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The Devils

Arithmetic
By
Jane Yolen

Comprehension
Guide
The Devil's Arithmetic is a written
by American author Jane Yolen in
1988. The book is about a Jewish
girl, Hannah, who lives in New
Rochelle. During a Passover Seder,
Hannah is transported back in time
to Poland in 1942, during World
War II, where she is sent to a Nazi
concentration camp.
It is there she learns the importance
of knowing about the past.

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Name: ____________________
Date: _______________

The Devils Arithmetic


Comprehension Guide

Directions: Answer the following questions about the story The Devils
Arithmetic. Always use complete sentences.
Prior to Reading
Strategy Focus: Background Knowledge
To help better understand the story, please take some time to fill in the left side
of the chart below before reading the story.

Prior to Reading Story

After Reading Story

Who were the Nazis during World War II?

What do you know about the Jewish people during World War II?

What happened in the Nazi concentration camps?

Good Readers will try to find meanings from the words


Word Study
In order to better comprehend what they are reading, good readers will try to find the meanings of the key
vocabulary in the story. Please refer to the Word Study sheet in the back of your packet for the words.
Some vocabulary words may have several meanings, so make sure that your definition fits the way you think
it would be used in the story.

Good Readers will use context clues

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Chapters 1-3

Why didnt Hannah want to go to her familys Seder?

What did Hannahs mother want her to remember?

Remember, reading is thinking

Who was Hannah named after?

Why was Grandpa Will upset at the beginning of Chapter 2?

What did Hannah do as a young girl to please her Grandpa Will? What was his reaction?

What honor was Hannah given to do at the end of Chapter 2?

What did Hannah see when she opened the door? Write notes inside the open door
below.

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Chapters 4-5

Good readers will draw pictures in their heads when reading

Strategy Focus: Visualizing


Good readers draw pictures in their head as they read to better comprehend the story.
This is called visualizing. In the box below draw and color a picture of what Hannah
saw in the room she was now in. Then below the box, write down details of what she
saw in complete sentences.

Two sentences:

Describe Gitl and Shmuel below. Use details from Chapter 4 to help.

What did Gitl call Hannah? What did Hannah know about the name?

Why was Chaya with Gitl and Shmuel?

What did Hannah remember about her old life?

What was Hannah afraid of if she moved closer to Shmuel?

In the beginning of Chapter 5, what is the first thing Hannah did when she woke up?
Why?

How did Shmuel react to Hannah saying she was from America?

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Chapters 6-7
What did Hannah think of the dress that Gitl gave her? What was Gitls response?

In the mirror below, write what Hannah saw when she looked at herself. Include not
only physical details, but her thoughts as well.

What tributes did Gitl and Shmuel load onto the wagons? You can either draw and
label the tributes, or write them in a sentence.

Why were the girls shocked when Hannah said she was friends with a Catholic girl?

What were some details that Hannah shared with the girls that they could not
believe?

How were her friendships different with her new friends compared to her friends in
New Rochelle?

What did the badchan say to Chaya about her name?

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Chapters 8-9

Good readers will draw pictures in their heads when reading

Describe Fayge as Hannah sees her for the first time below.

Why was Fayge happy when Hannah told her about what Shmuel had said?

Strategy Focus: Visualizing


Good readers draw pictures in their head as they read to better comprehend the
story. This is called visualizing. In the box below draw and color a picture of Viosk.
Then below the box, write down details of what Viosk looked like.

Three sentences:

What did the badchan say about the man with the medals? Where had Hannah heard
that before?

What year was it on the Jewish calendar and the Christian calendar? What did
Hannah realize?

Strategy Focus: Making Predictions


Before you read Chapter 9, predict what you think will happen to the wedding party.
Make sure to explain your prediction.

What story did Hannah tell earlier that led people not to believe her about the Nazis?
Why?

What would it have been like for Hannah to board the trucks knowing what she knew
about the Nazis? What would you have done?

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Chapters 10-11
On the boxcar below, describe what the conditions were like inside the boxcar.

What were three stories that some men shared on the boxcar about what they heard
that the Nazis had done?

What happened to a child on the boxcar at the end of Chapter 10? Why do you think
this happened?

