Help middle and high school students improve fluency, stamina, text comprehension, and close reading analysis of the formal elements of fiction with this set of rigorous, text-dependent questions on The War of the Worlds by H. G. Wells (book 2, chapters 1 through 5). An answer key is included, as well as a copy of the featured chapters, which are in the public domain. Materials are delivered in Word Document and PDF formats. By completing the close reading activity, students will: Identify what the text states explicitly as well as implicitly Explore character development and motivations Analyze how complex characters interact Articulate the greater significance of a given detail Explore the symbolism of given objects or circumstances Make logical inferences about the author’s point of view on religion in the context of disastrous survival situations Discern a relevant theme in the context of a given chapter Apply knowledge of literary devices including personification Discern the function of a given chapter Write clearly, concisely, and accurately in response to analytical questioning Cite textual evidence in support of claims

Help middle and high school students improve fluency, stamina, text comprehension, and close reading analysis of the formal elements of fiction with this set of rigorous, text-dependent questions on The War of the Worlds by H. G. Wells (book 2, chapters 6 through 10). An answer key is included, as well as a copy of the featured chapters, which are in the public domain. Materials are delivered in Word Document and PDF formats. By completing the close reading activity, students will: Identify what the text states explicitly as well as implicitly Explore character development and motivations Analyze how complex characters interact Explore techniques the author uses to convey a sense of defeatism Identify and explain an example of situational irony Identify an example of epiphany and articulate the effect it has on a character Apply knowledge of various literary devices including aposiopesis and paradox Articulate the greater significance of a given detail Explore the relevance of a given chapter title (“Wreckage”) Write clearly, concisely, and accurately in response to analytical questioning Cite textual evidence in support of claims

Help high school students improve fluency, stamina, text comprehension, and close reading analysis of the formal elements of fiction with this set of rigorous, text-dependent questions on the short story titled “Dark They Were and Golden Eyed” by Ray Bradbury. An answer key is included. Materials are delivered in printable Word Document and PDF formats. By completing this activity, students will: Identify what the text states explicitly as well as implicitly Identify the narrative’s inciting incident Identify the narrative’s dominant conflict Explore the functions of a particular character Explore character development and motivations Analyze figurative language to infer the author’s intent Make logical interpretations of metaphorical expressions Explain the intended effect of repetition as it appears in a given excerpt Analyze passages to discern their greater significance Explore themes in context Apply knowledge of literary devices including personification, simile, metaphor, onomatopoeia, and more Analyze the author’s descriptive language as it relates to setting to infer its purpose Write clearly, concisely, and accurately in response to analytical questioning Cite textual evidence in support of claims

Fairy tales are not just for elementary students; even high school readers can use (and enjoy) fairy tales as a tool for measuring general reading comprehension. This multiple choice quiz covers “The Fox and the Horse” by the Brothers Grimm. With an estimated Lexile Measure range of 1100-1200, the short story is especially suitable for middle and high school students. The briefness of the narrative also makes it an appropriate time-filler for awkward gaps in teaching schedules. An answer key and copy of the public domain narrative are provided. Materials are delivered in printable Word Document and PDF formats. Students will demonstrate knowledge of the following: How age has affected the protagonist The seemingly insurmountable challenge the protagonist faces The protagonist’s emotional state The role of the fox in terms of assisting the horse The execution of a plan to resolve the protagonist’s conflict The resolution

Measure comprehension and support the development of close reading analysis skills for high school and college with this set of rigorous questions on H.P. Lovecraft’s short story “Ex Oblivione.” The variety of reading question types also facilitates preparation for standardized testing scenarios. With an estimated Lexile Measure of 1400-1500, this text and its corresponding active reading exercise are appropriate additions to a high school short story unit, especially at the 11th and 12th grade levels. A detailed answer key is provided. Materials are delivered in Word Document and PDF formats. This resource may serve as the basis for small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking. By completing this activity, students will demonstrate the following: An ability to define complex vocabulary in context An ability to navigate specialized reference materials to clarify a word’s precise meaning(s) An ability to analyze context clues and draw logical inferences about character motivations An ability to analyze context clues and draw logical inferences about character mindsets An ability to analyze the text for literary devices such as situational irony An ability to analyze cause-and-effect relationships An ability to analyze the author’s craft to discern and articulate tone in context An ability to find and articulate relevant textual details in support of a claim An ability to articulate what the text indicates both explicitly and implicitly An ability to write with clarity, logic, and precision

