Al Capone Shirts Assessment

Standards Based End-of-Book Test™ • Downloadable Novel Units® Product • Single-Use Classroom License •

for

Al Capone Does My Shirts

Gennifer Choldenko

Name __________________________________________________

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(electronic, mechanical, photocopying, recording, or otherwise) without prior written permission
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2 Standards Based End-of-Book Test™ for
Al Capone Does My Shirts

• Downloadable Novel Units® Product • Single-Use Classroom License • (Setting) (Inferences)

1 The story’s events mostly take place— 4 Read the sentences from the story.
A in Santa Monica
B in San Francisco “Hey, Natalie, the sun get up okay this
C on Alcatraz Island morning?” I ask like I do every
D at the Esther P. Marinoff School morning.

(Main Idea & Details) She never answers, which used to really
bug me. I hate being the brother of
2 The Flanagan family moves mainly a stone.
so that—
A Moose can be further from Pete The reader can tell that Moose—
B Moose can be closer to Marina
School A feels he is a boring person
C Natalie can be further from her B wants Natalie to show she cares
grandmother C has trouble making conversation
D Natalie can be closer to the Esther D wants Natalie to leave him alone
P. Marinoff School
(Mood)
(Character Analysis)
5 On the morning that Natalie leaves
3 Theresa can best be described as— for school, the mood can best be
A athletic described as—
B rude
C smart A eerie
D timid B hopeful
C joyful
D tense

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Standards Based End-of-Book Test™ for 3
Al Capone Does My Shirts

(Words in Context) (Cause/Effect)

6 Read the sentences from the story. 8 Look at the diagram below.

“Don’t go shooting your mouth off Cause Effect
about Al Capone. You say his name
and hordes of reporters come Moose talks
crawling out of the woodwork ready about Alcatraz
to write stories full of foolish lies,
dangerous lies.” a lot in his
class report.
What does the word hordes mean?
Which cause listed below belongs • Downloadable Novel Units® Product • Single-Use Classroom License •
A Children in the empty box?
B Crowds
C Employees A Piper says Moose knows about
D Fans Alcatraz.

(Compare/Contrast) B Moose learns that Scout is
interested in his life.
7 One thing Moose and Scout have
in common is that they both— C Moose becomes known to his
friends as “the Alcatraz guy.”
A are short
B dislike Piper D Piper decides that Moose should
C love baseball be part of her laundry business.
D live on an island
(Character Analysis)

9 Piper can best be described as—

A mischievous
B respectful
C serious
D silly

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4 Standards Based End-of-Book Test™ for
Al Capone Does My Shirts

• Downloadable Novel Units® Product • Single-Use Classroom License • (Sequencing) (Text Format)

10 Which of the following events 12 In Chapter 12, the author probably
happens last? made the words in the laundry ad
look different than the rest of the
A Moose talks to Mr. Purdy on the text to show—
phone.
A exactly how Piper wrote the ad
B Moose and Mrs. Flanagan take
Natalie home. B how easy it was for Piper to start
a business
C Mrs. Flanagan gets Mrs. Kelly’s
phone number. C why someone might pay for
Piper’s laundry service
D Mrs. Flanagan talks to Mr. Purdy
at Natalie’s school. D that the sign is the most important
part of Piper’s plan

(Summarize Major Ideas) (Main Idea & Details)

11 Look at the diagram below. 13 While Mrs. Flanagan gives piano
lessons, Moose—
Piper Piper promises to
apologizes. be nice to Natalie. A looks after Natalie

B plays games with Scout

C plays games with Annie

D earns extra money with Piper

Piper reminds Moose Piper mentions Jimmy (Analogies)
of his promise. and Annie’s participation.
14 Moose is to baseball as Natalie is to—
Which of the following belongs on
the blank line above? A buttons
B homework
A How Piper and Natalie Become C inventions
Friends D music

B Why Moose Helps With Piper’s
Scheme

C Why Piper Becomes Friends With
Moose

D How Moose Is Convinced to Not
Tell on Piper

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Standards Based End-of-Book Test™ for 5
Al Capone Does My Shirts

