story comprehension tests - great books foundation...story comprehension tests overview each test...

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Assessment

Story Comprehension TestsOverview and Instructions 2

Erandi’s Braids 3Answer Key 5

The Invisible Hunters 6Answer Key 8

Fishing Day 9Answer Key 11

Perfect Crane 12Answer Key 14

Hurricane Flowers 15Answer Key 17

My Great-Grandmother’s Gourd 18Answer Key 20

The Wise Little Toad 21Answer Key 23

Doodle Flute 24Answer Key 26

The Velveteen Rabbit 27Answer Key 29

Critical Thinking RubricOverview and Instructions 30

Critical Thinking Rubric 31

Activity Score Guidelines 32

Junior Great Books® is a registered trademark of the Great Books Foundation. Shared Inquiry™ is a trademark of the Great Books Foundation.

The contents of this packet include proprietary trademarks and copyrighted materials, and may be used or quoted only with permission and appropriate credit to the Foundation.

Junior Great Books series 2, Book tWo

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Series 2, Book Two 2

Story Comprehension Tests

Overview

Each test has seven multiple-choice questions. Questions reflect the following reading comprehension objectives:

• Students identify explicit facts that are stated in the story.

• Students identify implicit facts that can be inferred from the story.

• Students identify word meaning within the context of the story.

• Students identify the correct sequence of story events.

• Students identify the best summary of story events.

The answer key that follows each test provides the correct answers and the objective addressed in each multiple-choice question.

Each test also includes a short answer question about the story. Students are asked to provide an opinion and give two reasons for their answer, based on their personal experience or the story. Score answers using the rubric provided with each answer key.

Instructions

1. Hand out the test after completing the story unit. The tests are open book.

2. Review the test instructions with your students:

•Read the question carefully.

•Read all the answers carefully. You can look back at the story to answer the question.

• Fill in the circle next to the answer you choose.

3. Ask students to complete the test. Encourage them to look back at the story to answer the questions.

4. Collect and grade the tests, using the answer key. Pass the tests back.

5. Review the test with the class, asking volunteers to explain why each correct answer is the best choice.

Series 2, Book Two 3 continued

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Name: Date:

Erandi’s Braids



•Fill in the circle next to the answer you choose.

Instructions

1. Which of these things happens earliest in the story?

𝖠 Mamá and Erandi go to the barber shop.

𝖡 Erandi points out a yellow dress.

𝖢 Mamá and Erandi fish at the lake.

2. What does the word repair mean in this story sentence from page 13? “Look, Erandi, more holes. I won’t be able to repair it any more.”

𝖠 toss

𝖡 fix

𝖢 clean

3. On page 18, what is the most likely reason Erandi grips Mamá’s hand and huddles in her skirt?

𝖠 She feels tired.

𝖡 She feels scared.

𝖢 She feels playful.

Name: Date:


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4. Why does the barber refuse to buy Mamá’s hair?

𝖠 It is not long enough.

𝖡 It is not pretty enough.

𝖢 It is not healthy enough.

5. What is the meaning of enormous in this story sentence from page 19? “Gazing at the enormous scissors in his hand, Erandi felt her knees tremble.”

𝖠 scary

𝖡 sharp

𝖢 huge

6. What do Mamá and Erandi buy with the money they get from selling Erandi’s hair?

𝖠 a fishing net and a doll

𝖡 a dress and a mirror

𝖢 a blouse and a skirt

7. Which of these is the best summary of the story?

𝖠 Erandi sells her hair to show the barber she is not afraid.

𝖡 Erandi sells her hair to help Mamá buy a fishing net.

𝖢 Erandi sells her hair to buy a doll for her birthday.

8. If you were Erandi, would you have sold your hair? Give two reasons for your answer.

Erandi’s Braids (continued)


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Answer Key

Erandi’s Braids

Assign one point per correct answer.

1. C [sequence]

2. B [word meaning]

3. B [implicit fact]

4. A [explicit fact]

5. C [word meaning]


7. B [summary]

8. Use the rubric below to score the response. Since the question asks for an opinion, students can provide supporting evidence from the story or from personal experiences or beliefs.

Rubric for Question #8

2 points The response consists of an opinion and two pieces of supporting evidence.

1 point The response consists of an opinion and one piece of supporting evidence.

