"By the Waters of Babylon” Reading Assessment—Grades 9-10
Literacy Rigor by Carolann Reznick
76 Followers
Grade Levels
9th - 10th
Subjects
Resource Type
Standards
CCSSRL.9-10.1
CCSSRL.9-10.2
CCSSRL.9-10.3
CCSSRL.9-10.4
CCSSRL.9-10.5
Formats Included
- PDF
Pages
5 pages
Literacy Rigor by Carolann Reznick
76 Followers
Description
In this document, you will find a two-page reading assessment for Stephen Vincent Benet’s short story “By the Waters of Babylon.” The format is matching with one short writing requirement. It is extremely easy to grade. Included is an answer key.
Differentiation:Since students might find this challenging, you could have them take the assessment with the story open, or students could work in partnership to complete it. When I have students work with a partner, each has his or her own copy of the assessment, and I tell students that they may confer but are not required to have the same answer as their partner.
***If you like this assessment, take a look at the other materials I have on my TpT page. ***
Carolann Reznick~Literacy Rigor
The original purchaser is granted the right to photocopy use or display the material for his/her educational use without imitation. No part of this publication may be reproduced or transmitted in any form or by any means electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system in order to provide use to another person without express written permission from the author and publisher unless additional licenses or group licenses have been purchased.
Differentiation:Since students might find this challenging, you could have them take the assessment with the story open, or students could work in partnership to complete it. When I have students work with a partner, each has his or her own copy of the assessment, and I tell students that they may confer but are not required to have the same answer as their partner.
***If you like this assessment, take a look at the other materials I have on my TpT page. ***
Carolann Reznick~Literacy Rigor
The original purchaser is granted the right to photocopy use or display the material for his/her educational use without imitation. No part of this publication may be reproduced or transmitted in any form or by any means electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system in order to provide use to another person without express written permission from the author and publisher unless additional licenses or group licenses have been purchased.
Total Pages
5 pages
Answer Key
N/A
Teaching Duration
N/A
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Standards
to see state-specific standards (only available in the US).
CCSSRL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSSRL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSSRL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSSRL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSSRL.9-10.5
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.