What terrible things happened at the first stop at the beginning of Chapter 11?

What did Hannah think the showers were?

After the shower, what happened to the women? Why?

What thoughts wouldve been going through your mind if you were Hannah in this
chapter? Go back to getting off the boxcar all the way to then end of the chapter.

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Chapters 12-13
Why was thinking dangerous in the camp?

Strategy Focus: Summarize


Write about the experience where Hannah gets her number. Discuss what the man
who writes the number down on her arm notices about her too. You should have at
least four sentences.

What was the Nazi soldiers response to Gitl when she asked them for food for the
children?

What had happened to little Tzipporah? What was Gitls reaction when Chaya tried to
touch her?

Describe Rivka. What tips does she give Hannah to help her survive?

How do you know that Hannahs memory is slipping from the past? Write down
examples from the chapter on the picture below.

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Chapters 14-15
What had happened to Rivkas family in the year that they had been at the camp?

Strategy Focus: Making Predictions


Good readers will predict. Predict why you think Rivka talks about a brutal
arithmetic in the beginning of Chapter 14.

Describe what each letter or number means to Rivka. Write your answer below each
one.

What were at least three rules that Rivka shared with Hannah?

Describe what each letter or number means to Chaya. Write your answer below each
one.

Why did the children run to the midden? What was in the midden?

What did it mean to be chosen? What types of people would fit this category?

What had happened to the rabbi and the badchan? Why?

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Chapters 16-17
Strategy Focus: Making Predictions
Good readers will predict. Predict why Gitl calls what is happening, The Devils
Arithmetic.

What had happened to the blokovas hand?

Strategy Focus: Summarize


Describe what happened with Reuven in Chapter 16. You should include at least four
sentences.

What was happening with the latest arrivals to the camp? How did the long-termers
feel about this?

What did Gitl tell Hannah at the beginning of Chapter 17? What do you think it will
be?

Explain The Devils Arithmetic as it is described in Chapter 17.

Strategy Focus: Summarize


Describe what happened when they tried to carry out the plan. Your summary should
include at least four events of what happened during the plan.

Where did Gitl go to bed? Why do you think she did this?

Whose shoes did Hannah wear? Why did that bring a small laugh to Gitl?

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Chapter 18-Epilogue
How did Breuer make it sound like he was a good person?

What happened to the men and Fayge?

Who was the boy that carried Fayge? What was his job?

What does Hannah tell the girls around the well? Why does she want them to
remember?

What did the guard tell the children about people who do not work?

Who does the guard choose? What does Chaya do in response to this?

What story does Hannah tell the girls as they entered the door?

Where did Chaya end up when she entered the door?

What was Hannah able to do when she saw Great Aunt Evas arm?

Who was Wolfe? Who was Rivka? Were you surprised?

Which villagers that had come with Chaya to the camp had survived?

What did Gitl create after the war? What was it named?

Strategy Focus: Background Knowledge


Now that you have read the story, go back to the beginning and fill in After Reading
the Story column.

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End of the Book Activity

Fact or Fiction
At the end of the book, the author explains what is fact or fiction from the story. Fill in
the chart below with information in the correct category. You should have at least 5 facts
and 2 fictional pieces of information.

FACT

FICTION

End of the Book Activity

Map of Europe
Directions: Locate and label the countries of Poland, Russia, and Germany on
the map of Europe below.

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The Devils Arithmetic


End of Novel Project Choices

Concentration Camps
In this story, Chaya is sent to a Nazi concentration camp. Design a way to teach the class
what concentration camps were like. Include: what would happen when you arrived,
daily routines that were followed, and if you were part of The Choosing. You can do this
through a PowerPoint, oral report, or any other form that would teach the class what
horrible places these were.

Game Board
Make up a board game about the story on a larger piece of tag
board. Your game must contain at least ten events that happened in
the story. Your game board must tell the main events of the story.

Hannah/Chaya and Rivka/Eva


Hannah became another person of the past, while Rivka survived into the future. Tell the
story of Hannah/Chaya and Rivka/Eva so the audience understands their importance to
the story. Your project must include: how Hannah became Chaya, the events that led up
to her being sent to the camp, the meeting of Rivka, the explanation of her number, how
Rivka helped Chaya, how Chaya saved Rivka, and finally how Hannah and Eva
reconnected in the present.