0 points The response does not assert an opinion or does so without providing any supporting evidence.


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Name: Date:

The Invisible Hunters




Instructions

1. At the beginning of the story, what happens when one of the brothers grabs the Dar?

𝖠 The brother disappears from sight.

𝖡 The brother turns into a wari.

𝖢 The brother is lifted off the ground.

2. Why do the brothers want a piece of the Dar?

𝖠 to keep away strangers

𝖡 to deal with traders

𝖢 to hunt more easily

3. On page 28, what is the most likely reason that the people of Ulwas welcome the brothers with much rejoicing?

𝖠 The brothers are famous in the village.

𝖡 The brothers have been gone a long time.

𝖢 The brothers have brought many wari to eat.


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4. Which of these means about the same thing as prosper in this story sentence from page 29? “As long as you keep your promises, our village will prosper and our people will honor you.”

𝖠 get big

𝖡 do well

𝖢 look bad

5. What word means about the same thing as displease in this story sentence from page 30? “It would not be wise to displease the traders.”

𝖠 interest

𝖡 teach

𝖢 upset

6. Which of these things happens last in the story?

𝖠 The Dar turns the brothers invisible.

𝖡 The village elders banish the brothers.

𝖢 The brothers become famous hunters.

7. What is this story mostly about?

𝖠 why it is important to keep your promises

𝖡 why selling wari meat can cause trouble

𝖢 why you should stay out of the forest

8. Do you think it was fair that the brothers were banished from Ulwas? Give two reasons for your answer.

The Invisible Hunters (continued)


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Answer Key

Invisible Hunters



2. C [explicit fact]

3. B [word meaning]

4. C [implicit fact]

5. C [word meaning]

6. B [sequence]

7. A [summary]







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Name: Date:

Fishing Day




Instructions

1. Why does Reenie call Peter “Pigeon”?

𝖠 He is small like a pigeon.

𝖡 He is jumpy like a pigeon.

𝖢 He is funny like a pigeon.

2. What reason does Mama give for why Pigeon and Mr. Troop have it harder than most people?

𝖠 Pigeon’s mama cannot fish with them.

𝖡 They need to fish so they can eat.

𝖢 Their part of the river has less fish.

3. On page 40, Mama says Pigeon is suffering from want. Which of these is closest to the meaning of the word suffering?

𝖠 hurting

𝖡 feeling

𝖢 yelling


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4. What happens right after Pigeon throws a stone that hits Reenie in the knee?

𝖠 Reenie calls for Mama.

𝖡 Pigeon tries not to cry.

𝖢 Mama shakes her head.

5. What word means about the same thing as commotion in this story sentence from page 43? “You’ll spook the fish with all that commotion.”

𝖠 food

𝖡 noise

𝖢 light

6. On page 49, what can you tell about Mr. Troop when he claps Peter’s shoulder and says, “My boy”?

𝖠 He does not like to share.

𝖡 He is glad Peter is a boy.

𝖢 He feels proud of his son.

7. What main problem does Reenie have in the story?

𝖠 how to stand up to Pigeon

𝖡 how to get Pigeon to notice her

𝖢 how to be kind to Pigeon

8. Do you think that Reenie made the right choice when she helped Pigeon? Give two reasons for your answer.

Fishing Day (continued)


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Answer Key

Fishing Day


1. B [explicit fact]


3. A [word meaning]

4. A [sequence]

5. B [word meaning]


7. C [summary]







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Name: Date:

Perfect Crane




Instructions

1. At the beginning of the story, why does Gami give all his love to his folded paper shapes?

𝖠 He never leaves his house.

𝖡 He does not like people.

𝖢 He has no other friends.

2. What is the first paper shape that Gami brings to life with magic?

𝖠 a lily

𝖡 a lantern

𝖢 a crane

3. On page 13, Gami is so delighted by his lantern that he does not sleep all night. Which of these is closest to the meaning of the word delighted?

𝖠 worried

𝖡 pleased

𝖢 blinded


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4. On page 15, what is the most likely reason people stop and stare at Gami and the crane?

𝖠 They have never seen Gami outside before.

𝖡 They do not want cranes in their town.

𝖢 They have never seen a bird like the crane.

5. Why does the crane leave Gami when the weather changes?

𝖠 The crane wants to find another magician who needs help.

𝖡 The crane wants to join a flock and follow the sun.

