Reading Buddies (My Perspectives Unit 2) (2nd Take)
Authored by Ginger Hill
English
6th - 7th Grade
CCSS covered
Used 182+ times
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About
This quiz focuses on reading comprehension skills essential for middle school English Language Arts, specifically targeting 6th and 7th grade students. The content centers on analyzing informational texts, with students demonstrating their ability to identify textual evidence, understand author's purpose, recognize cause and effect relationships, and determine vocabulary meaning through context clues. Students must distinguish between different types of writing (informational versus narrative or persuasive), locate and evaluate evidence that supports specific claims, and analyze how authors structure their arguments. The quiz requires students to apply critical thinking skills as they differentiate between supporting and non-supporting evidence, understand the relationship between causes and effects within a text, and demonstrate comprehension of academic vocabulary. These are foundational skills that prepare students for more advanced literary analysis and help them become discerning readers of both fiction and nonfiction texts. Created by Ginger Hill, an English teacher in the US who teaches grades 6 and 7. This assessment serves as an excellent tool for measuring student understanding of key reading comprehension strategies that align with middle school curriculum standards. Teachers can use this quiz as a formative assessment to gauge student progress in identifying and analyzing textual evidence, or as a summative evaluation following a unit on informational text analysis. The quiz works particularly well for review sessions before standardized testing, as homework to reinforce classroom learning, or as a warm-up activity to activate prior knowledge about reading strategies. The content directly supports Common Core State Standards CCSS.ELA-LITERACY.RI.6.1 and CCSS.ELA-LITERACY.RI.7.1, which require students to cite textual evidence to support analysis of what the text says explicitly, as well as CCSS.ELA-LITERACY.RI.6.6 and CCSS.ELA-LITERACY.RI.7.6, which focus on determining an author's purpose and point of view.
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Student View
10 questions
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1.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
1. Which of the following statements best defines an “informational/explanatory text" ?
A: a type of writing in which an author presents his/her personal opinions
B: a type of writing in which an author presents his/her life story
C: a type of writing in which an author presents facts and details about a topic or process
D: a type of writing in which an author presents a fictional story
Tags
CCSS.RI.5.5
CCSS.RI.6.5
CCSS.RI.7.5
CCSS.RI.8.5
CCSS.RI.9-10.5
2.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
1. Which of the following statements best defines “textual evidence”?
A: personal opinions
B: factual information
C: pictures and photos
D: ideas directly from the text
Tags
CCSS.RI.6.8
CCSS.RI.7.8
CCSS.RI.7.1
CCSS.RL.6.1
CCSS.RI.6.1
3.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
Which of the following examples of textual evidence explains why dogs are being used in school?
A: “In a library across town, a third-grade boy is reading his favorite book to a dog named Theo.”
B: “Both seem relaxed and happy, but what is a dog doing in a school library?”
C: “Through this program, teams of dogs and their handlers were sent out to schools and libraries to serve as reading companions for kids who were having trouble reading.”
D: "Learning to read is often less about reading skills than it is about confidence."
Tags
CCSS.RI.6.8
CCSS.RI.7.8
CCSS.RI.7.1
CCSS.RL.6.1
CCSS.RL.7.1
4.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
Which of the following examples of textual evidence supports why dogs should be used in the classroom?
A. “But if you’re practicing with a dog,” said one reading specialist, “you don’t mind making the mistake. In fact, you’ll probably correct it.”
B. “Reading is like any other skill—the more you practice, the better you get."
C. “He is part of a program that began in Utah in 1999.”
D. “The boy is petting the dog as he reads, and the dog has its paw on the boy’s foot.”
Tags
CCSS.RI.6.8
CCSS.RI.7.8
CCSS.RL.6.1
CCSS.RL.7.1
CCSS.RI.6.1
5.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
Which of the following examples of textual evidence does NOT support why dogs are used in the classroom?
A: “More and more libraries and schools are using dogs to help kids improve their reading skills and confidence level.”
B: “Learning to read is often less about reading skills than it is about confidence.”
C: “To a struggling reader, an animal listener can produce less anxiety than a human listener”
D: “Dogs are the ideal reading companions. They aren't in a hurry, so you can read at your own pace.”
Tags
CCSS.RI.6.8
CCSS.RI.7.8
CCSS.RI.7.1
CCSS.RL.6.1
CCSS.RL.7.1
6.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
According to the text, which of the following is NOT a reason why kids have trouble reading?
A: some have learning disabilities
B: some don't have dogs
C: some think it's boring
D: some are new to English
Tags
CCSS.RI.6.8
CCSS.RI.7.8
CCSS.RI.7.1
CCSS.RL.7.1
CCSS.RI.6.1
7.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
What is the author’s purpose in writing this article?
A: The purpose of this article is to show readers why dogs are the best pets.
B: The purpose of this article is to persuade teachers to use dogs in the classroom.
C: The purpose of this article is to entertain readers with ideas about how fun it is to read with dogs.
D: The purpose of this article is to inform readers about how dogs are used to help students become better readers.
Tags
CCSS.RI.6.6
CCSS.RI.6.9
CCSS.RI.7.6
CCSS.RI.7.9
CCSS.RL.6.6
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