This 14-question multiple-choice reading test/quiz is on James Herriot’s short story “The Market Square Dog” and 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! Editable MS Word Doc. This lesson is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

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.

**Please Note: You must have a free or paid membership to Boomlearning.com to access this product. 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). 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 remote & distant learning! Feedback is always welcomed and appreciated! 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

**Please Note: You must have a free or paid membership to Boomlearning.com to access this product. This 21-question multiple-choice reading comprehension test on Gary Soto’s short story “Seventh Grade” has questions from different levels of Bloom’s Taxonomy (revised). 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 remote & distant learning! Feedback is always welcomed and appreciated! 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

This 21-question multiple-choice reading comprehension test on Gary Soto’s short story “Seventh Grade” has questions from different levels of Bloom’s Taxonomy (revised). The linked text is to a free PDF version of the story with numbered lines for easy student navigation and referencing. Great for assessing student comprehension as well as use of reading strategies such as highlighting and annotation. Linked annotation handout included as well as answer key. Editable Word Doc! This lesson is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

**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

A simple, open-ended response form for students who misbehave. It requires them to reflect on their actions and come up with an alternative response for the next time. It’s great for classroom management and easy to keep in students’ file! –happier teachers! –happier students! –happier administrators!

5 slides describing frontier life in the state of Texas. With video links. This lesson is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

A short story about a scientist who is obsessed with becoming immortal. Through lab experiments with mice and help from a local witch, he finally succeeds. He soon realizes that it may not be all he had hoped and then tries to get rid of his gift.

A collection of 5 proverbs that are to be cut out (each set has 5 proverbs separates by double spaced spaces). I print them, make copies, cut each proverb in half and then place them in a plastic bag for students to work in partners to put them together. I then display the correct order on a transparency, ELMO projector, or write them on the board. This lesson is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

A powerpoint presentation that explains the US, specifically TX, after the Civil War. Includes slavery, Lincoln, Amendments, KKK, Jim Crow, and sharecroppers cycle of poverty. This lesson is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

A 4 page set for research project on Sun, earth, and/or moon. Explains the requirements (which you can change), project ideas, as well as possible project topics. Includes “works cited” pages and presentation score sheet as well. This worked great for me because the students got to choose their research question(s) and created something that was only their own. This lesson is student-centered meaning: –it allows you to become a facilitator –happier teachers –happier students –happier administrators

A 1-page reading writing assessment with lined area for students’ response to literature while including details about the plot, setting, and characterization of the story. This lesson is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

A teacher-made thesaurus for common, overused words (like “good”, “bad”, “sad”, etc.) to keep in their notes and to use when writing to extend their vocabulary. Perfect for language arts teachers! Includes sections for words belonging to each of the five senses (with a picture of each sense) to help students create sensory writing. 2 pages total. Editable Word document. 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 comprehension and analysis test on the nonfiction selection “The Privacy Debate” by Arthur M. Ahalt (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: point of view, making inferences, vocabulary (including words from SAT/ACT exams), 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). **PLEASE NOTE: It is recommended that paragraphs be numbered as some questions refer to specific paragraphs in the selection. This particular selection has 21 paragraphs. 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). CCSS.ELA-LITERACY.RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. This product is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!

This 13-question multiple-choice reading comprehension and analysis test on the poem “Spring is like a perhaps hand” by E. E. Cummings (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, 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! **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 14-question multiple-choice reading comprehension and analysis test on the poem “Elegy for the Giant Tortoises” by Margaret Atwood (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, 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.

This 11-question multiple-choice reading comprehension and analysis test on the poem “Today” by Billy Collins (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, 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.

This 20-question multiple-choice reading comprehension and analysis test on the poem “400-Meter Free Style” by Maxine Kumin (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.

This 3-page sketch about a politically-correct heckler at a football game is perfect for older middle school and all high school kids. The heckler insults the player for his lack of skills then quickly follows up with a politically correct statement pertaining to the insult! Being a huge fan of comedy, I have studied the greatest sketches of Saturday Night Live, MAD TV, Key and Peele, Monty Python, Hugh and Laurie, The Three Stooges, Groucho Marx, and the kids’ comedy sketch show All That. Charlie Chaplin said “A day without laughter is a day wasted” so I want to pass on the love of comedy and humor to students. These sketches are fresh, witty, sarcastic, and mixed with slapstick humor and are intended to strengthen students’ drama and theater skills while enjoying humor. I ask you to please provide feedback on what you liked/disliked, and suggestions for improvement! I plan to write many, many more but would like to see what the response is first. The roles (6 minimum) in this particular sketch are: Referee with a whistle Quarterback Heckler (Bully) wearing a baseball hat Announcer 2 security officials Other football players (optional) Please contact me if you would like to record and publish your interpretation of any of these sketches and I would be very happy to work with you! Editable MS Word Doc. This lesson is student-centered, meaning: –it allows you to become a facilitator! –happier teachers! –happier students! –happier administrators!