Support the development of high school close reading skills with this set of analysis questions for The House on Mango Street by Sandra Cisneros with emphasis on the vignette titled “Hips.” The variety of question types also helps students prepare for standardized testing scenarios: main idea questions, detail questions, author’s craft questions, and more. An answer key is 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. Copyright restrictions do not allow for novel content to be included, so the purchaser is responsible for providing students with the text. By completing this exercise, students will: Identify what the text states explicitly and implicitly Analyze how complex characters develop and interact Analyze figurative language to discern and articulate the intended effect Articulate the internal conflict presented in a given excerpt Apply knowledge of literary devices including euphemism and hyperbole Identify the best textual evidence in support of a claim or idea Discern the main function of the vignette Explore the author’s craft Write with clarity and precision

Support the development of high school close reading skills with this set of analysis questions for The House on Mango Street by Sandra Cisneros with emphasis on the vignette titled “Sally.” The variety of question types also helps students prepare for standardized testing scenarios: main idea questions, detail questions, author’s craft questions, and more. An answer key is included. Materials are delivered in Word Document and PDF formats. (Alternatively, an online version made for Google Drive is available.) 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. Copyright restrictions do not allow for novel content to be included, so the purchaser is responsible for providing students with the text. By completing this exercise, students will: Identify what the text states explicitly and implicitly Analyze how complex characters develop and interact Analyze a detail for symbolic value Articulate what a figurative expression is intended to reveal about Sally’s character Explore the author’s craft to discern and explain what role imagery plays in developing Sally’s character Apply knowledge of a variety of literary devices and narrative techniques Analyze the effect of directly addressing Sally on the reader Discern the main function of the vignette Write with clarity and precision

Help middle and high school students go beyond basic reading comprehension and support the development of literary craft analysis skills with this close reading worksheet covering “The Wonderful Musician” by the Brothers Grimm. The brevity of the narrative, coupled with the learning objectives of the activity, helps teachers fill awkward gaps in the teaching schedule without sacrificing rigor in the classroom. An answer key and copy of the public domain short story are included. Materials are delivered in editable Word Document and printable PDF formats. By completing this close reading activity, students will: Identify what the text states explicitly and implicitly Consult reference materials in order to learn and verify word meanings Discern the intended effects of the author’s word choices and narrative techniques Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices including simile and foreshadowing Consider themes in context Articulate the irony associated with the narrative’s title Support claims and inferences with sound reasoning and relevant evidence Write about literature with clarity, accuracy, and precision Come to class better prepared to discuss works of fiction

Help high school students go beyond general reading comprehension and develop critical thinking and craft analysis skills with this close reading worksheet covering a classic Grimm’s fairy tale titled “The Singing, Springing Lark.” An answer key and copy of the short story are provided. Materials are delivered in editable Word Document and printable PDF formats. By completing this close reading activity, students will: Identify what the text states explicitly as well as implicitly Consult reference materials in order to learn or verify word meanings Discern the intended effects of the author’s word choices and narrative techniques Examine how complex characters think, behave, interact, and develop Compare and contrast characters Apply knowledge of literary devices including alliteration, foreshadowing, hubris, hyperbole, metaphor, oxymoron, personification, simile, situational irony, symbolism, and more Consider a relevant theme in context Support claims and inferences with sound reasoning and relevant evidence Write about fiction with clarity, accuracy, and precision Come to class better prepared to discuss literature

Help high school students extend beyond general reading comprehension and support the development of close reading analysis skills with this set of rigorous, text-dependent questions on the science fiction short story “All Summer in a Day” by Ray Bradbury. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. By completing this activity, students will: Identify what the text states explicitly and implicitly Verify interpretations of language using reference materials as needed Infer the intended effects of the author’s word choices and narrative techniques Explore how complex characters think, behave, interact, and develop Apply knowledge of literary devices including dramatic irony, metaphor, and personification Support claims and inferences with sound reasoning and relevant evidence Write about fiction with clarity, accuracy, and precision Come to class better prepared to discuss literature

Go beyond reading comprehension with this set of analysis questions for Feed by M.T. Anderson, a dystopian science fiction novel. Covering four brief, meaningful excerpts spanning chapters thirty-eight through fifty-eight, this resource supports the development of high school close reading skills and facilitates preparation for standardized testing scenarios. An answer key is included. Materials are delivered in both Word Document and PDF formats. This resource may serve as the basis for 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. By completing these exercises, students will: Identify what the text states explicitly and implicitly Isolate an example of figurative language Express the greater significance of a given detail Explore how complex characters think, behave, develop, and interact Articulate the flaw in a character’s logic Analyze the author’s use of narrative techniques such as repetition Apply knowledge of various literary devices including pun, metaphor, idiom, aposiopesis, neologism, and more Explore the connection between capitalism and the private healthcare system in America Cite textual evidence in support of ideas and claims Write about literature with clarity, accuracy, and precision

