Reading Literature Practice & Assess

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Reading Literature Practice & AssessLesson 1: Story VocabularyNameReview the terms below and match them to the definitions nistAntagonistA.B.C.D.E.A difficult situation a character faces to solve a problemThe action of the story from the opening to the resolutionThe main character in a storyWhat or who tries to keep the main character from his goalThe stated or suggested time and place of a story.Read the following movie plot and answer the questions that follow:The Wizard of Oz: A little girl named Dorothy lives on a farm in Kansas with her aunt anduncle and her little dog, Toto. One day a powerful tornado strikes her house while Dorothy isinside. Dorothy and her dog are transported to a magical land far beyond Kansas, a landcalled Oz. Unfortunately Dorothy’s house lands on and kills the Wicked Witch of the East. Asa result, the witch’s sister, the Wicked Witch of the West seeks revenge on Dorothy.Dorothy must travel through the land of Oz to find the Wizard who can help her get home.Along the way she must face the wrath of the evil witch.6. Who is the protagonist of this story?7. Who is the antagonist of this story?8. What complication does Dorothy face when she arrives in Oz?9. Which is not a part of the setting at the beginning of this story?a) Toto, the little dogb) A farmc) KansasRead this passage and answer the questions that follow:With just an hour to go before the birthday party, Sandra began to panic. She still had tofrost the cake, decorate the dining room, and wrap the gifts. More than anything shewanted her mom’s birthday to be special. She wiped her forehead and sighed, wonderingwhere her little brothers were. They promised to help her set up for the party, but theywere nowhere to be found. Sandra called up the stairs, “Tim? Robby?” No answer. She pulledthe cake out of the refrigerator so that it wouldn’t be too cold to frost, then went intothe dining room. Sandra gasped. The dining room was a mess. Plastic wrap was strewn allover the chairs and table. A pile of uninflated balloons lay in the corner. Packing tape wasstuck on the walls, and some of it had pulled off the paint. She sat down in a chair andbegan to cry. Her mom would be back in an hour and Sandra knew there was no way shewould get the room cleaned up in time. Just then, her little brothers came running into theroom, laughing. “What have you done!” Sandra bellowed. Timmy stuck out his tongue. Robbyknocked over a chair and they were off again. As they raced out of the room, Sandranoticed they had the wrapping paper trailing behind them.Practice Level B7 2014 erin cobbimlovinlit.com

Reading Literature Practice & AssessLesson 1: Story Vocabulary10. Who is the protagonist of this story?11.Who is the antagonist of this story?12. What is the protagonist’s goal in this story?13. What complication gets in the way of that goal?14. What aspect of the plot builds tension in this story?Answer the following questions:15. A little girl is traveling to hergrandmother’s house. A wolf interceptsher path and tries to attack her.18. Simone is trying out for the softball team.Her sister, Lyssa, plays on the softball teamand doesn’t want Simone to join, so she tellsthe coach that Simone doesn’t really want toplay.In this story the wolf is the.16. Three characters are traveling on a trainfrom New York to San Francisco. Whenthe train derails in the Rocky Mountains,they must survive difficult terrain andcold weather to hike out of themountains.Lyssa is the of thisstory.19. In Germany, during WWI, a young man isconvinced by a patriotic teacher to leaveschool and join the German army.What is the setting of this story?This excerpt describes theof the story.17. A man saves all his money for years tobuy a farm he has long admired. On theday he is finally able to purchase thefarm, a wealthy man from the cityoffers the owner double and purchasesthe farm himself.20. A family of mermaids swims from Australiato Africa to celebrate the annual mermaidNew Year’s festival. Along the way the meet aschool of dolphins who help them find theirway through a terrible storm.What is the setting of this story?The wealthy man presents ato the protagonist’sgoal in this excerpt.Practice Level B8 2014 erin cobbimlovinlit.com