𝖢 The crane wants to return to paper with Gami’s magic.

6. What does the word approval mean in this story sentence from page 21? “The crane nodded his head in approval.”

𝖠 in an unhappy way

𝖡 in an agreeing way

𝖢 in a surprised way

7. What is this story mostly about?

𝖠 how Gami makes friends

𝖡 how Gami raises a bird

𝖢 how Gami learns magic

8. If you were Gami, would you have let the crane leave? Give two reasons for your answer.

Perfect Crane (continued)


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Answer Key

Perfect Crane



2. A [sequence]

3. B [word meaning]



6. B [word meaning]

7. A [summary]







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Name: Date:

Hurricane Flowers




Instructions

1. On page 28, near the beginning of the story, why does Marcellus’s garden grow “only in his head”?

𝖠 The seeds that he plants won’t grow.

𝖡 He does not have money for plants.

𝖢 He cannot decide what to plant.

2. On page 30, what is the most likely reason Clara’s ears are flattened and pulled back?

𝖠 She is getting ready to hunt.

𝖡 She is listening to the birds.

𝖢 She knows a storm is coming.

3. What do Marcellus and Clara do right after the wind tosses their shack into the ocean?

𝖠 They hide beneath some trees.

𝖡 They run into a cave.

𝖢 They fall into the water.


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4. What is another way of saying variety in this story sentence from page 35? “It is definitely a variety of Cinnamona Salmonella which grows in the mountains of Tibet.”

𝖠 type

𝖡 seed

𝖢 shape

5. How do the townspeople feel when they see Marcellus building his new home?

𝖠 angry and confused

𝖡 interested and pleased

𝖢 shocked and ashamed

6. What is the meaning of the word thrived in this story sentence from page 39? “The flowers in the garden thrived and reseeded themselves every year.”

𝖠 grew strongly

𝖡 died quickly

𝖢 smelled good

7. What main problem does Marcellus have in the story?

𝖠 how to lead the townspeople

𝖡 how to build a new home

𝖢 how to find enough to eat

8. Do you think Marcellus should have asked for help from the townspeople instead of staying silent? Give two reasons for your answer.

Hurricane Flowers (continued)


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Answer Key

Hurricane Flowers




3. B [sequence]

4. A [word meaning]


6. A [word meaning]

7. B [summary]







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Name: Date:

My Great-Grandmother’s Gourd




Instructions

1. At the beginning of the story, why does Ibrahim think the water pump will help the village?

𝖠 The pump will make the water cleaner.

𝖡 The pump will make it more fun to get water.

𝖢 The pump will make it easier to get water.

2. On page 49, a long line of girls carry brimming buckets and tins from the pump. What is another way to say brimming?

𝖠 old

𝖡 full

𝖢 clean

3. On page 49, what is the most likely reason Fatima thinks people will laugh at Grandmother for preparing the tree?

𝖠 There has not been any rainfall.

𝖡 The tree will not hold any water.

𝖢 Everyone else uses the pump.


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4. What does Grandmother do first to prepare her baobab tree for the rain?

𝖠 She beats a drum and chants a song.

𝖡 She digs around the base of the tree.

𝖢 She makes a hole at the top of the trunk.

5. What does the word parched mean in this story sentence from page 53? “The parched earth turned a shiny red as the giant raindrops plopped upon it.”

𝖠 dry

𝖡 brown

𝖢 soft

6. Why does the pump stop one day?

𝖠 The well runs out of water.

𝖡 The rain comes too strongly.

𝖢 A part of the pump breaks.


𝖠 People in a village learn to store water in a baobab.

𝖡 People in a village learn to mix old and new ways.

𝖢 People in a village learn to treat an old woman nicely.

8. Do you think Grandmother did the right thing when she shared her water with the village? Give two reasons for your answer.

My Great-Grandmother’s Gourd (continued)


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Answer Key

My Great-Grandmother’s Gourd



2. B [word meaning]


4. B [sequence]

5. A [word meaning]


7. B [summary]







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Name: Date:

The Wise Little Toad




Instructions

1. At the beginning of the story, why is the little frog careful not to get into the river above her waist?

𝖠 She is afraid to swim underwater.

𝖡 She worries that she will look silly.

𝖢 She thinks the little fish will tease her.