Go beyond reading comprehension with this set of analysis questions for Feed by M.T. Anderson, a dystopian science fiction novel. Covering four brief, meaningful excerpts spanning chapters one through sixteen, this resource supports the development of high school close reading skills and facilitates preparation for standardized testing scenarios. An answer key is included. Materials are delivered in both Word Document and PDF formats. This resource may serve as the basis for 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. By completing these exercises, students will: Identify what the text states explicitly Make inferences about American culture given the juxtaposition of two details Determine the tone of a given excerpt Discern the function of a given excerpt Explore how complex characters think, behave, develop, and interact Analyze how the style of a particular excerpt contributes to characterization Apply knowledge of various literary devices including personification, slang, onomatopoeia, situational irony, consonance, and more Identify textual evidence in support of claims Write about literature with clarity, accuracy, and precision

Go beyond reading comprehension with this set of analysis questions for Feed by M.T. Anderson, a dystopian science fiction novel. Covering three brief, meaningful excerpts spanning chapters thirty through thirty-seven, this resource supports the development of high school close reading skills and facilitates preparation for standardized testing scenarios. An answer key is included. Materials are delivered in both Word Document and PDF formats. This resource may serve as the basis for 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. By completing these exercises, students will: Identify what the text states explicitly and implicitly Isolate an example of figurative language Clarify details where the author leaves information open to interpretation Articulate the greater significance of a given detail Explore how complex characters think, behave, develop, and interact Discern the primary function of a given excerpt Apply knowledge of various literary devices including pun, metaphor, epiphany, onomatopoeia, invective, malapropism, alliteration, and more Evaluate an excerpt to articulate how it is a good example of satire Cite textual evidence in support of ideas and claims Write about literature with clarity, accuracy, and precision

Go beyond reading comprehension with this set of analysis questions for Feed by M.T. Anderson, a dystopian science fiction novel. Covering four brief, meaningful excerpts spanning chapters twenty through twenty-nine, this resource supports the development of high school close reading skills and facilitates preparation for standardized testing scenarios. An answer key is included. Materials are delivered in both Word Document and PDF formats. This resource may serve as the basis for 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. By completing these exercises, students will: Identify what the text states explicitly and implicitly Determine the tone of a given excerpt Explore how complex characters think, behave, develop, and interact Analyze the author’s craft to explain how repetition contributes to characterization Relate a given excerpt to the real world, identifying two relevant societal issues, conflicts, or questions Discern a relevant theme in a given excerpt Conduct brief research on the topic of cognitive dissonance in order to explain how a character experiences it in the context of a given excerpt Apply knowledge of various literary devices including simile, assonance, metaphor, and situational irony Identify textual evidence in support of claims Write about literature with clarity, accuracy, and precision

This close reading assessment features 11 text-dependent, high-order questions to promote improved reading comprehension and analysis of Shakespeare’s Love’s Labour’s Lost (Act 1, scene 2). An answer key is included, as are Word Document and PDF versions of the assessment. This resource aligns well to Academic Literacy Project teaching principles and 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. In addition to helping students gain deeper understanding of the material and greater confidence in their ability to read and comprehend complex texts, this resource was designed to prepare students for ACT-style questioning. By engaging in this exercise, students will: Discern and articulate what the text states explicitly and implicitly Make reasonable inferences about why the quickness of Moth’s responses frustrates Armado Articulate Armado’s internal conflict in the context of an excerpt Analyze Moth’s dialogue to discern what is implied about women who wear makeup Analyze Moth’s asides to discern and articulate what they reveal about his true feelings Conduct brief research on the topic of Humorism Analyze Costard’s use of malaprops and explain why Shakespeare had him speak in such a manner Interpret figurative language with emphasis on metaphor (“love is a devil”) Make an inference about what Armado finds reassuring about the tale of Samson Apply knowledge of situational irony by explaining what is unexpected about Cupid’s powers Articulate the significance of of Armado’s closing soliloquy Write with clarity, logic, and precision

