Evaluate general reading comprehension with this set of quizzes on Life As We Knew It, a dystopian young adult novel by Susan Beth Pfeffer, with emphasis on chapters fifteen through seventeen. A multiple choice assessment is provided, as well as a subjective version. Answer keys are included. Materials are delivered in printable Word Document and PDF formats. Questions pertain to the following important details: Mom’s feelings about needing Miranda’s help Why Mrs. Nesbitt believes it is better that Miranda visit daily What Mrs. Nesbitt wants Miranda’s mom to know The significance of people moving plywood into their living rooms Miranda’s feelings following the death of Mrs. Nesbitt Mrs. Nesbitt’s pendant The alarming discovery at Mrs. Nesbitt’s house following her death Gray snow and the blizzard Miranda and Jonny’s plan to help Matt find his way home Jonny’s discovery about the family’s eating habits Matt’s suggested diet change The fantasy that plays out in Miranda’s head

Evaluate general reading comprehension with this set of quizzes on Life As We Knew It, a dystopian young adult novel by Susan Beth Pfeffer, with emphasis on chapters eight through ten. A multiple choice assessment is provided, as well as a subjective version. Answer keys are included. Materials are delivered in printable Word Document and PDF formats. Questions pertain to the following important details: Miranda’s major mistake, which devastates her Miranda and Mom’s building tension Sammi’s awkward and alarming news “National Good News Day” Miranda’s visit to the hospital Jonny’s surprising request at the dinner party Megan’s self-perceived sinfulness Jonny’s apparent maturity Miranda’s sad observation on the future The disappearance of radio signals Miranda’s frightening discovery while she bikes through town

Evaluate general reading comprehension with this set of quizzes on Life As We Knew It, a dystopian young adult novel by Susan Beth Pfeffer, with emphasis on chapters eighteen through twenty-one. A multiple choice assessment is provided, as well as a subjective version. Answer keys are included. Materials are delivered in printable Word Document and PDF formats. Questions pertain to the following important details: The family’s closeness since Christmas passed Miranda’s reflections on what she learned over the past year How the hospital has changed since Miranda’s last visit Information provided by the hospital’s nurses Miranda’s near-deadly mistake Mom’s birthday and why she believes it is the best ever The return of radio activity Miranda’s anxiety coinciding with the return of electricity Miranda’s need to travel into town A discovery that changes everything Miranda’s philosophy on her birthday The purpose of journal writing

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this multiple choice quiz covering chapters 10 and 11 of A Day No Pigs Would Die by Robert Newton Peck. In addition to an answer key, an alternate short answer option is provided for re-assessment purposes. Materials are delivered in a zip file as Word Documents and PDFs. Questions pertain to the following details: Haven’s advice to Rob Rob’s assumptions when he sees buildings marked Ladies and Gents Mrs. Tanner’s warning Seeing a “shovel explode” Judging Pinky’s stain Why Rob feels physically sick Pinky’s award Catching a weasel Ira Long and his dog Purpose of the barrel Haven’s promise

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this multiple choice quiz covering chapters 12 and 13 of A Day No Pigs Would Die by Robert Newton Peck. In addition to an answer key, an alternate short answer option is provided for re-assessment purposes. Materials are delivered in a zip file as Word Documents and PDFs. Questions pertain to the following details: Pinky’s possible barrenness Rob’s rifle Mom’s request of Rob A poor apple crop Why Haven thinks the bad crop is Rob’s fault Haven’s admission Rob’s advice to Haven concerning the winter Haven’s ominous remarks Samson Mr. Tanner’s compensation Rob’s realization that he was wrong about something

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this multiple choice quiz covering chapters 14 and 15 of A Day No Pigs Would Die by Robert Newton Peck. In addition to an answer key, an alternate short answer option is provided for re-assessment purposes. Materials are delivered in a zip file as Word Documents and PDFs. Questions pertain to the following details: How Haven tries to stay warm What Haven means when he says Rob needs to “get it done” Why Haven lights a fire to boil water The purpose of the crowbar Rob’s emotional reaction to the situation Haven’s perspective on what constitutes being a man Rob’s expression of forgiveness Mr. Wilcox’s role Surprising discoveries The resolution

Evaluate general reading comprehension and eliminate take-home assessment planning responsibilities with this multiple choice quiz covering Act 4 of Much Ado About Nothing by William Shakespeare. An answer key is included. Materials are delivered in Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following: Claudio’s behavior at the wedding Hero’s reaction to Claudio’s insults Don John’s statements on the significance of Hero’s reaction Leonato’s feelings toward his daughter Friar Francis’ feelings toward Hero Friar Francis’ suggested course of action Beatrice’s dramatic request of Benedick Dogberry’s terrible interrogation Sexton’s task Conrade’s insults toward Dogberry