(Point of View) (Main Idea & Details)

15 Read the sentences from the story. 17 For taking part in the laundry
scheme, Moose—
But every time I turn around, Nat’s
stopped to rub her toe on the pavement. A must do extra chores
Then we have to count the birds. I try to
get her to count and walk, but apparently B is grounded for a month
this is impossible in Natalie-World.
C has his sports gear taken away
If Natalie were telling the story, the
reader would most likely learn— D is not allowed to talk to Piper
anymore
A more about why Moose cannot
relax (Derivatives) • Downloadable Novel Units® Product • Single-Use Classroom License •

B less about counting birds with 18 Read the sentence from the story.
Moose
She’s pretty possessive about him.
C more about why Natalie does not
count and walk The word possessive means—

D less about why Natalie rubs her A behaving fairly
toe on the pavement B wanting to own
C behaving unfairly
(Interpret Text) D wanting to give away

16 Why does Moose wait to tell Scout (Sequencing)
that he will not be at the game?
19 Which of the following events
A He wants to surprise Scout. happens first?

B He feels angry about what’s A Moose yells at AZ 105.
happening.
B Moose searches for Natalie.
C He wants Scout to figure out
the reason. C Natalie shows Piper two buttons.

D He feels embarrassed about D Moose looks for a convict
the situation. baseball.

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6 Standards Based End-of-Book Test™ for
Al Capone Does My Shirts

(Conflict/Resolution) (Predictions)

20 Look at the diagram below. 22 In the future, Moose’s relationship
with his mother will likely—
Conflict Resolution
A worsen
Moose fears AZ 105 will B stay the same
hurt Natalie and usually C have no problems
keeps her inside. D improve somewhat

• Downloadable Novel Units® Product • Single-Use Classroom License • Which of the following ideas belongs (Tone)
in the empty box?
23 Read the sentences from the story.
A Natalie’s friends attend her
birthday party. “I know you and your family have
been through a lot, so I’m going
B Natalie spends her time drawing to ignore that comment. But if you
the phases of the moon. speak to me like that again, I will
have you and your family off the
C Moose allows Natalie outside, island in the blink of an eye! Do
and she talks to the convict again. you understand me?”

D Moose’s father reassures him, Which of the following best describes
and Moose’s parents discuss the warden’s tone?
his relationship with Natalie.
A Stern
(Main Idea & Details) B Swaggering
C Triumphant
21 Mr. Flanagan feels very proud of D Worried
Natalie when she says—
(Main Idea & Details)
A “Theresa here…. Theresa.”
24 What happens the second time that
B “January seventeen…seventeen.” Natalie applies to the Marinoff School?

C “What happened? What A She is accepted immediately.
happened?” B She is rejected, and the Flanagans

D “I am sixteen at two thirty-one leave the island.
today.” C She is rejected after behaving

badly in front of Mr. Purdy.
D She is accepted to a branch of the

school for older children.

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Standards Based End-of-Book Test™ for 7
Al Capone Does My Shirts

(Inferences) (Theme)

25 Which statement about Moose and 27 One of the story’s main themes
Piper seems true? is the—

A They usually agree. A danger of hate

B They dislike each other. B importance of family

C They are attracted to each other. C need to respect nature

D They care equally about Natalie. D power of a good education

(Conflict/Resolution) • Downloadable Novel Units® Product • Single-Use Classroom License •

26 Many of the story’s conflicts are due
to characters’ difficulties with—
A bravery
B communication
C loyalty
D pride

(Drawing Conclusions)

28 On the lines below, explain whether you think Al Capone helped Natalie. Use at least
three examples from the novel to support your explanation.
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NU80020

