Comprehension - The School and The Code

The night ________ rapidly.

Tags

CCSS.RF.2.3F

CCSS.RF.2.4

CCSS.RF.3.3B

CCSS.RF.3.3C

CCSS.RF.3.3D

I only once awoke to hear the wind rave in -------- gusts, and the rain fall in torrents.

Tags

CCSS.RL.2.4

CCSS.RL.3.4

CCSS.RL.3.5

CCSS.RL.4.4

CCSS.RL.4.5

I too rose ___________; it was bitter cold, and I dressed as well as I could for shivering, and washed when there was a basin at liberty, which did not occur soon, as there was but one basin to six girls.

Tags

CCSS.RF.3.4C

CCSS.RI.3.1

CCSS.RI.4.1

CCSS.RL.3.1

CCSS.RL.3.2

In paragraph 2, the word 'four' is repeated. What effect does this have?

• It emphasises the orderliness of the schoolroom.

• It gives a sense of the narrator's boredom.

• It highlights the significance of 'four' in the story.

• It focuses the reader on the alliteration in the paragraph.

• It creates a build-up of tension in the paragraph.

Tags

CCSS.RL.1.4

CCSS.RL.2.4

CCSS.RL.3.4

CCSS.RL.4.4

CCSS.RL.5.4

Which word in paragraph 3 means the same as 'lower'?

• assumed

• vacant

• smallest

• inferior

• bottom

Tags

CCSS.RI.2.4

CCSS.RI.3.4

CCSS.RI.4.4

CCSS.RL.3.4

CCSS.RL.4.4

How does the last sentence of paragraph 4, from 'How glad I was' onwards, link with what follows in paragraph 5?

• It focuses on cooking which is also the focus of paragraph 5.

• It highlights the expectation of food which is dampened in paragraph 5.

• It contrasts the narrator's happiness with her sadness in paragraph 5.

• It introduces character traits which are further developed in paragraph 5.

• It raises a question about the narrator which is answered in paragraph 5.

Tags

CCSS.RI.2.2

CCSS.RI.3.2

CCSS.RL.2.2

CCSS.RL.3.2

CCSS.RL.4.2

Which aspect of the text helps to suggest that it was written in Victorian times?

• the dialogue

• the setting

• the spelling

• the names

• the food

Tags

CCSS.RL.7.9

CCSS.RL.8.9

What is the author's message in this text?

• Education is important.

• Schools are sometimes harsh.

• Children benefit from order.

• Teaching can be difficult.

• Discipline can be hard to achieve.

Tags

CCSS.RL.3.9

CCSS.RL.4.2

CCSS.RL.4.9

CCSS.RL.5.2

CCSS.RL.5.9

For centuries, ________, we have been coming up with ingenious ways of making communication difficult.

Tags

CCSS.RI.2.4

CCSS.RI.3.4

CCSS.RI.4.4

CCSS.RL.3.4

CCSS.RL.4.4

For centuries, however, we have been coming up with ingenious ways of making communication difficult, to ______________access to information.

Tags

CCSS.RI.2.4

CCSS.RI.3.4

CCSS.RI.4.4

CCSS.RL.3.4

CCSS.RL.4.4