This bundle of 17 tests on 31 poetry reading selections from the textbook PRENTICE HALL LITERATURE, 8e GRADE 8 ISBN-10: 0131317164 Unit 4 Poetry includes multiple-choice questions (number varies depending on length of reading selection) from different levels of Bloom’s Taxonomy (revised). Some tests cover several reading selections. It will test students’ literal and interpretive understanding of the selection including: summarization, main idea, 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) 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. Answer key included. Comes in editable MS Word Doc format. This is over a $40 value! Feedback is always welcomed and appreciated! Included tests listed below: UNIT 4: POETRY (17 TESTS TOTAL) “Describe Somebody” and “Almost a Summer Sky,” Jacqueline Woodson (17 & 25 questions) “Cat!,” Eleanor Farjeon (20 questions) “Silver,” Walter de la Mare (13 questions) “Your World,” Georgia Douglas Johnson (14 questions) “Thumbprint,” Eve Merriam (13 questions) “The Drum (for Martin Luther King, Jr.),” Nikki Giovanni (12 questions) “Ring Out, Wild Bells,” Alfred, Lord Tennyson (18 questions) “Concrete Mixers,” Patricia Hubbell (17 questions) “Harlem Night Song,” Langston Hughes (13 questions) “The City Is So Big,” Richard García (11 questions) “Ode to Enchanted Light,” Pablo Neruda (13 questions) “Little Exercise,” Elizabeth Bishop (18 questions) “The Sky Is Low, the Clouds Are Mean,” Emily Dickinson (14 questions) “Southbound on the Freeway,” May Swenson (16 questions) “The Country,” Billy Collins (12 questions) “The Choice,” Dorothy Parker (15 questions) “Runagate Runagate,” Robert Hayden (25 questions) “Blow, Blow, Thou Winter Wind,” William Shakespeare (18 questions) “Old Man,” Ricardo Sánchez (20 questions) “The New Colossus,” Emma Lazarus (11 questions) “Paul Revere’s Ride,” Henry Wadsworth Longfellow (36 questions) “Harriet Beecher Stowe,” Paul Laurence Dunbar (23 questions) “January,” John Updike (19 questions) “New World,” N. Scott Momaday (19 questions) “For My Sister Molly Who in the Fifties,” Alice Walker (33 questions) “Grandma Ling,” Amy Ling (16 questions) “Drum Song,” Wendy Rose (12 questions) “your little voice / Over the wires came leaping,” E. E. Cummings (13 questions) “The Road Not Taken,” Robert Frost (20 questions) “O Captain! My Captain!,” Walt Whitman (21 questions) This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 33-question multiple-choice reading comprehension and analysis test on an excerpt from Anne Frank Remembered by Miep Gies with Alison Leslie Gold (from the textbook PRENTICE HALL LITERATURE, 8e GRADE 8 ISBN-10: 0131317164) has questions from different levels of Bloom’s Taxonomy (revised). Excerpt summary: Otto Frank comes to see Miep Gies, discovers that his daughters did not survive the concentration camps, and Miep finally reads Anne Frank’s diary. The first line of the excerpt is “Henk flew home that day to tell me” and the last paragraph begins with the line “Not a day goes by that I do not grieve for them.” The excerpt is 44 paragraphs long (approx. 6 pages long). 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 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!

*Teacher’s note: Given the length of the selection, it is recommended that paragraphs be numbered before copies are given to students. This helps students locate answers to questions with references to specific paragraphs of the text. Each indentation in this selection (including lines of dialogue, when speakers speak together in unison each speaker is counted as a new paragraph, as well as stage directions and new paragraphs within those) will be counted as a different paragraph. Act I Scene 1 has 31 paragraphs and 15 questions; Act I Scene 2 has 151 paragraphs and 30 questions; Act I Scene 3 has 361 paragraphs and 44 questions; Act I Scene 4 has 65 paragraphs and 17 questions; Act I Scene 5 has 197 paragraphs and 22 questions; Act II Scene 1 has 162 paragraphs and 32 questions; Act II Scene 2 has 123 paragraphs and 25 questions; Act II Scene 3 has 127 paragraphs and 14 questions; Act II Scene 4 has 57 paragraphs and 7 questions; & Act II Scene 5 has 12 paragraphs and 4 questions. This 210-question multiple-choice reading comprehension and analysis test on the two-act play The Diary of Anne Frank by Frances Goodrich & Albert Hackett (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.

