By Any other Name III

Based on the passage provided, what can you infer about the relationship between the narrator and Premila?

• The narrator and Premila are not close and often argue.

• The narrator looks up to Premila and follows her lead.

• Premila is jealous of the narrator's relationship with their mother.

• The narrator and Premila have no significant relationship.

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DOK Level 3: Strategic Thinking

FL.ELA.K12.EE.3.1

What evidence from the passage supports the idea that the narrator feels a strong attachment to her mother?

• The narrator is indifferent about her school day.

• The narrator rushes to the car yelling for her mother.

• The narrator dislikes her classmates.

• The narrator is excited about her new school.

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DOK Level 3: Strategic Thinking

FL.ELA.K12.EE.1.1

Analyze how the author uses the structure of the passage to convey the narrator's emotions about her first day at school.

• The author uses a chronological structure to show the progression of the day.

• The author uses a flashback to highlight the narrator's past experiences.

• The author uses a cause-and-effect structure to explain the narrator's actions.

• The author uses a problem-solution structure to resolve the narrator's conflict.

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DOK Level 3: Strategic Thinking

FL.ELA.10.R.2.1

What inference can be made about the narrator's feelings towards school based on her question about the word "apple"?

• The narrator is eager to learn new things at school.

• The narrator is uninterested in school and its lessons.

• The narrator is confused about the language used at school.

• The narrator is more interested in playing than learning.

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DOK Level 3: Strategic Thinking

FL.ELA.K12.EE.3.1

Cite evidence from the passage that suggests Premila is more mature than the narrator.

• Premila follows the narrator's lead in rushing to the car.

• Premila tells the narrator not to run in front of the other children.

• Premila is excited about the weekly tests at school.

• Premila is indifferent to the narrator's actions.

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DOK Level 3: Strategic Thinking

FL.ELA.K12.EE.1.1

How does the author use the setting of the mother's room to reflect the narrator's feelings of comfort and security?

• The room is described as dark and unwelcoming.

• The room is described as high and white, symbolizing purity and safety.

• The room is cluttered and chaotic, mirroring the narrator's emotions.

• The room is small and cramped, indicating a lack of space for the narrator.

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DOK Level 3: Strategic Thinking

FL.ELA.10.R.2.1

What can be inferred about the narrator's relationship with her classmates based on her actions in the passage?

• The narrator is very close to her classmates and enjoys their company.

• The narrator is indifferent to her classmates and prefers to be alone.

• The narrator feels disconnected from her classmates and is eager to leave them.

• The narrator is intimidated by her classmates and avoids them.

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DOK Level 3: Strategic Thinking

FL.ELA.K12.EE.3.1

What evidence from the passage suggests that the narrator's mother is concerned about her daughters' education?

• The mother gives the narrator instructions on how to behave at school.

• The mother is indifferent to the narrator's school experience.

• The mother is more focused on her own activities than her daughters' education.

• The mother discourages the narrator from attending school.

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DOK Level 3: Strategic Thinking

FL.ELA.K12.EE.1.1

Analyze how the author uses dialogue to reveal the characters' personalities in the passage.

• The dialogue is used to show the narrator's rebellious nature.

• The dialogue highlights Premila's maturity and the narrator's innocence.

• The dialogue is used to show the mother's indifference.

• The dialogue reveals the narrator's dislike for school.

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DOK Level 3: Strategic Thinking

FL.ELA.10.R.2.1

What inference can be made about the narrator's understanding of her cultural identity based on her actions and questions in the passage?

• The narrator is fully aware and confident in her cultural identity.

• The narrator is confused and unsure about her cultural identity.

• The narrator rejects her cultural identity in favor of fitting in at school.

• The narrator is indifferent to her cultural identity.

Tags

DOK Level 3: Strategic Thinking

FL.ELA.K12.EE.3.1