World War II
World War II involved many countries and resulted in the loss of lives of millions
worldwide. Research this war. Include: what countries were involved on each side, when
each country joined the war, at least 4 famous battles and outcomes, and the final
outcome of the War in the Pacific and the War in Europe. You can choose what method
you would like to present this information to the class.

Collage
Create a collage that is about the story. On the back of the collage, write a paragraph (5
sentences) about why you chose the pictures that you did.

Wanted Poster
You will need to create a wanted poster about a character in the story.
Your wanted poster must include: a physical description of the character,
why the person is wanted, how much money the reward is for, and
a picture with a caption.

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The Devils Arithmetic


Word Study

Reading Strategy Focus: Word Study

Good readers will try to find the meanings of key words

In order to better comprehend what they are reading, good readers will try to find the
meanings of the key vocabulary in the story. Sometimes they may ask someone what a
word means or use context clues to figure out the meaning. Good readers will also look
up the definition.
Optional Activity: Your job will be to either use the vocabulary words below in a sentence or
find the meanings of the words. Some vocabulary words may have several meanings, so make
sure that your definition fits the way you think it would be used in the story. Please skip lines
between each definition. This work must be done neatly or you will do it over. If there are
more than 2-3 words per day, your teacher may have you work with a partner, discuss them in
a group, or provide the meanings for you.
Chapter 1
Seder p. 3
Yiddish p. 4
Nazis p. 4
Haggadah p. 5
Chapter 2
Guttural p. 9
Compensation p. 10
Chapter 3
Droned p. 13
Mortified p. 14
Kosher p. 17
Wisps p. 17
Chapter 4
Embroidered p. 23
Hypnotic p. 23
Conspiratorial p. 27
Solemn p. 29
Chapter 5
Mused p. 36
Snick p. 38
Gabbling p. 39
Dainty p. 40

Chapter 6
Privy p. 42
Bodice p. 43
Plaits p. 43
Coax p. 44
Goyish p. 46
Chapter 7
Jostling p. 51
Abrupt p. 54
Jester p. 56
Chapter 8
Undecipherable p. 62
Chapter 9
Hastily p. 65
Adamantly p. 66
Assent p. 68
Billeted p. 69

Chapter 10
Periphery p. 73
Protruding p. 73
Tremulous p. 76
Impudent p. 82

Chapter 16
Insanity p. 135

Chapter 11
Vehemence p. 89
Discernible p. 94
Shorn p. 94

Chapter 18
Pocked p. 152

Chapter 12
Unadorned p. 97
Garish p. 101
Affirmation p. 101
Ingrate p. 102
Ominous p. 102
Dissipating p. 102
Chapter 13
Bellowing p. 105
Arbitrary p. 108
Fervor p. 108
Toting p. 109
Elusive p. 109
Raucous p. 110
Chapter 14
Valis p. 115
Chapter 15
Luminous p. 126
Burnished p. 127
Cleft p. 127

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Chapter 17
Thudding p. 147

Superimposed p. 155

Chapter 19
no words
Epilogue
Rations p. 165
emigrated p. 165
Remnants p. 166

The Devils Arithmetic

Comprehension Guide Answer Key


By Jane Yolen

Name: _____________________ Date: _____________


Directions: Answer the following questions about the story The Devils
Arithmetic. Always use complete sentences.
Prior to Reading
Strategy Focus: Background Knowledge

Prior to Reading Story

After Reading Story

Who were the Nazis during World War II?


Answers will vary (AWV).

Wanted to kill every Jewish person that lived


in Europe.

What do you know about the Jewish people during World War II?
Answers will vary (AWV).

They were strong in that they survived the


holocaust. They were heroes.

What happened in the Nazi concentration camps?


Answers will vary (AWV).

People were forced to be naked, get their heads


shaved, do manual labor, and millions were
killed by firing squads, gas chambers, or being
burned alive.

Good Readers will try to find meanings from the words


Word Study
In order to better comprehend what they are reading, good readers will try to find the meanings of the key
vocabulary in the story. Please refer to the Word Study sheet in the back of your packet for the words.
Some vocabulary words may have several meanings, so make sure that your definition fits the way you think
it would be used in the story.