Reading Literature Practice & AssessLesson 1: Story VocabularyNameMatch each description to the correct term.1.A. AntagonistThe time and place of a story2. An event that keeps the main character from his/her goal.B. Protagonist3. The series of events in a story.C. Complication4. The main character in a story.D. Setting5. A character who causes complications for the main character.E. PlotRead the following movie plot and answer the questions that follow:The Goonies: It’s 1984 and Mikey and Brandon Walsh are sad because their family must movefrom their apartment in Queens, NY, where they’ve lived all their lives. Rich developers havebought their neighborhood and are planning to build a golf course. Unless the brothers canfind a way to raise enough money to buy back the neighborhood, they may never see theirfriends again. One day, Mikey discovers a treasure map! They set off with their friends tofollow the map, find the treasure, and save their home. Unfortunately the map indicatesthat the entrance to the deep cavern where the treasure is located is under the home ofan evil crime family, the Fratellis.6. What is the setting of this story?7. Who is the protagonist of this story?8. What complications arises in this story?9. What is the protagonist’s goal? )Read the following excerpt and answer the questions that follow:They had been at sea for weeks. While they had plenty of supplies, and her parents hadn’tsaid anything, Samantha began to suspect they were lost. She knew they were in the PacificOcean, but where? They had left California on Independence Day. It must be Septemberby now. Samantha was determined to find out what was going on. One night she snuck uponto the deck to listen in on their conversation. “I think we’re going East again,” her fathersaid. “We don’t have a compass,” her mother replied. “How can you know for sure?” Herfather looked at the stars in the sky. He sighed. “I can’t know. If only that storm hadn’tcome up. If only ”10. Who is the protagonist in this story?11.What is the complication in this story?12. What is the setting of this story?13. Summarize the plot of this story in a single sentence:Assessment Level B9 2014 erin cobbimlovinlit.com

Reading Literature Practice & AssessLesson 1: Story VocabularyRead the following excerpt and answer the questions that follow:Since they’d moved to Bayside, Stanley had not made a single friend. Since it was summer, itwas hard to meet new people. Determined to solve that problem, he set out early on aSaturday morning to the playground. Stanley was a good basketball player and at his oldschool he was the captain of the team. He knew once he played basketball with some of thelocal guys they’d see he was okay, and he’d have new friends. He got to the playground andstood on the deserted court tossing baskets into the net. Swish, swish, swish. Yes, he still hadit. Suddenly he heard the slap of sneakers on the court behind him. He turned with a bigsmile on his face. “Hi!” said Stanley. “Outta the way, kid,” said an older boy named Will. “Big kidsplay here. Head over to the kiddie playground.”14. What is the setting of this excerpt?15. Who is the protagonist?16. What is the protagonist’s goal?17. What is the complication gets in the way of the protagonist achieving his goal?Answer the following questions:18. The Andersons are on their way to lottery headquarters to pick up their check fora million dollars. They must get there by 5:00. Their car runs out of gas.This describes the:a} Protagonistb) Settingc) Complication19. An airplane pilot is about to take off from the airport in Miami FL. Suddenly a flightattendant rushes into the cockpit and tells him there are a dozen puppies loose in thecabin.What is the setting of this excerpt?20. If Jennifer earns an A on her spelling test she will have the highest average in theclass, and will win the annual prize for best student. Sharon also wants to win theprize and because she knows she won’t do as well as Jennifer, when the test is over,Sharon tells the teacher she saw Jennifer cheating.Sharon is the In this story:a) Antagonistb) ProtagonistAssessment Level B10c) Complication 2014 erin cobbimlovinlit.com

Reading Literature Practice & AssessLesson 2: Elements of PlotNameMatch the elements of the plot on the left with their definitions on the right:1.ExpositionA. The end of the story2. Inciting incidentB. The turning point in a story3. Rising actionC. Ties up the loose ends in a plot4. ClimaxD. When conflicts arise.5. Falling actionE. Sets the story in motion6. ResolutionF. Reveals the characters and setting.Read the story below and answer the questions that follow:Kyle resented that everyone seemed to doubt that he would be okay at summer camp.Sure, he was shy, and yes, he sometimes had trouble making new friends. But, Kyle knew thathe was a great camper, and that he’d excelled at all the skills they’d been taught in Scouts.He could start a fire without matches. He could navigate using just the stars. He could builda shelter from branches and moss. He was certain other campers would want to be hisfriend. On the day they dropped him off, Kyle watched his parents drive away slowly, asthough they were waiting for him to run after them. He looked around at the tall trees, therustic cabins, the sparkling lake, certain this would be the best summer ever.A tall teenager appeared in front of him. “Come on! No day dreaming! It’s time to make upyour bunk.” Kyle followed along and got right to work making up his bed. He checked thecorners, flattened the blanket and made sure his bed was military-perfect. When the otherboys noticed the attention he put into his bed, they laughed. “That’s not going to work out,”said one boy. “If your bed looks like that, the rest of our beds will have to look like that.”The boy bounced on Kyle’s bunk until the blanket became wrinkled and loose. “Better,” saidthe boy. “I’m Jack, by the way.” Kyle looked way. He refused to shake hands with this boywho had just destroyed his hard work. “Suit yourself,” said Jack and he wandered off.As the days went on, Kyle had similar experiences over and over again. When he worked tostart a fire for his group after their matches were lost, the boys stopped him. “Stop! If wecan’t build our own fire, we won’t be invited to the bonfire at the main lodge.” During thehike Kyle forged ahead and clear the path for his companions. “Don’t do that!” one boy yelled.“Stay on the trail that’s here; it leads to town and we can get ice cream!”One day the boys from Kyle’s cabin were canoeing. They drifted into a current and pulled intoa river. The traveled in the rushing water for nearly an hour before they were able to pulltheir canoes onto a rocky beach. Exhausted from the effort, the boys collapsed on thegravel. “It will be dark soon,” said Jack. “What are we going to do?”Practice Level B11 2014 erin cobbimlovinlit.com

