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. CCSS.ELA-LITERACY.RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 18-question multiple-choice reading comprehension and analysis test on the nonfiction persuasive speech selection “On Woman’s Right to Suffrage” by Susan B. Anthony has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection including: point of view, making inferences, vocabulary, cause and effect, author’s purpose, fact and opinion, analogies, and other elements of literature. Questions are modeled after standardized tests (SAT, ACT, and state tests) to familiarize students with the structure and vocabulary of standardized test questions. Questions are spaced 1.5 lines apart for comfortable reading. The questions also encourage students to go back and re-read key parts of the selection, a crucial skill for comprehension and improving reading stamina. Teachers are encouraged to remove/add questions as they see fit for their students. Answer key included. Editable MS Word Doc. You can use this product for years and years! Feedback is always welcomed and appreciated! Objectives/US Standards (SUGGESTED) (From Corestandards.com): Students are expected to: CCSS.ELA-LITERACY.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-LITERACY.RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. CCSS.ELA-LITERACY.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. CCSS.ELA-LITERACY.RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 25-question multiple-choice reading comprehension and analysis test on the nonfiction selection “The Season’s Curmudgeon Sees the Light” by Mary C. Curtis has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection including: point of view, making inferences, vocabulary, cause and effect, figurative language, literary devices, author’s purpose, fact and opinion, analogies, and other elements of literature. Questions are modeled after standardized tests (SAT, ACT, and state tests) to familiarize students with the structure and vocabulary of standardized test questions. Questions are spaced 1.5 lines apart for comfortable reading. The questions also encourage students to go back and re-read key parts of the selection, a crucial skill for comprehension and improving reading stamina. Teachers are encouraged to remove/add questions as they see fit for their students. Answer key included. Editable MS Word Doc. You can use this product for years and years! Feedback is always welcomed and appreciated! Objectives/US Standards (SUGGESTED) (From Corestandards.com): Students are expected to: CCSS.ELA-LITERACY.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-LITERACY.RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. CCSS.ELA-LITERACY.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. CCSS.ELA-LITERACY.RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 42-question multiple-choice reading comprehension and analysis test on the nonfiction selection “Why Leaves Turn Color in the Fall” by Diane Ackerman has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection including: point of view, making inferences, vocabulary, cause and effect, figurative language, literary devices, author’s purpose, fact and opinion, analogies, and other elements of literature. Questions are modeled after standardized tests (SAT, ACT, and state tests) to familiarize students with the structure and vocabulary of standardized test questions. Questions are spaced 1.5 lines apart for comfortable reading. The questions also encourage students to go back and re-read key parts of the selection, a crucial skill for comprehension and improving reading stamina. Teachers are encouraged to remove/add questions as they see fit for their students. Answer key included. Editable MS Word Doc. You can use this product for years and years! Feedback is always welcomed and appreciated! Objectives/US Standards (SUGGESTED) (From Corestandards.com): Students are expected to: CCSS.ELA-LITERACY.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-LITERACY.RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. CCSS.ELA-LITERACY.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. CCSS.ELA-LITERACY.RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 36-question multiple-choice reading comprehension and analysis test on the nonfiction selection “Forest Fire” by Anais Nin has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection including: point of view, making inferences, vocabulary, cause and effect, figurative language, literary devices, author’s purpose, fact and opinion, analogies, and other elements of literature. Questions are modeled after standardized tests (SAT, ACT, and state tests) to familiarize students with the structure and vocabulary of standardized test questions. Questions are spaced 1.5 lines apart for comfortable reading. The questions also encourage students to go back and re-read key parts of the selection, a crucial skill for comprehension and improving reading stamina. Teachers are encouraged to remove/add questions as they see fit for their students. Answer key included. Editable MS Word Doc. You can use this product for years and years! Feedback is always welcomed and appreciated! Objectives/US Standards (SUGGESTED) (From Corestandards.com): Students are expected to: CCSS.ELA-LITERACY.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-LITERACY.RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. CCSS.ELA-LITERACY.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. CCSS.ELA-LITERACY.RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 34-question multiple-choice reading comprehension and analysis test on the nonfiction selection “Always to Remember: The Vision of Maya Ying Lin” by Brent Ashabranner has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection including: point of view, making inferences, vocabulary, cause and effect, figurative language, literary devices, author’s purpose, fact and opinion, analogies, main idea, summarization, and other elements of literature. Questions are modeled after standardized tests (SAT, ACT, and state tests) to familiarize students with the structure and vocabulary of standardized test questions. Questions are spaced 1.5 lines apart for comfortable reading. The questions also encourage students to go back and re-read key parts of the selection, a crucial skill for comprehension and improving reading stamina. Teachers are encouraged to remove/add questions as they see fit for their students. Answer key included. Editable MS Word Doc. You can use this product for years and years! Feedback is always welcomed and appreciated! Objectives/US Standards (SUGGESTED) (From Corestandards.com): Students are expected to: CCSS.ELA-LITERACY.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-LITERACY.RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. CCSS.ELA-LITERACY.