Good Readers will use context clues

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Chapters 1-3
Why didnt Hannah want to go to her familys Seder?
There wont be a lot of kids, everyone will say how much they have grown, and all the
jokes punch lines will be in Yiddish.

What did Hannahs mother want her to remember?


She wanted her to remember how much family means to Grandpa Will and Grandma
Belle. They both escaped from the Nazis.
Who was Hannah named after?
She was named after one Aunt Evas dead friends.
Why was Grandpa Will upset at the beginning of Chapter 2?
He was watching TV and there were old photos of Nazi concentration camp victims.
What did Hannah do as a young girl to please her Grandpa Will? What was
his reaction?
She wrote numbers on her arm like he had. He was upset and screamed in Yiddish.
It took a while to calm him down.
What honor was Hannah given to do at the end of Chapter 2?
She was allowed to open the door for the prophet Elijah.
What did Hannah see when she opened the door? Write notes inside the open
door below.

See chapter 3- p. 20

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Chapters 4-5
Strategy Focus: Visualizing
Good readers draw pictures in their head as they read to better comprehend the
story. This is called visualizing. In the box below draw and color a picture of what
Hannah saw in the room she was now in. Then below the box, write down details
of what she saw in complete sentences.

Three sentences: See Chapter 4, page 22.


Describe Gitl and Shmuel below. Use details from Chapter 4 to help.
Gitl-dark skirt, smudged apron, embroidered blouse, sleeves rolled up, blue
kerchief on her head, thick black hair
Shmuel-thick black beard, full head of black hair, cap, full sleeved shirt, loose
fitting trousers, high leather boots
What did Gitl call Hannah? What did Hannah know about the name?
She was called Chaya. That was her Hebrew name, the one given to her to honor
her Great Aunt Evas dead friend.
Why was Chaya with Gitl and Shmuel?
Both her parents had died from terrible fevers.
What did Hannah remember about her old life?
She remembered her mother, father, brother, her house, junglegym, 17 stuffed
dogs, best friend Rosemary, her school in New Rochelle.
What was Hannah afraid of if she moved closer to Shmuel?
She was afraid she would become more of Chaya and less of Hannah.
In the beginning of Chapter 5, what is the first thing Hannah did when she woke up?
Why?
She opened the front door and wished that she would be back home.
How did Shmuel react to Hannah saying she was from America?
He thought she was joking with him to help him forget about his wedding. He
thought she was a strange little bird.

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Chapters 6-7
What did Hannah think of the dress that Gitl gave her? What was Gitls response?
She thought it was a rag, a shmatte. Gitl said the dress was for a princess, and it
was more beautiful then the wedding dress.
In the mirror below, write what Hannah saw when she looked at herself. Include not
only physical details, but her thoughts as well.
No more braces or
lipstick, same
heart-shaped face,
slightly crooked smile,
same brown hair, same
gray eyes, something
old-fashioned and
haunting like one of the
old photos that was
from her grandmas
family.

What tributes did Gitl and Shmuel load onto the wagons? You can either draw and
label the tributes, or write them in a sentence.
There were crocks of butter, lengths of cloth, white lace tablecloth, wooden bowls,
pair of silver candlesticks, and cages of chickens.
Why were the girls shocked when Hannah said she was friends with a Catholic girl?
Esther said her dad wouldnt even let her talk to a goy (Catholic).
What were some details that Hannah shared with the girls that they could not
believe?
Hannah said she went to school, the mall, had toilets inside the house, an
upstairs and downstairs, and goes to movies.
How were her friendships different with her new friends compared to her friends in
New Rochelle?
She was not popular in New Rochelle. She had three friends. Here she was
popular.
What did the badchan say to Chaya about her name?
The name Chaya means life. It was a strong name for a strange time. Be good and
long life to your friends, young-old Chaya.

