Quizzes for 220 Great Children's Books: The Quest Motivational Reading Program

Quizzes for 220 Great Children's Books: The Quest Motivational Reading Program

Quizzes for 220 Great Children's Books: The Quest Motivational Reading Program

Quizzes for 220 Great Children's Books: The Quest Motivational Reading Program


Want a quick way to check to see whether a student has read a book? This is it. Quizzes contains objective reproducible tests for well-known children's books, all of which are likely to be found in school and public libraries. Titles include award winners and runners-up; classics; popular books; and books by such children's authors as Cleary, Fox, and Norton. With a new organization and layout, this revised edition offers users an improved and more durable resource. Flexible and convenient, the reproducible tests are great for helping track independent reading programs.


I have always had an insatiable hunger for books, and when I taught sixth-grade language arts, I wanted to pass the rich tradition of reading on to my students. So I began with the age-old method of asking my students to read books and to provide written and sometimes oral reports on what they had read.

Using this traditional method, however, I ran into some problems. For example, some children seemed capable of producing beautifully written book reports, but incapable of answering a few simple, informal questions about the plot of the book. Other students seemed to dread giving the oral book report or to dread writing the book report—or both—and thus I had the problem of associating something negative with something I wanted to be a very positive experience for my students: that of reading a good book.

After considering these problems, I decided one year that I would try something altogether different. Having selected 20 children's books, I read the books and then wrote short tests for each book. When the tests were prepared, I presented the list of books to my students and asked them to read not one, but several of the books on the list. I explained that no book report and no oral report would be required. Instead, all the students would have to do to receive credit for reading a book would be to take a short and simple objective test over the book. I assured the students that the tests would be easy for anyone who read the books. No trick questions and certainly no studying would be required. Just reading and enjoying the books was the main objective.

The response to this simple system was overwhelming. My students loved not having to write book reports and not having to give oral reports every time they read a book, requirements that I suspected inhibited their reading rather than promoted it, and they loved the simplicity of taking the short test to receive credit for books they read. I noticed that the children seemed to enjoy a feeling of accomplishment that came as a result of having read an entire book on their own, and as success has a way of breeding more success, I observed my students beginning to read more and more books.

In response to my students' enthusiasm, I began to add more quizzes to the program and to develop the program further by assigning point values to books based on their length and complexity. For the following school year, I prepared and launched a full-blown book reading contest with an offering of 50 titles for my students to choose from. The results were staggering. Reading became the [in] thing among sixth graders at the junior high school where I taught, and I had students who read all 50 books in one semester and came to me asking for more. One afternoon I remember in particular, I was in charge of a study hall with over 60 sixth-grade students in a large double room. Supervising study halls was not a favorite task among teachers as the environment too often seemed to lend itself to chaos and disorder. On this particular day, however, the entire room of 60 students was silent and in each set of hands was a book. Behind each book was the face of a child obviously engrossed in a book. It was so quiet in the room, with no sound except the soft rustling of turning pages, you could have heard a pin drop. When another teacher walked in the room to deliver a memo, she stopped in her tracks and stared out over the room with me, sharing my pleasure at this strange and beautiful sight.

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