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. CCSS.ELA-LITERACY.RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 41-question multiple-choice reading comprehension and analysis test on an excerpt from the autobiography I Know Why the Caged Bird Sings by Maya Angelou has questions from different levels of Bloom’s Taxonomy (revised). The excerpt reading selection is approximately 8 pages long and has 43 paragraphs and includes the scenes where Marguerite recalls living with her grandmother and uncle in the Store in Arkansas and walking home Mrs. Bertha Flowers where she eats cookies and lemonade, borrows some books, and learns about the value of reading and speaking. The excerpt begins with the lines “We lived with our grandmother and uncle in the rear of the Store (it was always spoken of with a capital s)…” and ends with the line, “It was enough to prove that she liked me.” It will test students’ literal and interpretive understanding of the selection including: point of view, making inferences, vocabulary, cause and effect, figurative language, literary devices, author’s purpose, fact and opinion, analogies, and other elements of literature. Questions are modeled after standardized tests (SAT, ACT, and state tests) to familiarize students with the structure and vocabulary of standardized test questions. Questions are spaced 1.5 lines apart for comfortable reading. The questions also encourage students to go back and re-read key parts of the selection, a crucial skill for comprehension and improving reading stamina. Teachers are encouraged to remove/add questions as they see fit for their students. Answer key included. Editable MS Word Doc. You can use this product for years and years! Feedback is always welcomed and appreciated! Objectives/US Standards (SUGGESTED) (From Corestandards.com): Students are expected to: CCSS.ELA-LITERACY.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-LITERACY.RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. CCSS.ELA-LITERACY.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. CCSS.ELA-LITERACY.RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 19-question multiple-choice reading comprehension and analysis test on the nonfiction selection “Baseball” by Lionel G. Garcia has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection including: point of view, making inferences, vocabulary, cause and effect, figurative language, literary devices, author’s purpose, fact and opinion, analogies, and other elements of literature. Questions are modeled after standardized tests (SAT, ACT, and state tests) to familiarize students with the structure and vocabulary of standardized test questions. Questions are spaced 1.5 lines apart for comfortable reading. The questions also encourage students to go back and re-read key parts of the selection, a crucial skill for comprehension and improving reading stamina. Teachers are encouraged to remove/add questions as they see fit for their students. Answer key included. Editable MS Word Doc. You can use this product for years and years! Feedback is always welcomed and appreciated! Objectives/US Standards (SUGGESTED) (From Corestandards.com): Students are expected to: CCSS.ELA-LITERACY.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-LITERACY.RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. CCSS.ELA-LITERACY.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. CCSS.ELA-LITERACY.RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 46-question multiple-choice reading comprehension and analysis test on the nonfiction selection “Harriet Tubman: Guide to Freedom” by Ann Petry has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection including: point of view, making inferences, vocabulary, cause and effect, figurative language, literary devices, author’s purpose, fact and opinion, analogies, and other elements of literature. Questions are modeled after standardized tests (SAT, ACT, and state tests) to familiarize students with the structure and vocabulary of standardized test questions. Questions are spaced 1.5 lines apart for comfortable reading. The questions also encourage students to go back and re-read key parts of the selection, a crucial skill for comprehension and improving reading stamina. Teachers are encouraged to remove/add questions as they see fit for their students. Answer key included. Editable MS Word Doc. You can use this product for years and years! Feedback is always welcomed and appreciated! Objectives/US Standards (SUGGESTED) (From Corestandards.com): Students are expected to: CCSS.ELA-LITERACY.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-LITERACY.RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. CCSS.ELA-LITERACY.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. CCSS.ELA-LITERACY.RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 38-question multiple-choice reading comprehension and analysis test on the nonfiction selection “Making Tracks on Mars: A Journal Based on a Blog” by Andrew Mishkin has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection including: point of view, making inferences, vocabulary, cause and effect, figurative language, literary devices, author’s purpose, fact and opinion, analogies, and other elements of literature. Questions are modeled after standardized tests (SAT, ACT, and state tests) to familiarize students with the structure and vocabulary of standardized test questions. Questions are spaced 1.5 lines apart for comfortable reading. The questions also encourage students to go back and re-read key parts of the selection, a crucial skill for comprehension and improving reading stamina. Teachers are encouraged to remove/add questions as they see fit for their students. Answer key included. Editable MS Word Doc. You can use this product for years and years! Feedback is always welcomed and appreciated! Objectives/US Standards (SUGGESTED) (From Corestandards.com): Students are expected to: CCSS.ELA-LITERACY.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-LITERACY.RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. CCSS.ELA-LITERACY.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. CCSS.ELA-LITERACY.RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This bundle of 13 tests on 13 reading selections (zip folder) from the textbook PRENTICE HALL LITERATURE, 8e GRADE 8 ISBN-10: 0131317164 Unit 2 Short Stories includes multiple-choice questions (number varies depending on length of reading selection) from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection including: plot development, characterization, author’s purpose, point of view, making inferences, vocabulary, literary devices, figurative language, fact & opinion, analogies, and other elements of literature. Questions are modeled after standardized tests (SAT, ACT, and state tests) and are spaced 1.5 lines apart for comfortable reading. The questions also encourage students to go back and re-read key parts of the selection, a crucial skill for comprehension and improving reading stamina. Answer key included. Comes in editable MS Word Doc format. These 13 tests total over 300 pages of test material. This is over a $50 value! Feedback is always welcomed and appreciated! Included tests listed below: UNIT 2: SHORT STORIES (13 TESTS TOTAL) “An Hour with Abuelo,” Judith Ortiz Cofer (41 Questions) “Who Can Replace a Man?,” Brian Aldiss (56 Questions) “Tears of Autumn,” Yoshiko Uchida (62 Questions) “Hamadi,” Naomi Shihab Nye (54 Questions) “The Tell-Tale Heart,” Edgar Allan Poe (64 Questions) “The Finish of Patsy Barnes,” Paul Laurence Dunbar (63 Questions) “The Drummer Boy of Shiloh,” Ray Bradbury (47 Questions) “Flowers for Algernon,” Daniel Keyes (101 Questions) “Charles,” Shirley Jackson (41 Questions) “Thank You, M’am,” Langston Hughes (54 Questions) “The Story-Teller,” Saki (H. H. Munro) (49 Questions) “The White Umbrella,” Gish Jen (57 Questions) “The Medicine Bag,” Virginia Driving Hawk Sneve (54 Questions) This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!