Support the development of close reading skills for high school with this set of comprehension and analysis questions on the short story “The Mouse, the Bird, and the Sausage” by the Brothers Grimm. An answer key and copy of the public domain narrative, which has an estimated Lexile measure of 1100-1200, are provided. Materials are delivered in Word Document and PDF formats. This resource may serve as the basis for small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking. By engaging with these materials, students will: Demonstrate comprehension of the general plot Analyze the author’s craft to discern the meaning of particular words and phrases in context Apply knowledge of literary devices by identifying examples of inciting incident, situational irony, and theme Support analysis of text by using relevant textual evidence and reasoned logic Analyze character dialogue and actions to infer their interests and motivations Write with clarity and precision

Support the development of close reading skills for high school with this set of comprehension and analysis questions on Hans Christian Andersen’s short story “The Butterfly.” A variety of question types are included to help prepare for standardized testing scenarios: vocabulary-in-context questions, main idea questions, detail questions, author’s craft questions, and more. An answer key and copy of the public domain short story (estimated Lexile range of 700-800) are included. Materials are delivered in Word Document and PDF formats. This resource may serve as the basis for small-group discussions. Through these discussions, students decode language and pose/respond to questions relating to plot, broad topics, and character development, demonstrating an ability to analyze how complex characters transform and advance the plot and themes by applying logic and citing compelling, meaningful textual evidence. They will also evaluate their peers’ reasoning and use of rhetoric to advance claims, clarifying or challenging unclear ideas. Using this resource for structured guidance, students, ultimately, will present information, conclusions, and supporting textual evidence clearly, concisely, and appropriately, thereby helping their peers comprehend their thinking. By completing this exercise, students will: Identify what the text states explicitly and implicitly Cite textual evidence in support of claims Write with clarity and precision Verify interpretations of words and phrases using reference materials such as a dictionary or thesaurus Apply knowledge of various literary devices including situational irony and alliteration Articulate variables that influence the protagonist’s modes of thinking Evaluate whether the protagonist is fair in his process of selecting a potential wife Make logical inferences about characters’ motivations Explain how the author incorporates foreshadowing into the text

For many high school readers, fairy tales and fantasy fiction are genres that maximize engagement with literature. “The Red Shoes” by Hans Christian Andersen is about a peasant girl whose obsession with her footwear leads to supernatural events, seemingly divine punishment, and eventual redemption. With this rigorous worksheet composed of high-order questions, English Language Arts teachers will help students extend reading comprehension and support the development of close reading analysis skills. A detailed answer key is included. Materials are delivered in printable Word Document and PDF formats. By completing this close reading activity, students will: Identify what the text states explicitly and implicitly Apply knowledge of various literary devices including dramatic irony, personification, symbolism, and more Make logical inferences about the author’s intent Explore how complex characters think, behave, and interact with others Make a claim about whether a detail is ironic Defend claims with valid reasoning and relevant textual details Explore potential themes Discern the function of a given paragraph Connect the text to societally relevant concepts in modern society, such as social mobility Conduct research to answer questions about autobiographical parallel Write ideas with clarity, accuracy, and precision

For many high school readers, fairy tales and fantasy fiction are genres that maximize engagement with literature. “The Buckwheat” by Hans Christian Andersen is a cautionary tale about a young buckwheat whose pride becomes his tragic downfall. With this rigorous worksheet composed of high-order questions, English Language Arts teachers will help students extend reading comprehension and support the development of close reading analysis skills. The briefness of the narrative also helps teachers fill awkward gaps in scheduling. A detailed answer key is included. Materials are delivered in printable Word Document and PDF formats. By completing this close reading activity, students will: Identify what the text states explicitly and implicitly Verify interpretations of language using reference materials such as a dictionary or thesaurus Apply knowledge of various literary devices including hyperbole, alliteration, assonance, hubris, personification, dramatic irony, and more Analyze a passage to discern author’s intent Discern the function of a given paragraph Analyze what characters’ actions reveal about their modes of thinking Make logical inferences about characters’ actions Explain how the author incorporates personification into the text Explore the symbolism of trees and articulate how the old willow tree’s characterization is consistent with symbolic interpretations Articulate a relevant theme and connect it to plot developments Defend claims with valid reasoning and relevant textual details Write ideas with clarity, accuracy, and precision

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

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

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

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

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

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

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

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

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

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

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