Reading Literature Practice & AssessLesson 9: ThemeJenna loved knowing what was going on in everyone’s life. She was a bit of a gossip and likednothing more than sharing a bit of a story about someone with her other friends. When shefound out that Tammy failed her math exam, and wouldn’t be able to be in the school play, shetold everyone, so that by the time Tammy went to see the director of the play, it was alreadycommon knowledge that she wouldn’t be there. When Jenna found out from her mother thatWill was moving, she told the teacher before Will could mention it. One day Jenna overheard twopeople talking about someone who had not been invited to Sonya’s birthday party. As she listenedmore closely, she realized the girls were talking about her! Jenna didn’t even know Sonya washaving a party, or that she hadn’t been invited. When she told the girls it wasn’t polite to gossip,they only laughed at her.12. What are the theme topics of this story?13. What is the theme of this story?14. What details from the text support this theme?Even though it was Saturday, Robert’s father burst into his room at 7:00 AM. “Up and at ‘em,Robert,” said his father. Robert rolled over trying to ignore his dad. But his dad would not beignored. “Robert,” said Dad. “It’s Saturday. Remember, you promised you’d help me paint thehouse today. Let’s get started before it gets too hot out.” Robert woke with a start. “Dad! Ican’t. Bill and Sam are picking me up at 9:00. We’re going to the beach. Another time, I guess.”Robert’s dad was very disappointed and left the room without saying another word. Robertreturned from his beach trip late that afternoon and noticed that almost all of the house waspainted. “Great,” he thought. “I got out of that and tomorrow we’re going to a baseball game.”Robert woke up early the next day, got dressed, got his mitt and went to find his dad. “I’m readyto go to the game!” he announced. His dad smiled sadly. “I know I promised, Robert, but workingalone I wasn’t able to finish painting the house. I’ll have to finish it today, so we can’t go to thegame after all.”15. What are the theme topics of this story?16. What is the theme of this story?17. What details from the text support this theme?Assessment Level B51 2014 erin cobbimlovinlit.com

Reading Literature Practice & Assess16. The museum guide met the class atLesson 10: Point of Viewthe front door. “Welcome boys and girls,”she said. “Today we’ll be taking a trip back intime. Is everyone ready?” The childrenshouted their approval.a. First personb. Third person limitedc. Third person omniscientd. Third person objective12. My older brother is in the Navy, sosometimes we don’t hear from him for afew weeks at a time. I know it is likely he’ssafe, just far out in the ocean where theycan’t get internet service. But, sometimes, Iworry about him.a. First personb. Third person limitedc. Third person omniscientd. Third person objective17. Sylvia searched the backseat for hermissing earring. She remembered hermother’s warning, “Those are expensiveearrings; if you insist on wearing them, becareful.”a. First personb. Third person limitedc. Third person omniscientd. Third person objective13. Noah maneuvered through the crowd.He had to find his little brother. Heremembered his mother’s words, “You’reresponsible for Kevin. Keep an eye on him.”Now Noah had no idea where Kevin was, andhe was worried. Very worried.a. First personb. Third person limitedc. Third person omniscientd. Third person objective18. Stacie liked school, but art was herfavorite part of the day. She loved mixingcolors and turning pencil drawings intocolorful paintings with lots of details.a. First personb. Third person limitedc. Third person omniscientd. Third person objective14. The police officer strolled into theconvenience store. The boys standing by thecandy rack seemed to stand up a bitstraighter. The clerk greeted him warmly,saying, “Hi, Officer Toby. It’s nice to see you.”The boys glanced up and filed out of thestore.a. First personb. Third person limitedc. Third person omniscientd. Third person objective19. The sun wasn’t up yet, but the trainstation was already crowded withcommuters, heading into the city foranother day at work. Mr. and Mrs. Jones satquietly at one end of the waiting room, withtheir hands firmly planted on their luggage.Mr. Jones said, “Imagine all these people.”Mrs. Jones nodded.a. First personb. Third person limitedc. Third person omniscientd. Third person objective15. Dad unlocked the door and the familywalked into the hotel room. Mom huffed abit. She thought, “This is supposed to be asuite?” Tanya, who hated the idea of familyvacations snarled her disapproval. Ricky, onthe other hand, was excited, “Wow!” he said.“There’s a balcony!”a. First personb. Third person limitedc. Third person omniscientd. Third person objectiveAssessment Level B20. As I was walking back to class I meta custodian in the hall. “Excuse me,” I said.“The door has come off my locker.a. First personb. Third person limitedc. Third person omniscientd. Third person objective56 2014 erin cobbimlovinlit.com