2. Which of these things happens earliest in the story?

𝖠 The little frog tries to catch up with the little fish.

𝖡 The little fish says that the little frog is ugly.

𝖢 The little frog saves the life of the little fish.

3. On page 15, what is the most likely reason the little frog has to put up with the little fish making fun of her?

𝖠 She cannot catch the little fish.

𝖡 She will not go underwater.

𝖢 She is not as wise as the little fish.


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4. What does the little frog do when she gets tired of the little fish teasing her?

𝖠 She teases the little fish.

𝖡 She visits the Great Frog.

𝖢 She chases the little fish away.

5. What does the word drought mean as it is used on the bottom of page 16?

𝖠 a time without wind

𝖡 a time without sun

𝖢 a time without rain

6. On page 19, the little fish speaks in a feeble voice. Which of these is closest to the meaning of the word feeble?

𝖠 gentle

𝖡 weak

𝖢 funny

7. What main problem does the little frog have in the story?

𝖠 She does not know how to make friends with the little fish.

𝖡 She cannot find a way to save the little fish’s life.

𝖢 She feels bad about herself because the little fish teases her.

8. Do you think the Great Frog gave good advice to the little frog? Give two reasons for your answer.

The Wise Little Toad (continued)


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Answer Key

The Wise Little Toad



2. B [sequence]

3. A [implicit fact]


5. C [word meaning]

6. B [word meaning]

7. C [summary]







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Name: Date:

Doodle Flute




Instructions

1. What is the most likely reason Kevin thinks he is a lucky kid?

𝖠 He knows a lot of things.

𝖡 He has lots of friends.

𝖢 He has lots of nice things.

2. On page 25, it says that Mason always looks sloppy. Which of these is closest to the meaning of the word sloppy?

𝖠 colorful

𝖡 pretty

𝖢 messy

3. Where did Mason get the doodle flute?

𝖠 He found it in the alley.

𝖡 His father gave it to him.

𝖢 He got it at the music store.


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4. How does Kevin finally get the doodle flute from Mason?

𝖠 He asks Mason to give it to him.

𝖡 He asks Mason to trade for it.

𝖢 He buys it from Mason.

5. What does the word lousy mean in this passage from page 34? “Kevin Spoon blew into the doodle flute. It sounded lousy. ‘Rats!’ Kevin Spoon said.”

𝖠 bad

𝖡 loud

𝖢 strange

6. What happens just before Mason teaches Kevin to play the doodle flute?

𝖠 Kevin agrees to return Mason’s doodle flute.

𝖡 Mason says that’s just the kind of guy he is.

𝖢 Kevin and Mason agree to share the doodle flute.

7. What is the main problem Kevin has to solve in the story?

𝖠 how to get Mason to stop making fun of him

𝖡 how to get the doodle flute from Mason

𝖢 how to get his parents to buy him more things

8. Would you want to be friends with Mason? Give two reasons for your answer.

Doodle Flute (continued)


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Answer Key

Doodle Flute



2. C [word meaning]



5. A [word meaning]

6. C [sequence]

7. B [summary]







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Name: Date:

The Velveteen Rabbit




Instructions

1. Which toy is the only one that is kind to the Rabbit?

𝖠 the model boat

𝖡 the Skin Horse

𝖢 Timothy the lion

2. On page 44, the Skin Horse says that when you are Real, you get very shabby. Which is closest to the meaning of the word shabby?

𝖠 wise and calm

𝖡 faded and worn

𝖢 soft and fluffy

3. At first, how does the Rabbit feel about sleeping with the Boy?

𝖠 He feels lucky.

𝖡 He feels frightened.

𝖢 He feels uncomfortable.


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4. What does expression mean in this story sentence from page 49? “I declare if that old Bunny hasn’t got quite a knowing expression!”

𝖠 the look on his face

𝖡 the thoughts in his head

𝖢 the sound of his words

5. On page 52, what is the most likely reason the Rabbit hopes the other rabbits won’t notice that he has no hind legs?

𝖠 He does not want to frighten them away.

𝖡 He does not want them to know he is different.

𝖢 He does not want to play with them.

6. What happens right after the Velveteen Rabbit’s tear falls to the ground?

𝖠 The wild rabbits dance in the grass.

𝖡 The Fairy kisses the Velveteen Rabbit.

𝖢 A flower grows out of the ground.