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Chapters 8-9
Describe Fayge as Hannah sees her for the first time below.
She is the most beautiful woman that she has seen. She was in all white, had an
elegantly beaded headdress, jet black curly hair, gold rings on her fingers, gold
dangling from her ears, strong nose, and a fierce, piercing look.
Why was Fayge happy when Hannah told her about what Shmuel had said?
She thanked Hannah and was happy to hear that he was nervous too.
Strategy Focus: Visualizing
Good readers draw pictures in their head as they read to better comprehend the
story. This is called visualizing. In the box below draw and color a picture of Viosk.
Then below the box, write down details of what Viosk looked like.

Three sentences: See Chapter 8, page 61.


What did the badchan say about the man with the medals? Where had Hannah heard
that before?
He said, I see the malach ha-mavis. The Angel of Death. Hannah heard that
from her grandfather when she had drawn the long number on her arm.
What year was it on the Jewish calendar and the Christian calendar? What did
Hannah realize?
It was 5701 on the Jewish calendar, and 1942 on the Christian one. She realized
that they were coming towards Nazis and that they needed to stop and turn
around.
Strategy Focus: Making Predictions
Before you read Chapter 9, predict what you think will happen to the wedding party.
Make sure to explain your prediction.
AWV.
What story did Hannah tell earlier that led people not to believe her about the Nazis?
Why?
She told the story of Hansel and Gretel and how there was a witch who shoved
little boys and girls into ovens.
What would it have been like for Hannah to board the trucks knowing what she knew
aobut the Nazis? What would you have done?
AWV.
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Chapters 10-11
Describe what the conditions were like inside the boxcar on the picture below.
People were packed together so tightly, there was no room to move. It was very dark and
hard to breathe. It was hot. It smelled of human waste.

What were three stories that some men shared on the boxcar about what they heard
that the Nazis had done?
a. Russian Jews were made to lie down in trenches and they were killed.
Then lime was spread over them and more were piled on top.
b. There was a fine doctor operating on a Christian woman and the soldiers
came in and used his own instruments to kill him.
c. There was a town on the border of Poland and the Jews were locked in a
synagogue and the Nazis burned the church down with the people in it.
Some were able to escape.
What happened to a child on the boxcar at the end of Chapter 10? Why do you think
this happened?
The child died. AWV. One possible answer could be due to the conditions on the
train.
What terrible things happened at the first stop at the beginning of Chapter 11?
Three women had died. A fourth was weak. All four bodies were thrown off the
car. The dead baby was pried from the womans arms and slung behind a horses
watering trough.
What did Hannah think the showers were?
She thought they were in gas ovens that would burn them up.
After the shower, what happened to the women? Why?
Their heads were shaved. The Nazis didnt want them to have lice.
What thoughts wouldve been going through your mind if you were Hannah in this
chapter? Go back to getting off the boxcar all the way to then end of the chapter.
AWV. Many will talk about the horrible treatment of the Jews. Standing naked,
being ushered in like cattle, taking a short shower, having their heads shaved

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Chapters 12-13
Why was thinking dangerous in the camp?
AWV. Thinking was dangerous because any pause could lead the Nazis to kill
them.
Strategy Focus: Summarize
Below write about the experience where Hannah gets her number. Discuss what the
man who writes the number down on her arm notices about her too. You should have
at least five sentences.
He asked for her name. After she said her name, the man said, I knew it would
come, the angel of death. His daughter had been named Chaya and she was
actually wearing her dress too. He said her name means life. He gave her the
number J197241. He told her to live and remember.
What was the Nazi soldiers response to Gitl when she asked them for food for the
children?
He said he heard nothing important from the Jews. He then pointed to the
smokestack and said it was Jew smoke. He said that they need to learn to eat
what is given to them or they will end up in that smoke.
What had happened to little Tzipporah? What was Gitls reaction when Chaya tried to
touch her?
She died during the night. Gitl did not want her to touch the girl. She slapped her
and then cried about how she would have to tell Yitzchak.
Describe Rivka. What tips does she give Hannah to help her survive?
Rivka was plain faced with a broad forehead and deep set brown eyes. She smiled
at Chaya. She told Chaya to memorize her bowl and to not lose it. She told Chaya
to meet with her later for more advice.
How do you know that Hannahs memory is slipping from the past? Write down
examples from the chapter on the picture below.

She thought she heard a clock radio, but didnt remember what one was. She couldnt
remember a mean old school teacher. She could not remember the stories she had
told in the forest.