Reading Literature Practice & AssessLesson 9 Answer KeysLesson 9 ue9(varies) brotherhood, conflict, sibling rivalry,friendship10(varies) Example: Every person has a value. ORTrue friends help each other.11(varies) Even though the brothers usually didn’tget along, by the end of the story, they realizedthey were both invaluable to each other.12(varies) hard work, laziness, effort, conceit13(varies) Example: Always put forth effort;Never take for granted that you are the bestat something; Overconfidence results inunderachievement.14(varies) Beth took for granted that she wouldmake it on the team and didn’t even prepare;others who did prepare had a greater chanceof making it on the team.15(varies) friendship, respect, kindness, crushes16(varies) Treat those you like and admire withrespect.17(varies) Matilda misunderstood Kyle’s ploys forattention and thought he was being mean, soshe denied his invitation.18(varies) friendship, kindness, excluding others19(varies) Example: Never take your friends forgranted; Treat others kindly, as you never knowwhen you’ll need a friend.20(varies) Marnie lost her old friends when shedecided Jessica was the only friend whomattered and ended up lonely when Jessicamoved again.Grade 6, Level BLesson 9 ue9(varies) friendship, depending on others, lying,believing others, deception10(varies) Example: You can’t always rely on otherpeople; Do not believe everything you hear.11(varies) Trevor was gullible and believedeverything Zach told him. It turned out Zachwasn’t as brave as he claimed and Trevor endedup in a bind.12(varies) friendship, loyalty, integrity, gossiping,exclusion, respecting others13(varies) Example: Follow the golden rule: Treatothers how you want to be treated; Gossipingabout other people is not the way to makefriends.14(varies) Jenna gossiped about other people, andit came back to haunt her when she overheardothers gossiping about her when they excludedher.15(varies) promises, loyalty, family, integrity16(varies) Example: Keep your word; Mind yourresponsibilities and obligations.17(varies) Robert didn’t keep his word, ignored hisresponsibilities, and wasn’t able to go to thegame as a result.18(varies) responsibility, saving money, thinkingahead for the future, over-confidence19(varies) Example: Don’t count your chickensbefore they hatch; Don’t count your moneybefore you earn it!20(varies) Dave wastes his money, assuming he willearn more in the future, and ends up withoutany money or a bicycle.125 2014 erin cobbimlovinlit.com

Reading Literature Practice & AssessTable of ContentsLevel B: Grade 6Terms of Use2Table of Contents3-5Teacher’s Guide to Using This Product6Lesson 1: Story Vocabulary Practice7-8Lesson 1: Story Vocabulary Assessment9-10Lesson 2: Elements of Plot Practice11-14Lesson 2: Elements of Plot Assessment15-18Lesson 3: Internal & External Conflict Practice19-20Lesson 3: Internal & External Conflict Assessment21-22Lesson 4: Four Types of Conflict: Practice23-25Lesson 4: Four Types of Conflict: Assessment26-28Lesson 5: Story Devices Practice29-31Lesson 5: Story Devices Assessment32-34Lesson 6: Character Traits Practice35-36Lesson 6: Character Traits Assessment37-38Lesson 7: Characterization Practice39-40Lesson 7: Characterization Assessment41-42Lesson 8: Types of Characters Practice43-44Lesson 8: Types of Characters Assessment45-46Lesson 9: Theme Practice47-49Lesson 9: Theme Assessment50-52Lesson 10: Point of View Practice53-54Lesson 10: Point of View Assessment55-56Lesson 11: Similes Practice57-58Lesson 11: Similes Assessment59-603 2014 erin cobbimlovinlit.com