𝖠 A Velveteen Rabbit learns what it means to be Real.

𝖡 Wild rabbits learn that not all rabbits have hind legs.

𝖢 A Boy learns to live without his Velveteen Rabbit.

8. If you were the Velveteen Rabbit, would you have wanted to become Real? Give two reasons for your answer.

The Velveteen Rabbit (continued)


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Answer Key

The Velveteen Rabbit



2. B [word meaning]


4. A [word meaning]

5. B [implicit fact]

6. C [sequence]

7. A [summary]







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Critical Thinking Rubric

Overview

The critical thinking rubric, which expands on the student learning spectrum for Shared Inquiry discussion, details the critical thinking skills developed through the use of Junior Great Books Series 2. The rubric is organized by three areas of critical thinking:

• Idea—generating and clarifying ideas about the story’s meaning

•Evidence—supporting these ideas, based on what is in the story

•Response—listening to and considering other students’ ideas

Instructions

1. Decide which area(s) of critical thinking to assess in a given discussion.

2. Choose one to three students you wish to assess, before the Shared Inquiry discussion. You might record the discussion (with audio or video) or have a colleague observe and make notes.

3. Use the rubric after the discussion to assess each student’s performance in the critical thinking area(s) you chose to focus on. To get a more complete picture of each student’s performance, review the following as you assess:

•Notes you made on your seating chart (see p. 333 of the Teacher’s Edition)

• Students’ completed Reader’s Journals

•Observers’ notes about the discussion

4. Confer with students individually about their participation in the discussion.


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Critical Thinking RubricThis rubric shows three major critical thinking areas—idea, evidence, and response—at four performance levels.

PE

RF

OR

MA

nC

E L

EV

EL

IDEAComing up with an

interpretation

EVIDEnCEUsing support from the story

RESPOnSEListening and responding

to other students

Offers a develOped answer tO the fOcus questiOn

• Makes inferences about motives and causes

• To clarify, specifies meaning of words or phrases

explains hOw evidence suppOrts ideas

• Habitually looks back at the story for evidence

• Explains how specific parts of the story support an idea

develOps Own answer in respOnse tO Other students’ ideas

• Understands that classmates’ ideas are valuable to the conversation

• May be convinced by other students

• Responds directly to other students without prompting

Offers a mOre detailed answer tO the fOcus questiOn

• Thinks carefully before answering

• To clarify, says more or rephrases answer

recalls Or lOcates evidence frOm the stOry tO suppOrt ideas

• Often looks back at the story without prompting

• Recalls or locates relevant parts of the story

explains agreement Or disagreement with Other students’ ideas

• Acknowledges differing ideas

• Builds on or offers counterarguments to other students’ ideas

• Responds directly to classmates with prompting

Offers a simple answer tO the fOcus questiOn

• Does not elaborate on answer, or offers a snap judgment

• To clarify, repeats answer

refers tO the stOry in general tO suppOrt ideas

• Looks back at the story when asked to do so

• Recalls major story facts

agrees Or disagrees simply with Other students’ ideas

• Allows classmates to speak• Reacts to other students’ ideas

but does not give reasons for reactions

• Speaks only to teacher and not directly to classmates

struggles tO answer the fOcus questiOn

• Does not answer when called on

• Repeats other students’ answers

has difficulty suppOrting answer with evidence frOm the stOry

• Talks about things other than the story

• Struggles to recall key story facts

• Considers answer self-explanatory

has difficulty listening tO Other students’ ideas

• Ignores or interrupts other students

• Struggles to understand that classmates have differing ideas

• Distracts other students or does not follow the discussion

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Activity Score Guidelines Activity scores, which can be used with any activity, are a simple way to track your students’ participation.

1. Choose an activity you wish to score. Allot a few minutes during or after the activity to record scores.*

2. Track participation by asking yourself the following questions and marking your grade book accordingly:

Was the student . . .

• actively participating or especially helpful to the class? Mark a plus (+).

• participating, but not in a way that stands out? Mark a check (✓).

• distracting the class or not participating? Mark a minus (–).

3. Assign your own values to the scores later on when you calculate grades.

* NOTE: For the sharing questions and second reading activities, it may be easiest to record scores during the activity. For Shared Inquiry discussion, you might wish to wait until after class, when you can use your seating chart to remind yourself of students’ participation.

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