This 15-question multiple-choice reading test/quiz 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). Answer key included. Feedback is always welcomed and appreciated!

This 14-question multiple-choice reading test/quiz on Cynthia Rylant’s short story “Stray” 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 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. Feedback is always welcomed and appreciated! Editable MS Word Doc.

As many students struggle with understanding what atoms are and how they function and behave, this short, comical story was written to help teach and explain it with humor and wordplay. There are three main characters: the proton, the neutron, and the electron. They are having dinner when a hilarious argument ensues (along with scientific wordplay!). Includes nonfiction reading worksheet on atoms, 20 multiple-choice questions on both pieces, and a KWLS chart. I wrote this short story to help teachers like you help your students understand and learn science through humor. I hope you found it helpful and I would love to hear from you on what you think may make this lesson better. Completely customizable Word Document to meet your needs. Includes answer keys and 18 sheets total.

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 26-question multiple-choice reading comprehension and analysis test on the autobiographical nonfiction piece “The Rights to the Streets of Memphis” by Richard Wright (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: plot development, characterization, author’s purpose, point of view, making inferences, vocabulary (including words from SAT/ACT exams), literary devices, figurative language, fact & opinion, analogies, summarization, and other elements of literature. Questions are modeled after standardized tests (SAT, ACT, and state tests) to familiarize students with the structure and vocabulary of standardized test questions. Questions are spaced 1.5 lines apart for comfortable reading. The questions also encourage students to go back and re-read key parts of the selection, a crucial skill for comprehension and improving reading stamina. Teachers are encouraged to remove/add questions as they see fit for their students. Answer key included. Editable MS Word Doc. You can use this product for years and years! Feedback is always welcomed and appreciated! *PLEASE NOTE: Due to copyright restrictions, this product does not contain the reading selection(s).

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 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!

An original short story entitled "Between Death and Life".This story tells about the death of a man named William Kind (symbolic for the kind of person he was.) Each chapter tells the scene at the emergency room where William dies of a heart attack. The first chapter is told from the perspective of his wife; the second from his son, Michael; the third from the doctor; and the fourth and final chapter is told by William himself. There are review questions after the story for student comprehension and reflection. The margins on the left side were intentionally made wider to facilitate student annotation (see annotation handout linked under “Helpful Resources”) including drawing pictures of events, asking questions, commenting on events, highlighting new vocabulary words, summarizing paragraphs, etc. This is great as a warm-up, class activity, or homework to strengthen reading skills and use of strategies. I am open to feedback and suggestions on how to make this lesson better! Includes 8 multiple-choice questions with answer key. Editable MS Word document.

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 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 test/quiz has questions from different levels of Bloom’s Taxonomy (revised). It will test students literal and interpretive understanding of the story and literary devices. Questions are modeled after standardized tests (SAT, ACT, and state tests). Answer key included. Story text PDF is linked. Editable Word Doc!

This 21-question multiple-choice reading test/quiz on “Letter From a Concentration Camp” by Yoshiko Uchida has questions from different levels of Bloom’s Taxonomy (revised). It tells about the first time she received a letter from her readers and ends at the part where she is asked if she has anything more to declare and she says “Yes, I do.” 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!

A collection of short stories (fables, flash fiction, etc.) by Carlos Salinas. Heartwarming, feel-good stories for all ages about love and hope. Some are good for philosophical and personal reflection. Also great messages for discussion. Please check back for another excerpt from the book or the whole book! Any feedback would be great! Thanks!

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 11-question multiple-choice reading test/quiz on "My Papa, Mark Twain" by Susy Clemens has questions from different levels of Bloom’s Taxonomy (revised) along with one optional letter-writing assignment 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 file of the text along with audio recording of the selection. Answer key included. Feedback is always welcomed and appreciated! Editable MS Word Doc.

This 18-question multiple-choice reading comprehension and analysis test on “The House on Mango Street”, “My Name”, and “Mango Says Goodbye Sometimes” vignettes by Sandra Cisneros 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, fact & opinion, analogies, main idea, summarization, 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. Paragraph numbering restarts for each vignette. This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 17-question multiple-choice reading comprehension and analysis test on the poem “My Papa’s Waltz” Poem by Theodore Roethke (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 22-question multiple-choice reading comprehension and analysis test on the poem “Incident in a Rose Garden” by Donald Justice (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. 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! *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 23-question multiple-choice reading test/quiz on “Langston Terrace” by Eloise Greenfield and Lessie Jones Little has questions from different levels of Bloom’s Taxonomy (revised). It tells about the first time she received a letter from her readers and ends at the part where she is asked if she has anything more to declare and she says “Yes, I do.” 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. This lesson is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators! 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.

**Please Note: You must have a free or paid membership to Boomlearning.com to access this product. This 15-question multiple-choice ONLINE (BOOM CARDS) test on “The Jacket” by Gary Soto has questions from different levels of Bloom’s Taxonomy (revised). It will test students literal and interpretive understanding of the story, summarization, making inferences, vocabulary, and literary devices. Questions are modeled after standardized tests (SAT, ACT, and state tests). It is recommended that students number the paragraphs of the reading selection as some questions may refer to specific paragraphs in the selection. Automatic grading saves you time. Students can complete on any internet-ready device; perfect for distant learning! This lesson is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators! Connect with us: Facebook https://www.facebook.com/shiningscholareducation Twitter: https://twitter.com/ShiningScholar Instagram: https://www.instagram.com/shining_scholar_education/ Sign up for our email list to get free educational resources and discount coupons in your email. You’ll get SIX free resources just for signing up! https://mailchi.mp/f6b12b8ab810/productdescription