Reading Literature Practice & AssessTable of ContentsLevel B: Grade 6Lesson 12: Metaphors Practice61-62Lesson 12: Metaphors Assessment63-64Lesson 13: Hyperbole Practice65Lesson 13: Hyperbole Assessment66Lesson 14: Personification Practice67-68Lesson 14: Personification Assessment69-70Lesson 15: Idioms Practice71-72Lesson 15: Idioms Assessment73-74Lesson 16: Alliteration Practice75Lesson 16: Alliteration Assessment76Lesson 17: Allusion Practice77-78Lesson 17: Allusion Assessment79-80Lesson 18: Onomatopoeia Practice81-82Lesson 18: Onomatopoeia Assessment83-84Lesson 19: Figurative Language Sort Practice85Lesson 19: Figurative Language Sort Assessment86Lesson 20: Figurative Language Review Practice87-88Lesson 20: Figurative Language Review Assessment89-90Lesson 21: Annotate Figurative Language Practice91-92Lesson 21: Annotate Figurative Language Assessment93-94Lesson 22: Tone and Mood Practice95-98Lesson 22: Tone and Mood Assessment99-102Lesson 23: Genres of Fiction Practice103-105Lesson 23: Genres of Fiction Assessment106-1084 2014 erin cobbimlovinlit.com

Reading Literature Practice & AssessTable of ContentsLevel B: Grade 6Lesson 24: Folktale Genres Practice109-112Lesson 24: Folktale Genres Assessment113-116Answer Keys Lesson 1117Answer Keys Lesson 2118Answer Keys Lesson 3119Answer Keys Lesson 4120Answer Keys Lesson 5121Answer Keys Lesson 6122Answer Keys Lesson 7123Answer Keys Lesson 8124Answer Keys Lesson 9125Answer Keys Lesson 10126Answer Keys Lesson 11127Answer Keys Lesson 12128Answer Keys Lesson 13129Answer Keys Lesson 14130Answer Keys Lesson 15131Answer Keys Lesson 16132Answer Keys Lesson 17133Answer Keys Lesson 18134Answer Keys Lesson 19135Answer Keys Lesson 20136Answer Keys Lesson 21137-140Answer Keys Lesson 22141Answer Keys Lesson 23142Answer Keys Lesson 241435 2014 erin cobbimlovinlit.com

Reading Literature Practice & AssessTeacher’s GuideLevel B: Grade 6Thank you so much for your purchase! This resource is jam-packed with contentspecifically designed to practice and assess the lessons in the Interactive Reading LiteratureNotebook. So that these printables are grade-level appropriate, I am releasing three sets:Set 1 – Grades 4-5 (Level A)Set 2 – Grade 6 (Level B)Set 3 – Grades 7-8 (Level C)Each set includes unique content, which means that the questions and passages are allcompletely different, and leveled, for each packet. If you differentiate in your reading classes, Ihighly recommend that you purchase all 3 sets. Sets 2 and 3 will be released in the month ofNovember. A bundle is available to purchase all 3 sets.For each lesson, there is a 20-item practice, followed by a 20-item assessment. The items onthe assessment are similar in content and in format to the items on the practice so that yourstudents are prepared for each assessment.Most lessons are 2 pages, so I run them front and back and recommend that you do the samewhenever possible.Since there are 3 sets and two similar worksheets for each lesson (one practice and oneassessment), I have included this information at the bottom right corner of each page It eitherreads Practice or Assessment, followed by the level. The lesson number and topic are always atthe top left.Reading Literature Practice & Assess FAQWill these worksheets teach the lessons for me?No. These printables are meant to be used afterthe lesson is taught in order to practice and thenassess students knowledge and understanding ofthe content or skill. The Interactive ReadingLiterature Notebook includes lessons for eachskill. This packet includes worksheets for each.Are you making sets for your other InteractiveNotebooks?Yes. Informational Text and Grammar arecurrently in the works and will be published bythe end of December!I teach students for multiple years. Can I usethese printables?Yes! There will be 3 sets (see above) so simplypurchase the set(s) relevant for your grades.Will I need to find stories and other resources touse with these printables?No! These are no-prep, which means all of thepassages and content are included. Print and go!Will you be making practices and assessmentsfor free interactive notebook lessons, such asirony and making inferences?Yes. Stay tuned!Are these meant to prepare students forCommon Core Assessments such as PARCC orSmarter Balanced?No. These are not meant to be used as testprep, but as everyday practices andassessments.6 2014 erin cobbimlovinlit.com

5. _ Antagonist A. A difficult situation a character faces to solve a problem B. The action of the story from the opening to the resolution C. The main character in a story D. What or who tries to keep the main character from his g

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