Hello! I am a passionate teacher and writer that loves to create lessons that are interactive, student-centered, original, and truly help teachers & students. I make custom lesson plans and materials that engage students and help them take ownership of their learning. I have 10 years of teaching experience in upper grades across all subjects (including teaching abroad in Costa Rica!). I have published three books, The Little Book of Big Quotes Vol. I , The Poems Vol. I, and Got the Flow: The Hip
Hello! I am a passionate teacher and writer that loves to create lessons that are interactive, student-centered, original, and truly help teachers & students. I make custom lesson plans and materials that engage students and help them take ownership of their learning. I have 10 years of teaching experience in upper grades across all subjects (including teaching abroad in Costa Rica!). I have published three books, The Little Book of Big Quotes Vol. I , The Poems Vol. I, and Got the Flow: The Hip
This 26-question multiple-choice reading comprehension and analysis test on the poems “Martin Luther King” by Raymond Patterson (12 questions) & “I’m Nobody” by Emily Dickinson (14 questions) 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.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 20-question multiple-choice reading comprehension and analysis test on the poem “Annabel Lee” by Edgar Allan Poe 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.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 27-question multiple-choice reading comprehension and analysis test on the poems “Full Fathom Five” by William Shakespeare (12 questions), “Onomatopoeia” by Eve Merriam (8 questions), and “Train Tune” by Louise Bogan (7 questions) 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.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 20-question multiple-choice reading comprehension and analysis test on the poems “Weather” by Eve Merriam (7 questions) & “One” by James Berry (13 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, 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 19-question multiple-choice reading comprehension and analysis test on the poem “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out” by Shel Silverstein 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, literary devices, figurative language, 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 24-question multiple-choice reading comprehension and analysis test on the poem “How I Learned English” by Gregory Djanikian 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, 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 39-question multiple-choice reading comprehension and analysis test on the poem “The Cremation of Sam McGee” by Robert Service 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, 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 36-question multiple-choice reading comprehension and analysis test on the poem “The Highwayman” by Alfred Noyes 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, 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 31-question multiple-choice reading comprehension and analysis test on the poems “Mother to Son” by Langston Hughes (11 questions) & “The Village Blacksmith” by Henry Wadsworth Longfellow (20 questions) 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, 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 26-question multiple-choice reading comprehension and analysis test on the poems “Life” by Naomi Long Madgett (15 questions) & “The Courage That My Mother Had” by Edna St. Vincent Millay (11 questions) 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, 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 12-question multiple-choice reading comprehension and analysis test on the poem “Winter” by Nikki Giovanni 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, 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 15-question multiple-choice reading comprehension and analysis test on the poem “Seal” by William Jay Smith 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, 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 19-question multiple-choice reading comprehension and analysis test on the poem “The Rider” by Naomi Shihab Nye 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, 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 15-question multiple-choice reading comprehension and analysis test on the poem “Bailando” by Pat Mora 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, 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 15 tests (zip folder) from the textbook PRENTICE HALL LITERATURE, 8e GRADE 6 ISBN: 013131713X Unit 6 Themes in Folk Literature includes 15 tests with 10-50 multiple-choice questions (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 story, plot development, characterization, point of view, making inferences, vocabulary, and figurative language. 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. Includes link to free file of the text so each student can get their own copy to annotate. Answer key included. Great for homework, warm-ups, classroom assessment, and more. Comes in editable MS Word Doc format. Individually each test would cost ~$2.99 x 15 tests (over 190 pages total), this is over a $40 value! Feedback is always welcomed and appreciated!
Reading selections/tests include:
“A Crippled Boy” A Vietnamese Folk Tale by My-Van Tran
“He Lion, Bruh Bear, and Bruh Rabbit” African American Folk Tale by Virginia Hamilton
“Jeremiah’s Song” by Walter Dean Myers
“Lob’s Girl” by Joan Aiken
“Mowgli’s Brothers” by Rudyard Kipling
“The Stone” by Lloyd Alexander
“The Three Wishes” Puerto Rican Folk Tale by Ricardo E. Alegria
“Why the Tortoise’s Shell Is Not Smooth” by Chinua Achebe
Arachne Greek Myth by Olivia E. Coolidge
“Black Cowboy, Wild Horses” by Julius Lester
Excerpt from James and the Giant Peach by Roald Dahl
Prologue from The Whale Rider by Witi Ihimaera
“The Ant and the Dove” Fable by Leo Tolstoy
“The Lion and the Bulls” Fable by Aesop
“The Tiger Who Would Be King” by James Thurber
Editable MS Word Doc. You can use this product for years and years!
This lesson is student-centered, meaning:
–it allows you to become a facilitator!
–happier teachers!
–happier students!
–happier administrators!
This 16-question multiple-choice reading comprehension and analysis test on the poem “The Desert Is My Mother” by Pat Mora 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, 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 20-question multiple-choice reading comprehension and analysis test on the poem “Maestro” by Pat Mora 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, 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 collection of 13 tests on 13 reading selections (zip folder) from the textbook PRENTICE HALL LITERATURE, 8e GRADE 7 ISBN-13: 978-0131317147
ISBN-10: 0131317148 Unit 3 Types of Nonfiction: Expository, Reflective, and Persuasive includes 10-50 multiple-choice questions (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 work, characterization, point of view, author’s purpose, making inferences, vocabulary, literary devices, and figurative language. 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. Individually each test would cost around $2.99 x 13 tests, this is over a $35 value! Feedback is always welcomed and appreciated!
Reading selections/tests include:
“What Makes a Rembrandt a Rembrandt?,” Richard Mühlberger
“Life Without Gravity,” Robert Zimmerman
“Conversational Ballgames,” Nancy Masterson Sakamoto
“I Am a Native of North America,” Chief Dan George
Excerpt from In Search of Our Mothers’ Gardens, Alice Walker
“Bernie Williams: Yankee Doodle Dandy,” Joel Poiley
“No Gumption,” Russell Baker
“The Eternal Frontier,” Louis L’Amour
“All Together Now,” Barbara Jordan
“The Real Story of a Cowboy’s Life,” Geoffrey C. Ward
“Rattlesnake Hunt,” Marjorie Kinnan Rawlings
“Alligator,” Bailey White
“The Night the Bed Fell,” James Thurber
Editable MS Word Doc. You can use this product for years and years!
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 Night the Bed Fell” humorous essay selection by James Thurber 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, 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.6.5
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
CCSS.ELA-LITERACY.RI.6.6
Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
CCSS.ELA-LITERACY.RI.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
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.
CCSS.ELA-LITERACY.RI.6.10
By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
This product is student-centered, meaning:
–it allows you to become a facilitator!
–happier teachers!
–happier students!
–happier administrators!
This 23-question multiple-choice reading comprehension and analysis test on “Alligator” nonfiction selection by Bailey White 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, 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.6.5
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
CCSS.ELA-LITERACY.RI.6.6
Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
CCSS.ELA-LITERACY.RI.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
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.
CCSS.ELA-LITERACY.RI.6.10
By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
This product is student-centered, meaning:
–it allows you to become a facilitator!
–happier teachers!
–happier students!
–happier administrators!