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Chapters 14-15
What had happened to Rivkas family in the year that they had been at the camp?
Her mother, sisters, father and brother have been killed. Her brother Wolfe is
still alive, but part of the walking dead.
Strategy Focus: Making Predictions
Good readers will predict. Predict why you think Rivka talks about a brutal
arithmetic in the beginning of Chapter 14.
AWV. Many may say that it is the horrific subtraction/elimination of the Jews by
being killed by the Nazis.
Below on each letter and number write what they meant to Rivka.

J=Jew, 1=I am alone, 8=# in family, 2=all that is left of her family, 0=Wolfe feels like
nothing, 2=when we are free we will be 2 again.
What were at least three rules that Rivka shared with Hannah?
You must learn to read numbers and to be able to identify the good from the bad. You
have to learn how to let people go. You have to know when to fight, and when not to.
You have to know who to talk to and who to avoid. Read the numbers, the lower the
number the longer they have been here. Also, to know the midden.
Below on each letter and number write what they mean to Chaya.

J=Jew, 1=alone, 9=nine no, 7=each day I stay alive, 2=Gitl and Shmuel, 4= members
of my family, 1=all alone
Why did the children run to the midden? What was in the midden?
They thought they would be safe from the commandant there. It was a garbage dump
full of old rags, used bandages, waste of slop buckets
What did it mean to be chosen? What types of people would fit this category?
It meant that you were to be killed. It would be people who could no longer work.
What had happened to the rabbi and the badchan? Why?
They were killed. The rabbis heart was broken and the badchan had talked back
to the Nazis.

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Chapters 16-17
Strategy Focus: Making Predictions
Good readers will predict. Predict why Gitl calls what is happening The Devils
Arithmetic.
AWV. Hannah realizes that each day she is alive she is still alive and not counted
in the death numbers. She lives each day.
What had happened to the blokovas hand?
She had lost two fingers, one for a riot that was not controlled, and the other for
losing control when six Jews hung themselves.
Strategy Focus: Summarize
Describe what happened with Reuven in Chapter 16. You should include at least four
sentences.
Reuven was frozen in fear and was not running for the midden when the
commandant came. Hannah yelled out to him to run. Reuven didnt answer when
Breuer talked to him, but Hannah spoke up and said his mom was dead. The
commandant said a boy his age should be with his mother, so Reuven was sent to
be killed.
What was happening with the latest arrivals to the camp? How did the long-termers
feel about this?
They were being sent immediately to be killed. The long-termers were frightened.
What did Gitl tell Hannah at the beginning of Chapter 17? What do you think it will
be?
There is a plan to try and escape. AWV.
Explain The Devils Arithmetic as it is described in Chapter 17.
One is taken away from the top line becomes one added to the bottom.
Strategy Focus: Summarize
Describe what happened when they tried to carry out the plan. It should include at
least four events of what happened during the plan.
See pages 146-149.
Where did Gitl go to bed? Why do you think she did this?
She crawled in with Hannah. AWV. She was scared and wanted to feel close to
someone. She knew there would be death in the morning.
Whose shoes did Hannah wear? Why did that bring a small laugh to Gitl?
They were the blokovas shoes. She would probably lose another finger.

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Chapter 18-Epilogue
How did Breuer make it sound like he was a good person?
He said that he had let them live to work.
What happened to the men and Fayge?
They were shot and taken to be burned.
Who was the boy that carried Fayge? What was his job?
It was Wolfe, Rivkas brother. His job was to take the dead bodies to be burned.
What does Hannah tell the girls around the well? Why does she want them to
remember?
She tells them the story of the Holocaust and of over 6 million Jews that died. She
wanted them all to remember so the story could be told to others of what had
happened.
What did the guard tell the children about people who do not work?
He told them they were to go to the gate.
Who does the guard choose? What does Chaya do in response to this?
He chooses Esther, Shifre, and Rivka. Chaya takes Rivkas kerchief and tells her
to run and blend in since the soldier is new. Chaya takes her place.
What story does Hannah tell the girls as they entered the door?
She tells them the story about herself, a girl from New Rochelle in America.
Where did Chaya end up when she entered the door?
She was back in New Rochelle at the apartment door 4N.
What was Hannah able to do when she saw Great Aunt Evas arm?
She was able to recite what each letter and number meant.
Who was Wolfe? Who was Rivka? Were you surprised?
Wolfe was Great Aunt Evas brother, Grandpa Will. Rivka is Great Aunt Eva.
AWV.
Which villagers that had come with Chaya to the camp had survived?
Gitl and Yitzchak survived.
What did Gitl create after the war? What was it named?
She created an adoption agency called CHAYA-life.
Strategy Focus: Background Knowledge
Now that you have read the story, go back to the beginning and fill in After
Reading the Story column.
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End of the Book Activity