Evaluate general reading comprehension and eliminate take-home assessment planning responsibilities with this multiple choice quiz covering Act 3 of Much Ado About Nothing by William Shakespeare. An answer key is included. Materials are delivered in Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following: Hero and Margaret’s trickery The effect of Hero and Margaret’s trickery Hero and Margaret’s criticism of Beatrice Benedick’s character transformation Benedick’s request to speak to Leonato privately Don Pedro and Claudio’s agreement should Hero be proven unfaithful Claudio’s comparison of Benedick and Beatrice to two bears The identity of the magistrate The characterization of the magistrate Borachio’s drunken bragging The identities of two arrested characters

Help high school students extend beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 1, scene 5, of Hamlet by William Shakespeare. Delivered in printable Word Document and PDF formats, this worksheet saves English Language Arts teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided. This resource may facilitate small-group discussions in which students decode language and pose/respond to questions relating to plot, broad topics, and character development. Using this resource for structured guidance, students will improve their ability to present information, conclusions, and supporting textual evidence clearly and convincingly. More specifically, students will do the following: Identify what the text states explicitly and implicitly Define words and phrases as they are used in the text Discern the intended effect of Shakespearean language in context Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices including euphemism, simile, personification, and hyperbole Conduct brief research to answer a question connecting the drama to aspects of Greek mythology Support claims and inferences with sound reasoning and relevant textual evidence Write about Shakespearean drama with clarity, accuracy, and precision

Help high school students extend beyond basic plot recall and develop close reading analysis skills with this set of high-order questions covering Act 1, scene 4, of Hamlet by William Shakespeare. Delivered in printable Word Document and PDF formats, this worksheet saves English Language Arts teachers valuable time at home without sacrificing rigor in the classroom. An answer key is provided. This resource may facilitate small-group discussions in which students decode language and pose/respond to questions relating to plot, broad topics, and character development. Using this resource for structured guidance, students will improve their ability to present information, conclusions, and supporting textual evidence clearly and convincingly. More specifically, students will do the following: Identify what the text states explicitly and implicitly Determine the primary function of a given passage Define words and phrases as they are used in the text Examine the effect of Shakespeare’s figurative language upon the reader Explore how complex characters think, behave, interact, and develop Compare and contrast two characters Support claims and inferences with sound reasoning and relevant textual evidence Write about Shakespearean drama with clarity, accuracy, and precision

“Sweat” by Zora Neale Hurston is a short story about a woman of color who must reconcile the resentment she feels toward her abusive husband with her faith—a task that threatens to compromise the integrity of her soul. This multiple choice quiz covering “Sweat” helps English teachers evaluate general reading comprehension while eliminating take-home assessment planning responsibilities. An answer key is included. Materials are delivered in Word Document and PDF formats. By completing this assessment, students will demonstrate knowledge of the following aspects of plot: Setting Delia’s line of work Items with which Sykes attempts to instill fear Sykes’ attitude toward Delia’s Sunday work The length of time Delia and Sykes have been married Aspects of Sykes’ antagonistic characterization Delia’s motivations Delia’s observation while passing the store Sykes’ affair with Bertha Delia’s remarks that leave Sykes nearly speechless The fate of Sykes Delia’s intentional inaction

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 22 through 25 of The House on Mango Street by Sandra Cisneros: “Papa Who Wakes Up Tired in the Dark,” “Born Bad,” “Elenita, Cards, Palm, Water,” and “Geraldo No Last Name.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: Her father’s emotional breakdown and its cause Esperanza’s responsibility to explain death to her siblings Her father’s need to travel to Mexico unexpectedly A game Esperanza and her friends play, which ultimately causes them strife A character description of Aunt Lupe Aunt Lupe’s encouragement of Esperanza’s writing A visit to the fortune teller Esperanza’s desire to know whether she will have her own house Esperanza’s skepticism The death of Geraldo Marin’s connection

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 14 through 17 of The House on Mango Street by Sandra Cisneros: “Alicia Who Sees Mice,” “Darius and the Clouds,” “And Some More,” and “The Family of Little Feet.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: Alicia’s commitment to her education The mice who roam at night Alicia’s at-home responsibilities, according to her father and Hispanic culture The characterization of Darius Darius’s intriguing assessment of a cloud What incites an argument among Esperanza and her friends A gift of high-heeled shoes How the girls are treated by several men The characterization of Esperanza and who she is similar to in terms of her goals and personal interests

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 34 through 37 of The House on Mango Street by Sandra Cisneros: “Bums in the Attic,” “Beautiful and Cruel,” “A Smart Cookie,” and “What Sally Said.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: Esperanza’s decision to stop going to look at dream houses and her reasoning Esperanza’s decision to let bums live in the attic of her future house Esperanza’s concern that she is not attractive enough Esperanza’s decision not to surrender her power as a female and how it manifests Esperanza’s mom and her past Esperanza’s mom and her comments about being “a smart cookie” Sally and the abuse she suffers from her father The reason Sally’s father abuses her Sally’s attempts to seek safety and Esperanza’s willingness to protect her