With this literature circle resource for To Kill a Mockingbird by Harper Lee, high school English teachers may facilitate active participation in small-group discussions of complex literature. Included are the following: a handout outlining each role; a documentation log for each role; and a standards-based rubric for efficiently evaluating student work. Materials are delivered in printable Word Document and PDF formats. By engaging in these literature circle activities, students will do the following: Articulate key details from the story Generate open-ended questions related to the novel in order to carry out meaningful discussions with peers Respond thoughtfully to open-ended questions and others’ contributions to the discussion Document ways in which the novel is consistent with aspects of American and/or world history Locate specific passages and/or quotations that relate to major themes and concepts—especially those relating to economic struggles, coming of age, and the pursuit of justice and fairness Artistically convey important information from the assigned reading Write ideas with clarity, accuracy, and precision

Incorporate historical nonfiction into the English Language Arts classroom and support the development of high school close reading skills with this set of questions covering “The First Basketball Game.” The essay addresses the origins of basketball, as well as the sport’s gradual evolution. An answer key is provided. Materials are delivered in printable Word Document and PDF formats. By completing this close reading activity, students will do the following: Make active reading visible by annotating text Accurately restate what the text says explicitly Analyze a passage to determine tone Make sense of unfamiliar phrases and idiomatic expressions Make and support a claim using relevant and compelling textual evidence Compare and contrast Discern author’s purpose Apply a literary device to the text (situational irony) Discern meaning from nonfiction text features including graphs and charts

This close reading assessment features 15 text-dependent, high-order questions to promote improved reading comprehension and analysis of Shakespeare’s Love’s Labour’s Lost (Act 1, scene 1). An answer key is included, as are Word Document and PDF versions of the assessment. This resource aligns well to Academic Literacy Project teaching principles and 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. In addition to helping students gain deeper understanding of the material and greater confidence in their ability to read and comprehend complex texts, this resource was designed to prepare students for ACT-style questioning. By engaging in this exercise, students will: Discern and articulate what the text states explicitly and implicitly Isolate a factual statement about the passage from false statements Examine cause-and-effect relationships Analyze Shakespearean language to discern and articulate meanings of words and phrases in context, taking into consideration denotative definitions and connotative associations Analyze Shakespearean language to discern and articulate tone in context Gain deeper insight into character modes of thinking by analyzing dialogue Analyze a portion of text to discern which literary device is applied in context (anaphora and simile) Demonstrate knowledge of Biron’s criticisms of those who are obsessive in their pursuit of knowledge Write with clarity, logic, and precision

This close reading assessment features 16 text-dependent, high-order questions to promote improved reading comprehension and analysis of Shakespeare’s Love’s Labour’s Lost (Act 2, scene 1). An answer key is included, as are Word Document and PDF versions of the assessment. This resource aligns well to Academic Literacy Project teaching principles and 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. In addition to helping students gain deeper understanding of the material and greater confidence in their ability to read and comprehend complex texts, this resource was designed to prepare students for ACT-style questioning. By engaging in this exercise, students will: Discern and articulate what the text states explicitly and implicitly Apply knowledge of literary devices to the text including alliteration, simile, hyperbole, and stichomythia Articulate the intended effect of hyperbole in the context of the passage Articulate the intended meaning of a given simile Define complex words and phrases in context, taking into consideration denotative meanings and connotative associations Identify the Princess’s motivation for choosing Boyet to be a spokesperson Identify textual evidence that serves to justify Maria’s judgment of Longaville Analyze Rosaline’s dialogue to discern tone in the context of her conversation with Biron Determine and articulate the primary purpose of a passage Explain why Longaville grows impatient with Boyet’s responses Identify the evidence supporting the claim that Ferdinand is lovesick, according to Boyet Write with clarity, logic, and precision

This close reading assessment features 14 text-dependent, high-order questions to promote improved reading comprehension and analysis of Shakespeare’s Love’s Labour’s Lost (Act 3, scene 1). An answer key is included, as are Word Document and PDF versions of the assessment. All materials are delivered in a zip file. This resource aligns well to Academic Literacy Project teaching principles and 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. In addition to helping students gain deeper understanding of the material and greater confidence in their ability to read and comprehend complex texts, this resource was designed to prepare students for ACT-style questioning. By engaging in this exercise, students will: Discern and articulate what the text states explicitly and implicitly Define complex words and phrases in context, taking into consideration denotative meanings and connotative associations Articulate the intended meaning of a given metaphor Analyze Armado’s dialogue to discern and articulate what it reveals about his mindset Analyze Moth’s dialogue to discern and articulate his intent Identify the most synonymous word or phrase to replace a given word in the text Analyze Moth’s dialogue to discern tone in context Contrast Costard’s characterization with that of Biron and Armado Analyze Biron as a dynamic character, identifying textual evidence in support of the claim that he is dynamic Analyze Biron’s diaogue to discern and articulate what he believes is Cupid’s motivation for plaguing him with feelings of love Write with clarity, logic, and precision