Fact or Fiction
At the end of the book, the author explains what is fact or fiction from the story. Fill in
the chart below with information in the correct category. You should have at least 5 facts
and 2 fictional pieces of information.

FACT

FICTION

Seder
The horrible treatment of the Jews in the
camps
The cattle car journeys
Tattooing of numbers
malnutrition
Musselmen
Kommandos
Lack of proper clothing
The choosing of victims
Midden pile
The real camps: Auschwitz, Treblinka
Whole families, villages, countrysides
disappeared

Characters: Chaya, Gitl, Shmuel and the


rest
The exact camp did not exist

End of the Book Activity

Map of Europe
Directions: Locate and label the countries of Poland, Russia, and Germany on
the map of Europe below.

Russia
Germany Poland

Wise Guys 2012

End of Story Comprehension Check


Name ___________________________ Date _________________
Project Choice: ________________________________

Student Evaluation
1. On a scale of 0-5, I would rate this book a ______.
2. My favorite part of this books was:

3. On a scale of 0-5, I would rate my effort on the final project a ______.


4. On a scale of 0-5, I would rate the neatness of my final project a _____.
5. I think my overall grade on the final project would be a ______.

Teacher Evaluation

Content

Effort

5 Points

4-3

2-1

Wow! Above and Beyond


expectation! Your
project really shows that
you understood the
story!

Shows a lot of
comprehension of story
through activity chosen
(main characters,
setting, main events,
problem, and solution).

Shows some or minimal


comprehension of story
through activity chosen.

Wow! Above and beyond


expectations! Your work
was very neat and it
seems as though you put
your best effort toward
this!

Worked hard, was not


easily distracted. Seems
like you put some effort
into your final project.

Worked hard, was


sometimes distracted.
Maybe could have used
more effort on final
project.

Grade: ________

Wise Guys 2012

Guided Reading Packet Rubric


Readers Name: __________________________ Date: ______________

Level 1

Level 2

Level 3-4

Above and
Beyond

Reader made no
connections between
text and self/text/or
world.

Reader made simple


connections but did not
explain them all in detail.

Reader made connections


and based them on
background knowledge
and/or experiences.
Reader also had clear
explanations on most
connections.

With all connections, reader


explained in detail how
their background experiences
aided in the comprehension of
text.

Reader did not identify


any vocabulary words.
Reader seems to have
difficulty understanding
meaning of many words
in the book.

Reader identified some


unknown words but
seems to have some
difficulty understanding
meaning of some words
in the book.

Reader identified many


unknown words and was
able to identify the meaning
of most words discussed.

Reader identified the


majority words that he/she
did not understand. Reader
seemed to gain a vast amount
of knowledge through the word
study and was also willing to
share that with the group.

Reader showed little


or no awareness of
what the story was
about through the
assigned comprehension
questions and
discussions.

Reader included some


main details in the
comprehension
questions and
discussions but left out
some very important
events.

Reader retold the story


using main ideas and
supporting details in the
comprehension questions
and discussions.

Reader retold the story


effectively and efficiently
and was always willing to share
with the group.

Readers predictions
seemed to lack any
connection to what
previously happened
in the story or what
could happen in the
story.

Reader attempted to make


predictions or draw
conclusions but did not
use the text to defend
the statement.

Reader drew conclusions


and/or made predictions
based on what could
happen in the story. The
reader also defended these
predictions by using
information found in the
story.

Readers predictions,
interpretations, and/or
conclusions
about the story included
connections between the text
and the reader's background
knowledge, ideas, and/or
beliefs.