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 30 through 33 of The House on Mango Street by Sandra Cisneros: “No Speak English,” “Rafaela Who Drinks Coconut and Papaya Juice on Tuesday,” “Sally,” and “Minerva Writes Poems.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: The characterization of Mamacita The cause of Mamacita’s isolation, according to Esperanza Esperanza’s father’s personal accounts regarding learning English Rafaela’s husband and his poor treatment of her Coconut and papaya juice The characterization of Sally Esperanza’s apparent admiration of Sally An assessment of Sally’s marriage Similarities between Esperanza and Sally Sally’s request for advice and Esperanza’s response

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 26 through 29 of The House on Mango Street by Sandra Cisneros: “Edna’s Ruthie,” “The Earl of Tennessee,” “Sire,” and “Four Skinny Trees.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: Ruthie’s friendship with Esperanza and her friends Ruthie’s marriage The characterization of Edna Ruthie and Esperanza’s common interest in writing The characterization of Earle Sire, the boy Esperanza likes and her parents dislike Esperanza’s feelings toward Lois Esperanza’s sense of self Esperanza’s comparison to trees The reason behind the comparison

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this quiz covering vignettes 41 through 44 of The House on Mango Street by Sandra Cisneros: “The Three Sisters,” “Alice and I Talking on Edna’s Steps,” “A House of My Own,” and “Mango Says Goodbye Sometimes.” An answer key is included. Materials are delivered in Word Document and PDF formats. Students will demonstrate knowledge of the following: A community’s show of support following a family death A palm reading Esperanza’s impression of the older women The older women’s advice to Esperanza concerning Mango Street Esperanza’s conversation with Alicia Whose responsibility it is to improve Mango Street in the years ahead Why Esperanza is envious of Alicia Esperanza’s realization concerning where she belongs

Evaluate general reading comprehension and eliminate take-home assessment planning responsibilities with this multiple choice quiz covering Act 5 of Much Ado About Nothing by William Shakespeare. An answer key is included. Materials are delivered in Word Document and PDF formats. By taking this assessment, students will demonstrate knowledge of the following: Antonio’s attempts to calm Leonato Leonato’s decision to seek revenge Leonato’s change of heart Claudio’s feelings about dueling against Benedick Don John’s decision to flee Claudio’s rekindled affection toward Hero Leonato’s demands of Don Pedro and Claudio Ursula’s news Benedick’s request of Friar Francis News that disrupts the wedding

Help middle and high school students go beyond general reading comprehension and support the development of critical thinking skills with this close reading analysis worksheet covering the Grimm’s fairy tale “Cat and Mouse in Partnership,” a cautionary narrative about the incompatibility of characters. The brevity of the text helps to fill awkward gaps in the teaching schedule, while the supporting activity upholds rigor in the classroom. An answer key and copy of the short story are included. Materials are delivered in Word Document and PDF formats. This resource may facilitate small-group discussions in which students decode language and pose/respond to questions relating to plot, broad topics, and character development. Using this resource for structured guidance, students will improve their ability to present information, conclusions, and supporting textual evidence clearly and convincingly. By completing the close reading activity, students will: Identify what the text states explicitly and implicitly Define words and phrases as they are used in the text Verify interpretations of language using reference materials as needed Discern the intended effect of word choices in context Determine the function of a given excerpt Examine how complex characters think, behave, interact, and develop Apply knowledge of literary devices with an emphasis on foreshadowing, pun, verbal irony, situational irony, and more Explore how details in the text contribute to the superstition that cats are agents of evil Support claims and inferences with sound reasoning and relevant evidence Write about fairy tale fiction with clarity, accuracy, and precision

Help middle and high school students go beyond general reading comprehension and support the development of critical thinking skills with this close reading analysis worksheet covering the classic Grimm’s fairy tale “The Wolf and the Fox,” a cautionary story about the consequences of impulsiveness. The brevity of the narrative also helps to fill awkward gaps in the teaching schedule, while the supporting activity upholds rigor in the classroom. An answer key and copy of the short story are included. Materials are delivered in Word Document and PDF formats. This resource may facilitate small-group discussions in which students decode language and pose/respond to questions relating to plot, broad topics, and character development. Using this resource for structured guidance, students will improve their ability to present information, conclusions, and supporting textual evidence clearly and convincingly. By completing this close reading activity, students will: Identify what the text states explicitly and implicitly Define words and phrases as they are used in the text Verify interpretations of language using reference materials as needed Discern the intended effect of word choices in context Determine the function of a given excerpt Examine how complex characters think, behave, interact, and develop Compare and contrast the two primary characters Apply knowledge of literary devices with an emphasis on situational irony Support claims and inferences with sound reasoning and relevant evidence Write about fairy tale fiction with clarity, accuracy, and precision