Grades 5–6 • Downloadable Novel Units® Product • Single-Use Classroom License •

Standards Based End-of-Book Test™

for

Al Capone Does My Shirts

Gennifer Choldenko

Teacher Guide

For more digital resources, visit: ebooks.ecslearningsystems.com

Terms of Use Agreement Note
Downloadable Novel Units® Product
The 2006 Puffin Books paperback
(Single-Use Classroom License) edition of the novel, © 2004
by Gennifer Choldenko, was used to
The Single-Use Classroom License allows a maximum of 30 copies of the prepare this test.
student test per paid download. Photocopying of Standards Based End-of- Novel ISBN: 0-14-240370-9
Book Tests by a classroom teacher at a non-profit school who has
purchased this downloadable PDF publication for his/her own class is
permissible for a maximum of 30 copies. Reproduction of any part of this
publication for multiple school terms, an entire school or for a school
system, by for-profit institutions and tutoring centers, or for commercial
sale is strictly prohibited. Reproduction of any part of the Teacher Guide is
strictly prohibited.

Introduction written by Charlotte Slack Publisher Information
For a complete catalog, contact—
NU80020TG
ISBN: 978-1-60878-002-0 Novel Units, Inc.
P.O. Box 97
Copyright infringement is a violation of Federal Law.
Bulverde, TX 78163-0097
© 2010 by Novel Units, Inc., Bulverde, Texas. All rights reserved. No part of this publication may
be reproduced, translated, stored in a retrieval system, or transmitted in any way or by any means Web site: novelunits.com
(electronic, mechanical, photocopying, recording, or otherwise) without prior written permission
from ECS Learning Systems, Inc. For more digital resources, visit:
Reproduction of any part of this publication for an entire school or for a school system, by for-profit ebooks.ecslearningsystems.com
institutions and tutoring centers, or for commercial sale is strictly prohibited.
Novel Units is a registered trademark of ECS Learning Systems, Inc.
Printed in the United States of America.



Standards Based End-of-Book Test™ for 3
Al Capone Does My Shirts, Teacher Guide

Using this Book Assessment Options • Downloadable Novel Units® Product • Single-Use Classroom License •

Not long ago, an experienced teacher joined Teacher discretion is advised in determining
our campus from another district. Describing letter or number grades based on these questions.
her former position, she said, “We never read The questions are not designed for use as a single
books. All we did were worksheets to help kids record of mastery. Instead, the questions should be
pass the tests.” part of a range of ongoing assessment tools and test-
taking strategies that are integrated into units of
Great books and great teachers promote a love study.
of reading. Worksheets do not. Nonetheless,
worksheets have taken on a new role and a new Other assessment options include written responses
significance in classrooms across the country as to literature, story retellings, artwork and sculpture,
high-stakes testing mandates have spurred an tableaux and theater presentations, vocabulary
intense focus on assessment of reading ability. quizzes, fluency counts, Venn diagrams, poetry,
Test-preparation worksheets designed to support character analysis maps, mini-reports on related
student success on these tests have become many topics, musical interpretations, time lines, graphic
teachers’ best friends. organizers, etc., all of which are included in Novel
Units® Teacher Guides and Student Packets.
All students need exposure to multiple-choice and
constructed response testing formats and strategies Grade Levels of Novels
to reduce anxiety and support their abilities to
demonstrate competencies in testing situations. Each End-of-Book Test is given a suggested
However, the pressure on teachers to help students grade level based on the content of the book.
pass the tests has led many school districts to reduce The suggested grade level is only a guideline, and
reading instruction to prepare for the tests. When test each teacher should consider his or her individual
preparation becomes the classroom focus, students class before choosing books to study. The objectives
are not only denied access to literacy; they develop covered in the questions are frequently found
a dislike of reading. Students actually learn less when on high-stakes tests. Some novels are found
their learning is focused so narrowly on the dictates more frequently in lower grade levels, and the
of a test; therefore teachers should teach with the test, accompanying tests cover easier literacy skills. Other
not to it. novels more often used in higher grade levels have
tests relating to more sophisticated literacy skills.
The challenge for teachers is to continue quality
reading instruction while helping students pass What’s inside the Teacher Guide?
the tests. Novel Units® Standards Based End-of-Book
Tests™ support that challenge by encouraging the Difficulty Levels: Test questions are labeled in the
use of great novels and by offering test questions answer key according to their level of difficulty: low,
to match the objectives and format most frequently medium, or high. These difficulty levels are explained
found in high-stakes tests. Such a combination leads on page 4 of this guide.
to life-long readers and successful test-takers.
Scoring Rubric: A rubric for scoring the constructed
While great juvenile literature abounds, the test response (CR) question appears on page 5 of this
questions offered in this series are based on Newbery guide. Constructed response questions ask students to
Award-winning and other popular books. These books provide written responses that focus on the meanings
are easily accessible and offer the depth and quality of novels.
that students deserve.
Objective/student expectation list: The labeled
Novel Units® Teacher Guides and multiple-choice and constructed response questions
in the End-of-Book Tests address reading expectations
Student Packets are readily available found most frequently on high-stakes assessment
tests. A complete objective/student expectation list
to assist teachers in developing appears on page 6 of this guide.