This 32-question multiple-choice reading comprehension and analysis test on the play The Ninny by Anton Chekhov (translated by Robert Payne) 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 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 20-question multiple-choice reading comprehension and analysis test on an excerpt from Anne Frank & Me by Cherie Bennett has questions from different levels of Bloom’s Taxonomy (revised). The 4-page excerpt that is tested covers the events of Nicole being in Westerbork, Holland, on a train where she meets Anne Frank while using a bucket as a toilet. The excerpt concludes with Anne Frank suggesting that Nicole may be an angel because she knows so much about Anne’s life. 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 41-question multiple-choice reading comprehension and analysis test on the poems “The Road Not Taken” by Robert Frost (20 QUESTIONS) & “O, Captain! My Captain!” by Walt Whitman (21 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! *PLEASE NOTE: Due to copyright restrictions, this product does not contain the reading selection(s). 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 41-question multiple-choice reading comprehension and analysis test on the poems “Grandma Ling” by Amy Ling (16 QUESTIONS), “Drum Song” by Wendy Rose (12 QUESTIONS), & “your little voice Over the wires came leaping” by E. E. Cummings (13 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! *PLEASE NOTE: Due to copyright restrictions, this product does not contain the reading selection(s). 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 33-question multiple-choice reading comprehension and analysis test on the poem “For My Sister Molly Who in the Fifties” by Alice Walker 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! *PLEASE NOTE: Due to copyright restrictions, this product does not contain the reading selection(s). 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 38-question multiple-choice reading comprehension and analysis test on the poems “January” by John Updike (19 Questions) & “New World” by N. Scott Momaday (19 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! *PLEASE NOTE: Due to copyright restrictions, this product does not contain the reading selection(s). 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 36-question multiple-choice reading comprehension and analysis test on the poem “Paul Revere’s Ride” by Henry Wadsworth Longfellow 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! *PLEASE NOTE: Due to copyright restrictions, this product does not contain the reading selection(s). 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 34-question multiple-choice reading comprehension and analysis test on the poems “The New Colossus” by Emma Lazarus (11 QUESTIONS) & “Harriet Beecher Stowe” by Paul Laurence Dunbar (23 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! *PLEASE NOTE: Due to copyright restrictions, this product does not contain the reading selection(s). 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 38-question multiple-choice reading comprehension and analysis test on the poems “Blow, Blow, Thou Winter Wind” by William Shakespeare (18 QUESTIONS) & “Old Man” by Ricardo Sanchez (20 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! *PLEASE NOTE: Due to copyright restrictions, this product does not contain the reading selection(s). 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 25-question multiple-choice reading comprehension and analysis test on the poem “Runagate Runagate” by Robert Hayden 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! *PLEASE NOTE: Due to copyright restrictions, this product does not contain the reading selection(s). 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 43-question multiple-choice reading comprehension and analysis test on the poems “Southbound on the Freeway” by May Swenson (16 QUESTIONS), “The Country” by Billy Collins (12 QUESTIONS), & “The Choice” by Dorothy Parker (15 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! *PLEASE NOTE: Due to copyright restrictions, this product does not contain the reading selection(s). 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 45-question multiple-choice reading comprehension and analysis test on the poems “Ode to Enchanted Light” by Pablo Neruda (13 QUESTIONS), “Little Exercise” by Elizabeth Bishop (18 QUESTIONS), & “The Sky Is Low, the Clouds Are Mean” by Emily Dickinson (14 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 24-question multiple-choice reading comprehension and analysis test on the poems “The City Is So Big” by Richard Garcia (11 QUESTIONS) & “Harlem Night Song” by Langston Hughes (13 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 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 25-question multiple-choice reading comprehension and analysis test on the poems “Thumbprint” by Eve Merriam (13 QUESTIONS) & “The Drum” (for MLK, Jr.) by Nikki Giovanni (12 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!