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ELA Exit Tickets / Short Response Slips - Differentiated - for ANY Literature

Joy Sexton
Grade Levels
6th - 9th, Homeschool
Formats Included
  • PDF
57 pages
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Joy Sexton


Differentiated Exit Tickets / Short Response Slips for Literature contains 27 different standards-based short tasks for students designed in 81 convenient half-sheets that can be used with any literature! Each topic is differentiated (3 separate slips per topic) to accommodate 3 levels of learners: struggling, average/grade-level, and advanced.

The response slips can be used for short assessment with any literature activity (whole class, literature circles, stations, guided reading groups, etc.) or as exit slips or homework.

The differentiated response slips are a convenient way to have students practice standards-based skills whenever you can “slip” them into your instruction! Along with fiction and drama, they work well with narrative non-fiction, including biography and autobiography, some will work for poetry, and a few of these will also work for Informational Text (check the topics list below).

Teachers who have used this resource say

- "Love, love, love this resource! Makes differentiation a snap! Thanks!"

- "Really enjoy using these and the different skills you have incorporated!"

- "Very adaptable for any piece of text. We love the leveling of responses for our co-taught classes."

- "This is perfect for all levels of students!"

- "I really love these slips because I can meet the needs of so many students."

NOTE: This is a print resource--it is not digital. If you are interested in the DIGITAL version of this resource for Distance Learning, please click this title: Short Response for ANY Literature - DIGITAL Differentiated



--Important Event

--Characters and Action

--Important Passage

--Making Inferences

--Words Provoke a Decision

--A Quotation Reveals . . .

--Sum It Up!

--Setting and Action

--Setting . . .Descriptive Details

--Plot . . .Rising Action!

--Characters Impact Others

--Characters Change


--Conflict and Theme

--Character Traits and Dialogue

--Events and Action!


--Figurative Language

--Figurative Language and Meaning

--New Words!

--Connotative Meaning


--Sound Devices

--Author’s Tone

--Text “Structure”

--Narrative Point of View

--Character’s Point of View

--Contrasting Points of View


Level 1 tasks are written using more simplified language, are broken down into segments, and may not go into as much depth as levels 2 and 3. Level 2 tasks are written with language, format and required content geared for the average/grade-level learner. Level 3 tasks use higher-level language, a more challenging format, and go into more depth than levels 1 and 2. You will be able to discreetly tell which levels you are handing out by a text code in the heading (lower case, capitals, or bold italics) explained in the Preview.

If you are asked how you are differentiating (as many of us are), these standards-based Short Assessments are one more tool you'll have in your toolbox!

Please open the PREVIEW to see more.

Thank you! --Joy Sexton

You may also be interested in

Literature Stations with Task Cards for ANY Novel Drama or Story - Common Core

ELA Assessment and Test Review MINI-BOOK - Grades 6-7-8 Common Core

Non-Fiction Stations for ANY Informational Text

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Total Pages
57 pages
Answer Key
Teaching Duration
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to see state-specific standards (only available in the US).
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


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