This lesson is aimed to help comprehension and analysis of Edgar Allan Poe’s short story “The Tell-Tale Heart”. This quiz has fifteen multiple-choice questions as well as two open-ended essay questions that will require students to analyze the story at higher levels of cognition. The questions are purposely ordered to begin at the lower levels of Bloom’s Taxonomy and progressively work up the levels with each successive question. Includes links to free printable story text, videos, and answer key.

This 24-question multiple-choice reading test/quiz on "The Tail" by Joyce Hansen 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 28-question multiple-choice reading test/quiz on "Zlateh the Goat" by Isaac Bashevis Singer 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 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!

With the enormous popularity of the “What Do You Meme” party game, I have created a clean and fun version for teachers and students. Through witty and hilariously sarcastic statements, high school students will be able to make their own memes involving situations like: breaking your last pencil, seeing your teachers in public, prom, relationships, embarrassing moments in teen life, funny classroom events, etc. This set includes 78 text cards and over 90 funny meme pictures. There is also a blank card template so you can create your own text cards! You can also use your own pictures for added, personalized fun. You print them out, laminate them (recommended), cut them out, and then the fun can begin! Great for early-release days, after school programs, or any reward system! Please rate this if you enjoyed it and share with other teachers! Editable MS Word Doc. Game Instructions: 1. Select game groups of about five people (this works best because there are 78 statement cards in the game plus any you create) 2. Each person draws seven text cards 3. One picture is drawn at random by the player of turn (can be chosen at random by the whoever has their birthday next) 4. The other players then choose their best meme statement text card and submit their card face down to the player of turn (to remain anonymous so as not to influence the player’s choice of the winner) 5. The player of turn (that drew the picture card at random) reads all the statement text cards out loud to the group and then chooses a winner 6. The read text cards are kept out of the remainder of the game 7. The winner then gets the meme picture card 8. The player to the left of the player of turn is next 9. The player with the most meme picture cards at the end wins!

This 32-question multiple-choice reading test/quiz has questions from different levels of Bloom’s Taxonomy (revised). 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!

With the enormous popularity of the “What Do You Meme” party game, I have created a clean and fun version for teachers and students. Through witty and hilariously sarcastic statements, students will be able to make their own memes involving situations like: breaking your last pencil, seeing your teachers in public, embarrassing moments in teen life, funny classroom events, etc. This set includes 78 text cards and over 90 funny meme pictures. There is also a blank card template so you can create your own text cards! You can also use your own pictures for added, personalized fun. You print them out, laminate them (recommended), cut them out, and then the fun can begin! Great for early-release days, after school programs, or any reward system! Please rate this if you enjoyed it and share with other teachers! Editable Word Doc. Game Instructions: 1. Select game groups of about five people (this works best because there are 78 statement cards in the game plus any you create) 2. Each person draws seven text cards 3. One picture is drawn at random by the player of turn (can be chosen at random by the whoever has their birthday next) 4. The other players then choose their best meme statement text card and submit their card face down to the player of turn (to remain anonymous so as not to influence the player’s choice of the winner) 5. The player of turn (that drew the picture card at random) reads all the statement text cards out loud to the group and then chooses a winner 6. The read text cards are kept out of the remainder of the game 7. The winner then gets the meme picture card 8. The player to the left of the player of turn is next 9. The player with the most meme picture cards at the end wins!

This 18-question multiple-choice reading test/quiz on “Southpaw” by Judith Viorst has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the story, 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. 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 41-question multiple-choice reading test/quiz on “The Circuit” by Francisco Jimenez has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the story, 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. Includes link to free file of the text so each student can get their own copy to annotate (along with link to free annotation handout for students). 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 13-question multiple-choice reading test/quiz on “Preserving a Great American Symbol” (Persuasive Speech) by Richard Durbin has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection, author’s purpose, making inferences, vocabulary, and summarization. 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 16-question multiple-choice reading test/quiz on “La Leña Buena” by John Phillip Santos has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection, author’s purpose, making inferences, vocabulary, and summarization. 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 printable copy of the selection for student annotation (recommended). Answer key included. Feedback is always welcomed and appreciated! Editable Word Doc. 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 lesson is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 22-question multiple-choice reading test/quiz on “Letter to Scottie” by F. Scott Fitzgerald has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection, author’s purpose, making inferences, vocabulary, and summarization. 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 printable copy of the selection for student annotation (recommended). Answer key included. Feedback is always welcomed and appreciated! Editable Word Doc. 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 lesson is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 16-question multiple-choice reading analysis/comprehension test/quiz on “Ode to Family Photographs” Poem by Gary Soto has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection, plot development, point of view, making inferences, 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! 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. This lesson is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 17-question multiple-choice reading analysis/comprehension test/quiz on “Ankylosaurus” Poem by Jack Prelutsky has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection, point of view, 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 copy of the text so each student can get their own copy to annotate. Answer key included. 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. This lesson is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 17-question multiple-choice reading analysis/comprehension test/quiz on “A Dream Within a Dream” Poem 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, point of view, 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. 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! 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. This lesson is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 25-question multiple-choice reading analysis/comprehension test/quiz on “Adventures of Isabel” Poem by Ogden Nash has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection, 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! 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. 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 analysis/comprehension test/quiz on “Willow and Ginkgo” Poem by Eve Merriam has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection, plot development, characterization, point of view, 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. 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 lesson is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 18-question multiple-choice reading analysis/comprehension test/quiz on “Wilbur Wright and Orville Wright” Poem by Rosemary and Stephen Vincent-Benet has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection, 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! 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. This lesson is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 22-question multiple-choice reading analysis/comprehension test/quiz on the poems “Dust of Snow” by Robert Frost & “Who Knows If the Moon’s” by E. E. Cummings 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, 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. 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 lesson is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 28-question multiple-choice reading analysis/comprehension test/quiz on The Boss Baby Movie has questions from different levels of Bloom’s Taxonomy (revised). It also includes two essay open-ended questions about the film and characters. Show the movie and feel confident that students will see it through a language arts and English class lens. It will test students’ literal and interpretive understanding of the selection, plot development, point of view, making inferences, literary devices, 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. Answer key and writing rubric 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/film/media says explicitly as well as inferences drawn from the text/film/media. 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 25-question multiple-choice reading analysis/comprehension test/quiz on “The World Is Not a Pleasant Place to Be” Poem by Nikki Giovanni and “Child on Top of a Greenhouse” by Theodore Roethke 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, 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. 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 lesson is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!