engaging and meaningful units of Answer Key: A complete answer key for the test
questions appears on page 7 of this teacher guide. In
study. Visit novelunits.com for more addition to the correct answer, the key is labeled with
the objective/skill being tested and the difficulty level
information. of each question.

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4 Standards Based End-of-Book Test™ for
Al Capone Does My Shirts, Teacher Guide

• Downloadable Novel Units® Product • Single-Use Classroom License • Open-Book Testing High Complexity
High complexity questions challenge student thinking.
All End-of-Book Tests are designed to be open-book Students may be encouraged to analyze, generalize, or
tests. However, the questions are rarely literal in make several connections. High complexity questions
nature. Students need the background of classroom necessitate multiple steps involving abstract reasoning
learning experiences and proficient reading skills to and evaluation. Students must be able to support their
make thoughtful choices. thinking. Questions may involve identifying main idea
and theme and making complex inferences across
Levels of Difficulty in Reading Items or within text. Students may also be asked to take
information from at least one portion of the text
Low Complexity and apply this information to a new task. They may
Students are required to recall, observe, or represent perform complex studies of the connections between
basic facts. For a low complexity question, the student texts. To respond correctly to high complexity
would demonstrate simple skills or abilities. A low questions, the student may—
complexity question requires only a rudimentary
understanding of text—often recall of events from • analyze a text’s use of figurative language;
text or basic understanding of a phrase or word. To
respond correctly to low complexity questions, • show how graphs, charts, and diagrams contribute
the student may— to a text;

• identify the correct meanings of grade-level words; • determine an author’s purpose and/or point of
view and describe how it affects the text;
• locate a text’s details;
• evaluate weak vs. strong arguments in a text;
• locate details on a chart, graph, or diagram;
• analyze differences and similarities;
• recognize the correct order of text events; or
• describe and analyze the characteristics of various
• identify a text’s figurative language. genres of literature;

Moderate Complexity • describe and illustrate how similar themes are
Questions may require a student to first comprehend found across texts; or
and then process text. Students may make simple
inferences within the text and encounter questions • analyze cause-and-effect correlations.
that include words such as infer, classify, summarize,
organize, compare, gather, and display. Depending on
the objective of a particular moderate level question,
students may also be required to describe, explain, or
interpret. To respond correctly to moderate complexity
questions, the student may—

• use context clues to identify unfamiliar word
meanings;

• determine how details support the main idea;

• interpret the information in charts, graphs,
and diagrams;

• identify cause-and-effect relationships;

• determine an author’s point of view or main
purpose;

• identify differences and similarities;

• demonstrate comprehension of plot development;

• recognize plot elements;

• recognize organizational patterns;

• summarize a text’s major points; or

• compare word meanings.

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Standards Based End-of-Book Test™ for 5
Al Capone Does My Shirts, Teacher Guide

Scoring Rubric for Constructed Response

Score Point Descriptor

The student has a thorough understanding of the literary or reading

4 response required by the task. The student has provided an answer that
is accurate, complete, and fulfills all the requirements of the task. The

response is supported with accurate and relevant textual evidence.

