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Common Core Standard CCRA.R.2 Questions

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

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Grade 6 Summarizing CCSS: CCRA.R.2, RL.6.2
Travis and Frederick went to the mall to buy shoes. Frederick decided that he was going to steal pair of shoes from the mall. Travis tried to talk Frederick out of doing it. When they got to the mall and entered the shoes store Travis went to look at some shoes. Frederick pretended to be looking at shoes, when he suddenly bolted for the door with a pair of Nikes. The security guard reached out and grabbed Frederick's arm and took him to the station. Travis just called his mom to pick him up.

What is the most appropriate summary?
  1. Travis wanted a pair of shoes from the mall so he got his friend Frederick to steal them.
  2. Frederick thought he could get away with stealing shoes from the mall and he did.
  3. Travis had no idea that Frederick planned to steal from the mall when they planned to buy shoes.
  4. Travis tried to talk his friend Frederick out of stealing shoes from the mall, but when he did it anyway he got caught.
Grade 5 Sequence of Events CCSS: CCRA.R.2, RI.5.2
As a child, Clara Barton did farm and household chores on the family’s North Oxford, Massachusetts farm. Caring for her bedridden brother David and sick neighbors prepared Barton for nursing during the Civil War. She also did bookkeeping in the family mill, operated looms, and tutored the workers’ children.

At 17, Barton became a teacher in North Oxford, MA. In Bordentown, NJ, she established the state’s first free public school. Civil War and American Red Cross's work followed. Barton later established the American Red Cross’s Department of First Aid for the Injured. It taught basic emergency preparedness and first aid care to lay people.

After resigning from the American Red Cross in 1904, Barton organized The National First Aid Association of America. This program taught emergency preparedness and first aid response to the masses. Barton noted that “the work of the association will be along the same lines as those followed by the Red Cross Society, except that it will deal with smaller rather than the great calamities of life.” She affirmed, “It is a deplorable weakness of a great people, that they do not know how, in an emergency, to care for the injured.” “The first aid is something to which everyone should belong. Everyday in shops & mills there is some horrible accident, & if there is somebody on hand who knew just what to do & how to act, a great deal of good might be done.”

Mill, factory and railroad workers attended First Aid Association lectures. Classes were conducted at YMCAs and public schools. Fire brigades received training. It was a valuable community service program. Although the American Red Cross originally snubbed the program, by 1910, it offered classes. Barton saw no benefit in competing with the American Red Cross and declared, “It must grow. I want it to, it is my planting. I should rejoice the crop no matter who harvests it.” The American Red Cross still provides this training today.

Put the following nine sentences in the correct order, to reflect the sequence of events, based on the text about Clara Barton.

                Barton left the Red Cross.

                Barton worked at her family home.

                Barton's training is still used by the Red Cross today.

                Barton started NJ's first free public school.

                The Red Cross accepted Barton's training.

                Barton started teaching.

                The Red Cross snubbed Barton's training.

                Barton started the National First Aid Association of America.

                Barton worked for the Red Cross.
Grade 3 Reading Strategies CCSS: CCRA.R.2, RL.3.2
A Real Grandma
by Joan Strauss

Grandma wasn't like the grandmas Beth saw in books. Those grandmas were in the kitchen with aprons on, baking cookies. They sat in rocking chairs with cats in their laps.
Beth's grandma wore jeans. Instead of a cat, she had a yellow Lab named Sunny.
Beth wondered, Is my grandma a real grandma?
"Can we bake cookies?" Beth asked.
"When we're not so busy," Grandma said, "we'll bake oatmeal cookies with raisins. They're my favorite."
"Why can't we bake them today?" Beth asked.
"Today we're taking Sunny to cheer up the people in the nursing home," Grandma said.
The people in the nursing home liked playing with Sunny. But there was no time to bake cookies.
The next time Beth visited Grandma she asked, "Can we bake cookies today?"

