This 19-question multiple-choice reading test/quiz on “Eleven” by Sandra Cisneros has questions from different levels of Bloom’s Taxonomy (revised) along with one optional essay question with lined paper to familiarize students with the format of standardized testing. It will test students’ literal and interpretive understanding of the story, characterization, point of view, making inferences, vocabulary, literary devices, and figurative language. Questions are modeled after standardized tests (SAT, ACT, and state tests). Includes link to free file of the text. Answer key included. Feedback is always welcomed and appreciated! Editable MS Word Doc. This lesson is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 15-question multiple-choice reading analysis/comprehension test/quiz on “The Lion and the Bulls” Fable by Aesop has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection, plot development, characterization, author’s purpose, point of view, making inferences, vocabulary, and figurative language. 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. Includes link to free file of the text so each student can get their own copy to annotate (recommended to use this version as others will not match the test questions). 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 16-question multiple-choice reading comprehension and analysis test on the poem “A Voice” by Pat Mora (from the textbook HOLT McDOUGAL LITERATURE, GRADE 9 ISBN-10: 0547115784) 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 (including words from SAT/ACT exams), literary devices, figurative language, 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. Answer key included. Editable MS Word Doc. You can use this product for years and years! Feedback is always welcomed and appreciated! **PLEASE NOTE: Due to copyright restrictions, this product does not contain the reading selection(s). Objectives/US Standards (SUGGESTED): Students are expected to: CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 11-question multiple-choice reading comprehension and analysis test on the poem “Woman with Flower” Poem by Naomi Long Madgett (from the textbook HOLT McDOUGAL LITERATURE, GRADE 9 ISBN-10: 0547115784) 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 (including words from SAT/ACT exams), literary devices, figurative language, 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. Answer key included. Editable MS Word Doc. You can use this product for years and years! Feedback is always welcomed and appreciated! **PLEASE NOTE: Due to copyright restrictions, this product does not contain the reading selection(s). This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

A short 1-page quiz on figurative language (metaphor, simile, dialogue, and hyperbole) with a short dialogue to test students’ grammar, spelling, capitalization, and punctuation skills. 10 questions total (3 multiple-choice, 3 open-ended, 4 correct-the-sentence), about 30-45 min completion time. Includes answer key. 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 “Bodybuilders’ Contest” by Wislawa Szymborska (from the textbook HOLT McDOUGAL LITERATURE, GRADE 9 ISBN-10: 0547115784) has questions from different levels of Bloom’s Taxonomy (revised). It will test: • students’ literal and interpretive understanding of the selection • plot development • characterization • author’s purpose • point of view • making inferences • vocabulary • literary devices • figurative language 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. Answer key included. Editable MS Word Doc. You can use this product for years and years! Feedback is always welcomed and appreciated! **PLEASE NOTE: Due to copyright restrictions, this product does not contain the reading selection(s). This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators! Join our email list to get teaching tips & resources, teacher humor, inspirational quotes, and more right in your inbox! MS ELAR teachers join here! HS English teachers join here!

A fun class activity where students identify the cell organelles and create either an animal or plant cell. The plants cells have a cell wall and chloroplasts. Includes cut out parts and directions. Materials needed: glue, scissors, poster paper, pencil. Visit my store for much more helpful and free stuff! This lesson is student-centered meaning: --it allows you to become a facilitator --happier teachers --happier students --happier administrators

