"What's So Funny, Mr. Scieszka?" Test Prep

In what way does the structure of the text contribute to its effectiveness?

• The structure supports the purpose of the article.

• It builds momentum to keep the reader engaged until the end.

• The structure tells the reader that this is a kind of memoir.

• The sequence of events takes the reader into the past.

Tags

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

The author’s purpose for writing this humorous narrative is most likely to —

• make people tell jokes

• explain why he didn’t get a good grade in religion class

• describe a life-changing moment in his life

• describe what it’s like to go to Catholic school

Tags

CCSS.RI.6.6

CCSS.RI.6.9

CCSS.RI.7.9

CCSS.RL.5.6

CCSS.RL.6.6

How does the author’s word choice in the first sentence of the story contribute to the mood?

• The personification produces sympathy.

• The personification creates optimism.

• The personification builds tension.

• The personification establishes fear.

Tags

CCSS.RL.4.4

CCSS.RL.5.4

CCSS.RL.6.4

CCSS.RL.7.4

CCSS.RL.8.4

Based on paragraphs 5 through 8 of the story, what can the reader infer about Jon Scieszka when he was a fifth grader?

• He was a class clown who knew how to get out of trouble.

• He stayed out of trouble as long as he did not talk to classmates.

• He often got into trouble and was disliked by teachers.

• He was a serious student who got distracted by friends.

Tags

CCSS.RI.5.1

CCSS.RI.6.1

CCSS.RL.5.1

CCSS.RL.6.1

CCSS.RL.7.1

In paragraph 10, the word apology contains the Latin root word apo-, which means —

• a reason or cause

• wonder, amazement

• before, in front of

• get away from, separate from

Tags

CCSS.RI.5.4

CCSS.RI.6.4

CCSS.RL.5.1

CCSS.RL.5.4

CCSS.RL.6.4

How does the organization of paragraphs 13–16 contribute to the selection?

• An argument is made to prove that Jon made the right decision.

• A description is given of the classroom and of the people in it.

• A sense of suspense is built as Jon begins to tell his joke.

• A comparison is made between Jon’s potential paths.

Tags

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

The author wrote this selection most likely to —

• entertain readers with a humorous story from his childhood

• persuade the reader to always be honest when speaking

• inform the reader about an early experience in his life

• provide evidence of the strict rules at the school he attended

Tags

CCSS.RI.6.6

CCSS.RI.6.9

CCSS.RI.7.6

CCSS.RL.6.6

CCSS.RL.7.6

Which phrase from paragraph 23 helps the reader understand the meaning of the word pause?

• like it always does

• just a single beat

• feel the whole world

• a good punch line

Tags

CCSS.RI.5.4

CCSS.RI.6.4

CCSS.RI.7.4

CCSS.RL.5.1

CCSS.RL.6.4

Which sentences support the overall message of the story?

• My friend and back-row pal, Tim K. had just told me the funniest joke I had ever heard.

• That day I reached a life-choice fork in the road.

• A good grade in religion class is always a good thing in Catholic school.

• But I do remember the laugh I got.

Tags

CCSS.RI.5.2

CCSS.RI.6.2

CCSS.RI.7.2

CCSS.RL.6.2

CCSS.RL.7.2

Which detail from the selection best supports the idea that the author found his lifelong path?

• But I do remember the laugh I got.

• I feel the whole world pause for just a single beat, like it always does before a good punch line.

• It is a feeling of unbelievable power mixed with terror for a low-profile fifth-grader like myself.

• But I also knew this was a really funny joke.

Tags

CCSS.RI.6.2

CCSS.RI.7.2

CCSS.RL.5.2

CCSS.RL.6.1

CCSS.RL.6.2