"We're going to build a bluebird house today," said Grandma. "Spring's here. The bluebirds need a house."
Beth had fun hammering nails and painting the bluebird house. It took the whole day. There wasn't any time left to bake cookies.
At Beth's next visit, she and Grandma rode their bikes through the park. By the time they got back, it was too late to bake cookies.
"Grandma's always too busy to bake cookies," said Beth. "I wish I had a real grandma."
"She is a real grandma," Mom said. "She's just a busy grandma. She doesn't have time to bake."
Beth sat quietly, her chin propped in her hand. She smiled. "I know! Since I have time, I'll bake cookies for Grandma, oatmeal cookies with raisins. Will you help me, Mom?"
"What a good idea. Of course, I'll help."
Beth mixed the cookie batter and stirred in the raisins. She dropped spoonfuls of batter onto the cookie sheets.
Mom slid the pans into the oven. The cookies turned a beautiful golden brown. Beth and Mom each ate one. Beth packed the rest in a shiny cookie tin for Grandma.
19When they arrived at Grandma's house, she was digging in her garden. Beth jumped out of Mom's car. She held out the cookie tin. "Grandma, I've got a surprise for you!"
Grandma leaned back on her heels then stood up. "A surprise? For me?" Grandma opened the tin without even taking off her muddy gardening gloves. "Oatmeal cookies with raisins! How wonderful!"
"I baked them for you," Beth said.
"That's even more wonderful." Grandma hugged and kissed Beth.
Beth snuggled into Grandma's arms. She didn't care about Grandma's muddy gloves. Grandma might not be like the grandmas in books, but Beth knew her grandma was a real grandma.
Grade 9 Reading Strategies CCSS: CCRA.R.2, RI.9-10.2
What is the MAIN IDEA of the passage?
  1. The majority of the poor population's diet consisted of barley.
  2. Rich people should have done more to help the poorer members of the medieval population.
  3. There was a big difference in the access of food items between those rich and poor, but they both mostly ate food made of grains.
  4. Medieval people had to be creative to make their food more tasty.
Grade 6 Text Elements CCSS: CCRA.R.2, RI.6.2
Grade 3 Main Idea CCSS: CCRA.R.2, RI.3.2
What is the main idea of the following paragraph?

Not all plants grow in the same way. Some plants grow and reproduce in one year and are called annuals. Some plants grow and reproduce in two years and are called biennials. Other plants grow and reproduce for many years and are called perennials.
  1. Plants grow and reproduce for many years.
  2. Some plants grow and reproduce in two years.
  3. Most plants grow and reproduce in one year.
  4. Not all plants grow in the same way.
  5. Very few plants grow and reproduce for many years.
Grade 9 Reading Strategies CCSS: CCRA.R.2, RI.9-10.2
Which sentence best SUMMARIZES the text?
  1. The introduction of Mediterranean food stuffs from the crusades changed the diets of people living in the middle ages.
  2. Even though the crusades brought in new flavors, one big division that existed between the poor class and the rich class was the food they had access to.
  3. Poor people had little access to different types of food and had to stick to mostly eating barley based meals.
  4. Rich individuals had a better time living in the middle ages partially because their food had more variety than poorer people.
Grade 4 Summarizing CCSS: CCRA.R.1, CCRA.R.2, RL.4.1, RL.4.2

This question is a part of a group with common instructions. View group »

What needed to happen for the old woman to get home?
  1. She had to find her way.
  2. The pig had to jump over the stile.
  3. The fire had to burn the rope.
  4. Her horse had to move.
Kindergarten Reading Strategies CCSS: CCRA.R.2, CCRA.R.3, RI.K.2, RI.K.3

This question is a part of a group with common instructions. View group »

Grade 4 Summarizing CCSS: CCRA.R.1, CCRA.R.2, RL.4.1, RL.4.2

This question is a part of a group with common instructions. View group »

What happened when the old woman gave the cat the milk?
  1. It got dark outside.
  2. The cow became angry.
  3. The cat ran away.
  4. It set off a chain reaction.
Grade 6 Grammar CCSS: CCRA.R.2, RI.6.2
He ran wildly in circles.
  1. Adverb
  2. Noun
  3. Preposition
Grade 4 Summarizing CCSS: CCRA.R.2, RL.4.2

This question is a part of a group with common instructions. View group »

Which choice is the best summary of the story?
  1. The pig refused to jump over the stile.
  2. A woman gave a saucer of milk to a cat so it would kill a rat.
  3. A woman bought a pig at the market, but she had a hard time getting it home.
  4. The butcher refused to kill the ox.
Grade 3 Main Idea CCSS: CCRA.R.2, RI.3.2

This question is a part of a group with common instructions. View group »

Which choice best shows the main idea of this passage?
  1. Rosa Parks gave up her seat on a bus.
  2. Rosa Parks grew up in Tuskegee, Alabama.
  3. Rosa Parks lived on a farm with her mother and grandparents.
  4. Rosa Parks was an important part of the Civil Rights Movement.
Grade 2 Short Stories (Fiction) CCSS: CCRA.R.2, CCRA.R.3, RL.2.2, RL.2.3

This question is a part of a group with common instructions. View group »

Why did the dogs in Comet’s town not believe he could make it to the Doglympics?
  1. He was too small.
  2. He was missing a leg.
  3. He was too ugly.
  4. He was sick.
Grade 5 Main Idea CCSS: CCRA.R.2, RI.5.2
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