The student has an understanding of the literary or reading response • Downloadable Novel Units® Product • Single-Use Classroom License •

3 required by the task. The student has provided a response that is
accurate and fulfills all the requirements of the task, but the required

support and/or details are incomplete.

The student has a partial understanding of the literary or reading
response required by the task. The student has provided an answer that

2 may include information that is essentially accurate and text-based, but

the information is too broad or too simplistic. Some of the support
and/or examples may be unclear or vague.

The student has very limited understanding of the literary or reading

1 response required by the task. The answer may offer unclear evidence,
exhibit an incorrect interpretation, and may fail to address all

requirements of the task.

The response is inaccurate, confused, and/or irrelevant, or the student

0 has failed to respond to the task. The answer is a mere text summary,

or it is too general to determine whether it is reasonable.

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6 Standards Based End-of-Book Test™ for
Al Capone Does My Shirts, Teacher Guide

• Downloadable Novel Units® Product • Single-Use Classroom License • Objectives/Skills Covered Analyze Written Texts: The student will use a variety
of strategies to analyze written texts. The student will:
Basic Understanding: The student will demonstrate a
basic understanding of written texts. The student will: • identify the author’s purpose (Author’s Purpose)

• use a text’s structure or other sources to locate • identify cause and effect relationships in a text
and recall information (Locate Information) (Cause/Effect)

• determine main idea and identify relevant facts • identify characteristics representative of a given
and details (Main Idea & Details) genre (Genre)

• use prior knowledge and experience to comprehend • interpret information given in a text (Interpret Text)
and bring meaning to a text (Prior Knowledge)
• make and verify predictions with information
• summarize major ideas in a text (Summarize from a text (Predictions)
Major Ideas)
• sequence events in chronological order
• draw on experiences to bring meanings to words (Sequencing)
in context (interpreting idioms, multiple-meaning
words, and analogies) (Words in Context) • identify and use multiple text formats (Text Format)

• determine meanings of derivatives (Derivatives) • follow written directions and write directions for
others to follow (Follow/Write Directions)
• distinguish denotative and connotative meanings
(Denotation/Connotation) Critical Thinking: The student will apply critical-
thinking skills to analyze written texts. The student
Literary Elements: The student will apply knowledge will:
of literary elements to understand written texts. The
student will: • write and complete analogies (Analogies)

• analyze characters from a story • find similarities and differences throughout a text
(Character Analysis) (Compare/Contrast)

• analyze conflict and problem resolution • draw conclusions from information given
(Conflict/Resolution) (Drawing Conclusions)

• recognize and interpret literary devices (flashback, • make and explain inferences (Inferences)
foreshadowing, symbolism, simile, metaphor,
etc.) (Literary Devices) • respond to texts by making connections and
observations (Making Connections)
• consider characters’ points of view (Point of View)
• recognize and identify the mood of a text (Mood)
• recognize and analyze a story’s setting (Setting)
• recognize an author’s style and how it affects a
• understand and explain themes in a text (Theme) text (Style)

• support responses by referring to relevant aspects
of a text (Support Responses)

• recognize and identify the author’s tone (Tone)

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Standards Based End-of-Book Test™ for 7
Al Capone Does My Shirts, Teacher Guide

Answer Key

Question # Answer Objective Difficulty • Downloadable Novel Units® Product • Single-Use Classroom License •
1 C Setting L
2 D L
3 C Main Idea & Details L
4 B Character Analysis M
5 D M
6 B Inferences L
7 C Mood L
8 A M
9 A Words in Context L
10 B Compare/Contrast L
11 B M
12 A Cause/Effect M
13 A Character Analysis L
14 A H
15 C Sequencing H
16 D Summarize Major Ideas M
17 C L
18 B Text Format M
19 D Main Idea & Details M
20 C H
21 D Analogies M
22 D Point of View H
23 A Interpret Text M
24 D Main Idea & Details H
25 C H
26 B Derivatives H
27 B Sequencing H
28 CR Conflict/Resolution M
Main Idea & Details
Predictions

Tone
Main Idea & Details

Inferences
Conflict/Resolution

Theme
Drawing Conclusions

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