Readers packet was


incomplete. Packet
was messy.

Readers packet was


somewhat complete.
There were parts missing
and/or questions were not
fully answered.

Readers packet was


complete. All questions
were answered accurately
and complete. Packet was
neat.

Readers packet was complete.


All answers were complete and
detailed. Packet is neat and
easy to read. Most spelling
was accurate.

Making
Connections
Text-to-Text
Text-to-Self
Text-to-World

Vocabulary
Word Recognition

Comprehension
Summarizing

Predicting
Making
Inferences

Packet

A= 20-18

B= 17-16

Total Points ____

Wise Guys 2012

C= 15-14

D= 13-12

Student grade: _______

Guided Reading Assessment Grid


Directions: The following tables can be used as an assessment tool for when discussing books
with the group at the table. You can refer to the back for more detailed rubric.
Book Title: _________________________________ Date: ____________________
Student:

Student:

Connections

Connections

Vocabulary

Vocabulary

Comprehension

Comprehension

Predicting

Predicting

Rating Scale 1-5 (please refer to back for details)

Student:

Rating Scale 1-5 (please refer to back for details)

Student:

Connections

Connections

Vocabulary

Vocabulary

Comprehension

Comprehension

Predicting

Predicting

Rating Scale 1-5 (please refer to back for details)

Student:

Rating Scale 1-5 (please refer to back for details)

Student:

Connections

Connections

Vocabulary

Vocabulary

Comprehension

Comprehension

Predicting

Predicting

Rating Scale 1-5 (please refer to back for details)

Student:

Rating Scale 1-5 (please refer to back for details)

Student:

Connections

Connections

Vocabulary

Vocabulary

Comprehension

Comprehension

Predicting

Predicting

Rating Scale 1-5 (please refer to back for details)

Wise Guys 2012

Rating Scale 1-5 (please refer to back for details)

Guided Reading Rubric


Back Page

Making
Connections
Text-to-Text
Text-to-Self
Text-to-World

Vocabulary
Word Recognition

Comprehension
Summarizing

Predicting
Making
Inferences

Level 3-4

Above and Beyond

Reader made
connections and based
them on background
knowledge and/or
experiences. Reader also
had clear explanations on
most connections.

With all connections,


reader explained in detail
how their background
experiences aided in the
comprehension of text.

Reader identified some


unknown words but
seems to have some
difficulty understanding
meaning of some
words
in the book.

Reader identified many


unknown words and was
able to identify the
meaning of most words
discussed.

Reader identified the


majority words that he/she
did not understand. Reader
seemed to gain a vast
amount of knowledge
through the word study and
was also willing to share
that with the group.

Reader showed little or


no awareness of what
the story was about
through the assigned
comprehension
questions and
discussions.

Reader included some


main details in the
comprehension
questions and
discussions but left out
some very important
events.

Reader retold the story


using main ideas and
supporting details in the
comprehension
questions and
discussions.

Reader retold the story


effectively and efficiently
and was always willing to
share with the group.

Readers predictions
seemed to lack any
connection to what
previously happened in
the story or what could
happen in the story.

Reader attempted to
make predictions or
draw conclusions but
did not use the text to
defend the statement.

Reader drew conclusions


and/or made predictions
based on what could
happen in the story. The
reader also defended
these predictions by
using information found
in the story.

Readers predictions,
interpretations, and/or
conclusions about the story
included connections
between the text and the
reader's background
knowledge, ideas, and/or
beliefs.

Level 1

Level 2

Reader made no
connections between
text and self/text/or
world.

Reader made simple


connections but did
not explain them all in
detail.

Reader did not identify


any vocabulary words.
Reader seems to have
difficulty understanding
meaning of many words
in the book.

Wise Guys 2012

Thank You! from Wise Guys

We thank you for your dedication to your students and also thank you for your
purchase of this product. Wise Guys are committed to offering teachers products
that are of the highest quality, relevant to students lives, and fun. This product is
also aligned to the Common Core Teaching Standards.

Common Core Standards

College and Career Readiness Anchor Standards for Reading


Infused into Our Reading Comprehension Guide
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking
to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact
over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter, scene,
or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
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