This 33-question multiple-choice reading comprehension and analysis test on the speech “The American Dream” by Martin Luther King 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, 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 analysis/comprehension test/quiz on the prologue from The Whale Rider by Witi Ihimaera has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection, plot development, characterization, author’s purpose, point of view, making inferences, vocabulary, and figurative language. 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. 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. 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 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 34-question multiple-choice reading comprehension and analysis test on the memoir “A Glow in the Dark” from Woodsong by Gary Paulsen Multiple-Choice Reading Comprehension & Analysis Test has questions 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) 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.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.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. CCSS.ELA-LITERACY.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 10-question multiple-choice reading test/quiz is on Jane Yolen’s “My Heart Is in the Highlands” and has questions from different levels of Bloom’s Taxonomy (revised) along with one optional essay question with lined paper to familiarize students with the format of standardized testing. It will test students’ literal and interpretive understanding of the story, characterization, point of view, making inferences, vocabulary, and literary devices. Questions are modeled after standardized tests (SAT, ACT, and state tests). Includes link to free PDF version of the text. Answer key included. Editable Word Doc. Feedback is always welcomed and appreciated! This lesson is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 29-question multiple-choice reading test/quiz on “Feathered Friend” by Arthur C. Clarke has questions 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. Feedback is always welcomed and appreciated! Editable MS Word Doc. This lesson 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 Greek myth “Perseus” by Alice Low has questions 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, 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.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!

A fun class activity that allows students to nominate a peer for a honorable title such as most talented, most style, funniest, most intelligent etc. You can change the categories and each sheet has 4 voting cards.

"The Scientist Rap" rap & hip-hop MP3 music file from the book "Got the Flow: The Hip Hop Diary of a Young Rapper" by Carlos Salinas. Includes printable handout of song lyrics. (100% clean) The main character of the book ("Got the Flow: The Hip-Hop Diary of a Young Rapper") 16-year-old Troy Jones challenges his science teacher that he can write an educational and positive rap song about science without any cursing. He promises to include the legendary scientists: Albert Einstein, Sir Isaac Newton, Nicola Tesla, and Thomas Edison. His teacher, Mrs. Hass, makes him perform it in front of the entire class for his passing grade. He is determined to become a successful rapper to give his mom a better life. If he can write a clean, educational song, then he is a better rapper for having met the challenge. Inspired by losing his first two rap battles, he is determined to win the third one.

Flannery O’Connor said, “I write because I don’t know what I think until I read what I say.” The importance of journal writing is endless: it will help mental clarity, stimulate creative thinking, problem-solving, self-reflection, increase self-awareness and identity, and many other benefits. It is a great warm-up activity to pair with silent reading. Students’ writing can be taken for a grade or participation grade. The quote prompts here were all taken from my book, The Little Book of Big Quotes Vol. I. This list contains over 180 prompts and is editable so you can delete any that do not suit your audience and add some of your own! More journal prompts will be added periodically. Follow me so you can be notified ASAP and can download the most current version of this lesson. If you found this lesson helpful please leave a positive review at my store, thank you!

This 27-question multiple-choice reading comprehension and analysis test on “The Pedestrian” by Ray Bradbury has questions from different levels of Bloom’s Taxonomy (revised) and will test students’ literal and interpretive understanding of the selection including: plot development, characterization, author’s purpose, point of view, making inferences, vocabulary (including words from SAT/ACT exams), literary devices, figurative language, analogies, main idea, summarization, theme, and other elements of literature. The reading selection comes from the textbook HOLT McDOUGAL LITERATURE, GRADE 9 ISBN-10: 0547115784. These 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! **PLEASE NOTE: Due to copyright restrictions, this product does not contain the reading selection(s). **PLEASE NOTE: It is recommended that paragraphs be numbered as some questions refer to specific paragraphs in the selection. This particular reading selection has been attributed 71 paragraphs in total. Objectives/US Standards (SUGGESTED): Students are expected to: CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

This 11-question multiple-choice reading comprehension and analysis test on the poem “Grape Sherbet” by Rita Dove (from the textbook HOLT McDOUGAL LITERATURE, GRADE 9 ISBN-10: 0547115784) 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, vocabulary (including words from SAT/ACT exams), 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. Answer key included. Editable MS Word Doc. You can use this product for years and years! Feedback is always welcomed and appreciated! **PLEASE NOTE: Due to copyright restrictions, this product does not contain the reading selection(s). Objectives/US Standards (SUGGESTED): Students are expected to: CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

This 151-question multiple-choice reading comprehension and analysis test on the complete two-act, ten-scene play A Christmas Carol: Scrooge and Marley by Israel Horovitz has questions from different levels of Bloom’s Taxonomy (revised). Questions are divided by scenes for easy student navigation. 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, 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.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!