This close reading assessment features 10 text-dependent, high-order questions to promote improved reading comprehension and analysis of Shakespeare’s Love’s Labour’s Lost (Act 4, scene 1). An answer key is included, as are Word Document and PDF versions of the assessment. All materials are delivered in a zip file. This resource aligns well to Academic Literacy Project teaching principles and 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. In addition to helping students gain deeper understanding of the material and greater confidence in their ability to read and comprehend complex texts, this resource was designed to prepare students for ACT-style questioning. By engaging in this exercise, students will: Discern and articulate what the text states explicitly and implicitly Define complex words and phrases in context, taking into consideration denotative meanings and connotative associations Articulate the intended meaning of a given metaphor Articulate how verbal irony is manifested in the text Analyze how complex characters interact and discern what these interactions reveal about their mindsets Analyze an excerpt to isolate a true statement in context from false statements Apply knowledge of epiphora to the text Identify logical inferences in context Analyze Armado’s letter and articulate the function of an excerpt Interpret figurative language Analyze Rosaline’s dialogue and actions to argue how she defies standard conventions of femininity and what her motivations are Analyze Shakespeare’s craft to identify which literary devices he employs and what their intended effects are (emphasis is placed on rhyme, innuendo, diacope, metaphor, and irony) Write with clarity, logic, and precision

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering the second iteration of Jurassic Park by Michael Crichton. The assessment may double as a guided reading worksheet to facilitate active engagement with the science fiction novel. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following: The location of an archeological dig Ellie Sattler’s specialty Bob Morris’s job Bob Morris’s beliefs Grant and Sattler’s surprising acquisitions Donald Gennaro’s job The classification of an unearthed dinosaur skeleton The unusual characteristics of Hammond’s elephant BioSyn’s intentions Ian Malcolm’s profession Ian Malcolm’s theories The collective reaction to a dinosaur sighting

Promote homework accountability and measure general reading comprehension with this printable assessment covering the seventh iteration and epilogue of Jurassic Park by Michael Crichton (chapters 52 through 58). Delivered in Word Document and PDF formats, this quiz features questions about characters, setting, and plot. It serves well as a post-reading check of understanding or a guided reading worksheet to be completed as students navigate the text. An answer key is provided. By completing this assessment, students will demonstrate knowledge of the following: Malcolm’s belief in the persistence of life in some form Hammond’s curiosities Grant’s inference based on the automated dinosaur counting system The fate of the raptors The significance of frog DNA Malcolm’s fate Hammond’s assessment of his employees Hammond’s reaction to a military assault of the island Grant’s epiphany concerning the raptors’ behavior Grant’s meeting with Guitierrez

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering the fifth iteration of Jurassic Park by Michael Crichton. The assessment may double as a guided reading worksheet to facilitate active engagement with the science fiction novel. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following: The purpose of antivenin Nedry’s body Conflict between Muldoon and Arnold The temperament of dinosaurs in the aviary Grant’s conversations with the children The variety of threats to the lives Grant and the children How the lives of Grant and the kids are saved How the kids are separated from Grant Grant’s relieving discovery A raptor attack An epiphany concerning the power system Malcolm’s commentary on scientific advancements And more

Evaluate general reading comprehension and eliminate assessment planning responsibilities with this plot-based quiz covering the fourth iteration of Jurassic Park by Michael Crichton. The assessment may double as a guided reading worksheet to facilitate active engagement with the science fiction novel. An answer key is included. Materials are delivered in editable Word Document and printable PDF formats. Students will demonstrate knowledge of the following: Ed Regis’s fearful reaction to the Tyrannosaurus Ian Malcolm’s injury Grant’s discovery pertaining to the Tyrannosaurus’s eyesight The fate of Dennis Nedry Henry Wu’s concern for Hammond Why Harding and Sattler follow a group of small dinosaurs Dr. Wu’s discovery about dinosaurs created with frog DNA Ed Regis’s fate The reason Muldoon and Gennaro halt their search for Grant and the kids Harding’s forceful criticism of Hammond Problems with technology Grant and the kids’ mode of transportation How the kids endanger their own lives And more