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WorksheetsItem Analysis Test Unit 1.3
Total questions: 11
Worksheet time: 6mins
This question has two parts. First, answer Part A. Then, answer Part B.
Part A: Select the four lines from the poem that demonstrates the author’s use of alliteration in lines 1 - 6. (RL.2.5)
maggie and milly and molly and may
and maggie discovered a shell that sang
so sweetly she couldn't remember her troubles,
milly befriended a stranded star
whose rays five languid fingers were;
Part B: Select the way in which this figurative language impacts the poem’s meaning. (RL.2.5)
A- It gives a hint about how the poem will end.
B- It shows that two things are being compared.
C- It shows where to pause and stop while reading.
D- It emphasizes the importance of the words that are connected.
What do lines 7-8 suggest about what occurred? (RL.2.4)
molly was chased by a crab.
molly was attacked by a shark.
molly was chased by her sisters.
molly was attacked by her friend
Select two ways in which the author uses grammar (punctuation, capitalization) to affect the meaning of the poem? (RL.2.5)
The author uses parentheses to explain something that happened in the past.
The author doesn’t use spaces after commas and semicolons to confuse the reader.
The author doesn’t capitalize the girls’ names which shows that we shouldn’t pay any attention to them.
The author only capitalizes one word in the poem, “For,” to indicate that is the most important stanza.
The author uses one period which shows that the reader should stop and pay attention to what is coming next.
This question has two parts. First, answer Part A. Then, answer Part B.
5. Part A: How do the author’s descriptions of the character’s experiences affect the meaning of the text? (RL.2.4)
They create a sad and lonely tone.
They make the reader feel anxious.
They reveal aspects of each girl’s personality.
They show that they girls should not be on the beach.
Part B: Choose the two words/phrases from lines 3 and 4 that best support your answer from Part A. (RL.2.4)
and maggie discovered
a shell that sang
so sweetly she
couldn't remember her troubles
,and
“Why Couldn’t I Have Been Named Ashley?”. Answer Numbers 7-11.
How does the narrator’s perspective shift throughout the passage? (RL.2.6)
She shifts from being uncool to being popular.
She shifts from not liking her family to being proud of them.
She shifts from respecting her teachers to being scared of them.
She shifts from being embarrassed by her name to being proud of her name.
Reread paragraph 2. Why did the author structure paragraph 2 in this way? (RL.2.5)
To show how she solved equations in math class
To provide a list of reasons why she didn’t like her name
To explain that her name affected others' opinions of her.
To describe her relationship with her fourth grade teacher
Part A: How is the narrator's point of view different from her cousin's? (RL.2.6)
The narrator does not like school and her cousin loves school.
The narrator is visiting Nigeria and her cousin just moved to Nigeria.
The narrator hates living in America and her cousin wants to live in America.
The narrator does not understand the value of her name but her cousin knows how special it is.
Part B: Select the phrase from paragraph 7 that supports the answer in Part A.(RL.1.1)
“I was astonished and pleased.”
“I thought it was pretty funny, but she didn’t laugh.”
“I told the story of how I wet the bed at a sleepover.” “
My cousin and I were playing cards, talking girl talk.”
Why does the author focus on describing her experience in paragraph 6? (RL.2.5)
To show that she felt left out.
To show that she wanted sparkly pink pencils.
To show that the other girls were mean to her.
To show that she couldn’t afford school supplies.
