Common Core Standard CCRA.R.3 Questions

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Grade 8 Tone and Mood CCSS: CCRA.R.3, RL.8.3

The footsteps were coming closer. I knew I had to get out of there fast. Looking desperately around, I finally spotted a small window at the end of the room, a beacon of light in the dark, rancid basement. I sprinted and leapt up to grab a ceiling pipe. Thankfully, the pipe was close enough to the window to allow me to swing my body through. My enemy was making his way down the hall, bursting open door after door. I needed to break through this window in two tries to make it out in time.

What is the mood of the passage?

timid
cheerful
sorrowful
daring

Kindergarten Reading Strategies CCSS: CCRA.R.2, CCRA.R.3, RI.K.2, RI.K.3

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In the boxes, draw what happens in the passage.

Grade 5 Short Stories (Fiction) CCSS: CCRA.R.3, RL.5.3

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How did the main character feel after Thanksgiving was over?

She was disappointed by the event.
She felt like it connected her people and the white men.
She wished they had never been invited to the meal in the first place.
She realized they were very different from the other people in the community.

Grade 8 Making Predictions CCSS: CCRA.R.1, CCRA.R.3, RL.8.1, RL.8.3

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In the boxes below, write three different quotes that show Tom's desire to become a prince. On the lines next to each quote explain how that particular quote helped add to Tom's princely image of himself.

Grade 4 Story Elements CCSS: CCRA.R.3

               [characters]                people, an animals, or personified objects in a story
          setting           where and when the story takes place
       plot        a series of related events at the beginning, middle, and end of a story; the action of a story
        theme         the big idea or author’s message in a story
                   stage directions                    – instructions written as part of the play, a message describing how something is done
           dialogue            the words, phrases, or speeches spoken by each character in a play
           narrator            the character in a selection that tells the story
        scene         a part in the play in which events happen in the same place or period of time
           conflict            the problem or the struggle in the story
          problem           the conflict or struggle in the story
                rising action                 the build up of conflicts and complications in the story
         climax          the point in a story at which conflict is confronted
                 falling action                  the part after the climax that leads to the resolution or solution
             resolution              the point in a story where the conflict is resolved
           solution            how the problem was solved
          compare           tell how things are the same
           contrast            tell how things are different
       mood        the feeling the reader takes away from the text

Grade 1 Sequence of Events CCSS: CCRA.R.3, RL.1.3

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What happens first?

Grade 8 Places (Stories) CCSS: CCRA.R.3, RL.8.3

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How did Jane feel about the houses she passed on her way home?

She was upset that she had to walk so far.
She thought they were hiding ugliness inside.
She wished she could build one like them someday.
She admired their beauty and their special features.

Grade 8 Incidents in the Life of a Slave Girl CCSS: CCRA.R.3, RL.8.3

Fill in the plot pyramid with details from Incidents in the Life of a Slave Girl.

Grade 1 Sequence of Events CCSS: CCRA.R.3, RL.1.3

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What happens second?

Grade 8 Places (Stories) CCSS: CCRA.R.3, RL.8.3

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Which choice best describes Jane's house?

It was white and red.
It had lots of people inside.
It looked old and was falling apart.
It sat in a dangerous part of town.

Grade 1 Sequence of Events CCSS: CCRA.R.3, RL.1.3

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What happens last?

Grade 8 Places (Stories) CCSS: CCRA.R.3, RL.8.3

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Which statement best describes Jane's mother?

She was a terrible cook and housekeeper.
She worked hard and cared about Jane.
She did not know how to repair a house.
She did not like people stopping by unexpected.

Grade 1 Vocabulary CCSS: CCRA.R.3, CCRA.L.5, RI.1.3, L.1.5, L.1.5a

Grade 9 Reading Strategies CCSS: CCRA.R.3, RI.9-10.3

The author mentions all of the following as successes of the Norman Crusaders EXCEPT.

People in the middle ages were largely against the crusades and did not want them to go on.
The Fatimids did not believe that the French and English forces were much of a threat.
The Crusaders fought the Fatimids on both land and sea.
Because of the Crusade, English and French leaders were able to bring back food stuffs and knowledge back to Europe.