This 35-question multiple-choice reading comprehension and analysis test on the poems “Ring Out, Wild Bells” by Alfred, Lord Tennyson (18 QUESTIONS) & “Concrete Mixers” by Patricia Hubbell (17 QUESTIONS) has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection including: author’s purpose, point of view, making inferences, vocabulary, literary devices, figurative language, fact and opinion, 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! 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.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-LITERACY.RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of 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 51-question multiple-choice reading comprehension and analysis test on the short story “An Episode of War” by Stephen Crane (from the textbook PRENTICE HALL LITERATURE, 8e GRADE 8 ISBN-10: 0131317164) 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, main idea, 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). Objectives/US Standards (SUGGESTED): Students are expected to: CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text. CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text. CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

*Teacher’s note: It is recommended teachers number the paragraphs of the selection before handing copies to students. This helps students locate answers to questions with references to specific lines or quotations from the text. This particular reading selection has 148 paragraphs total. The signs that read “TIME SAFARI, INC.… YOU SHOOT IT” (2 signs total) are counted as part of the preceding paragraph and not as individual paragraphs. This 57-question multiple-choice reading comprehension and analysis test on the short story “A Sound of Thunder” by Ray Bradbury (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, literary devices, figurative language, fact & opinion, analogies, main idea, 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 54-question multiple-choice reading comprehension and analysis test on the short story “The Medicine Bag” by Virginia Driving Hawk Sneve 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 53-question multiple-choice reading comprehension and analysis test on the short story “Amigo Brothers” by Piri Thomas 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, 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. 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 37-question multiple-choice reading analysis/comprehension test/quiz on “Why the Tortoise’s Shell Is Not Smooth” by Chinua Achebe Multiple 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. 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 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 35-question multiple-choice reading comprehension and analysis test on the play The Governess by Neil Simon 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, main idea, 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). Objectives/US Standards (SUGGESTED): Students are expected to: CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text. CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text. CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 24-question multiple-choice reading comprehension and analysis test on the poem “How I Learned English” by Gregory Djanikian has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection including: author’s purpose, point of view, making inferences, vocabulary, literary devices, figurative language, and other elements of literature. Questions are modeled after standardized tests (SAT, ACT, and state tests) to familiarize students with the structure and vocabulary of standardized test questions. Questions are spaced 1.5 lines apart for comfortable reading. The questions also encourage students to go back and re-read key parts of the selection, a crucial skill for comprehension and improving reading stamina. Teachers are encouraged to remove/add questions as they see fit for their students. Includes link to free file of the text so each student can get their own copy to annotate. Answer key included. Editable MS Word Doc. You can use this product for years and years! Feedback is always welcomed and appreciated! Objectives/US Standards (SUGGESTED) (From Corestandards.com): Students are expected to: CCSS.ELA-LITERACY.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-LITERACY.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-LITERACY.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 41-question multiple-choice reading comprehension and analysis test on an excerpt from the autobiography I Know Why the Caged Bird Sings by Maya Angelou has questions from different levels of Bloom’s Taxonomy (revised). The excerpt reading selection is approximately 8 pages long and has 43 paragraphs and includes the scenes where Marguerite recalls living with her grandmother and uncle in the Store in Arkansas and walking home Mrs. Bertha Flowers where she eats cookies and lemonade, borrows some books, and learns about the value of reading and speaking. The excerpt begins with the lines “We lived with our grandmother and uncle in the rear of the Store (it was always spoken of with a capital s)…” and ends with the line, “It was enough to prove that she liked me.” It will test students’ literal and interpretive understanding of the selection including: point of view, making inferences, vocabulary, cause and effect, figurative language, literary devices, author’s purpose, 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 26-question multiple-choice reading analysis/comprehension test/quiz on “The Three Wishes” Puerto Rican Folk Tale by Ricardo E. Alegria 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. 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 39-question multiple-choice reading comprehension and analysis test on an excerpt from the autobiographical book An American Childhood by Annie Dillard has questions from different levels of Bloom’s Taxonomy (revised). The 15-paragraph excerpt covers Dillard’s observations about the shadows in her room as she lies in her bed at night while her younger sister Amy sleeps in the bed next to hers. She also wonders about the world outside her bedroom and finally realizes the shadows on her wall come from a car passing by her window. The excerpt begins with the line: “When I was five, growing up in Pittsburgh in 1950…” and concludes with the final line: “It raced over the wall, lighting it blue wherever it ran…”. This exam 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 39-question multiple-choice reading comprehension and analysis test on the short story “Old Ben” by Jesse Stuart 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 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 26-question multiple-choice reading test/quiz is on an excerpt from Bad Boy by Walter Dean Myers (pgs. 41-47, 55- 58) 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!

*Teacher’s note: It is recommended that the reading selection’s paragraphs be numbered before copies are given to students. This helps students locate answers to questions with references to specific paragraphs of the text. This particular reading selection covers diary entries from two days: Sat., 20 June, 1942, with 9 paragraphs, and Thurs., 19 November, 1942, which has 6 paragraphs. The paragraphs start at 1 for each entry (first entry has paragraphs 1-9 and the second entry has paragraphs 1-6). This 39-question multiple-choice reading comprehension and analysis test on the nonfiction selection on an excerpt from Anne Frank: The Diary of a Young Girl by Anne Frank (from the textbook PRENTICE HALL LITERATURE, 8e GRADE 8 ISBN-10: 0131317164) has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection including: point of view, making inferences, vocabulary, cause and effect, figurative language, literary devices, author’s purpose, main idea, summarization, 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! *PLEASE NOTE: Due to copyright restrictions, this product does not contain the reading selection(s). Objectives/US Standards (SUGGESTED): Students are expected to: CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 38-question multiple-choice reading comprehension and analysis test on the nonfiction selection “Making Tracks on Mars: A Journal Based on a Blog” by Andrew Mishkin has questions from different levels of Bloom’s Taxonomy (revised). It will test students’ literal and interpretive understanding of the selection including: point of view, making inferences, vocabulary, cause and effect, figurative language, literary devices, author’s purpose, 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 37-question multiple-choice reading comprehension and analysis test on the Greek myth “Demeter and Persephone” by Anne Terry White 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!

This 41-question multiple-choice reading comprehension and analysis test on “The People Could Fly” African American Folk Tale by Virginia Hamilton 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!

This 37-question multiple-choice reading comprehension and analysis test on the nonfiction selection “Emancipation”, an excerpt from the book Lincoln: A Photobiography by Russell Freedman, has questions from different levels of Bloom’s Taxonomy (revised). The excerpt covered by this exam is approximately five pages long and describes the events and struggles leading up to Lincoln’s Emancipation Proclamation during the American Civil War. The excerpt begins with the line, “The toughest decision facing Lincoln …” and ends with the paragraph beginning, “Ordinarily he signed “A. Lincoln.” It will test students’ literal and interpretive understanding of the selection including: point of view, making inferences, vocabulary, cause and effect, figurative language, literary devices, author’s purpose, main idea, summarization, 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!