The Retake Reading Packet
THE RETAKE
By Chris Low • 2019
Name: Date:
Active Reading Prompt: In this story, Andy has a hard time taking a test. As you read, take notes in the margin about how Andy’s feelings about the test change, and note key turning points in his understanding.
[1] “New Jersey is eating Pennsylvania, and Ohio is a chicken nugget,” Andy whispered to himself. Hunched over his desk, Andy ran his finger over a blank United States map. On each state was a number, and on a separate paper, Andy had written the numbers 1-50. After 20 minutes, the numbers were all he had to show for his work.
[2] “Ok, and Utah is the washing machine. No, Montana is the washing machine. Or North Dakota? Gah! They’re all washing machines!” Mr. Crane looked up from his desk. “Everything OK, Andy?” Andy hadn’t realized his confusion was so obvious. He felt his face get hot and he set his pencil down in defeat.
[3] It wasn’t the first time Andy had blanked during a test. No matter how hard he studied, nothing seemed to stay in his brain for long. Memory tricks helped a little, and after five nights of poring over an old paper map laid out on his bedroom floor, Andy had even started to feel a glimmer of hope.
[4] “Time’s up!” Mr. Crane started collecting answer sheets. “You’ll get these back later today. Come see me if you need to retake it.” Andy quickly shoved his blank test into the pile. He wanted to forget about it, but his brain seemed to forget only the things it was supposed to remember.
[5] “Ugh. Utah was the washing machine!” Andy said, staring at a map during lunch. Andy’s friend Aaron shrugged. “You only need a 70 to pass.” “Yeah, well it’s hard to get a 70 when you hand in a blank sheet of paper,” Andy said. “You really turned it in blank?” said Aaron. “What about the chicken nuggets and stuff?” Andy shook his head. “It helps a little, but why bother writing down three states?” Aaron popped a grape into his mouth. “Well, Mr. Crane will let you retake it tomorrow.” “Great. Maybe by tomorrow I’ll remember four states.”
[6] Andy was the only one standing at Mr. Crane’s desk after school. Apparently everyone else had done fine. “I’m sorry,” Andy said quickly. “For what?” Mr. Crane asked. “Um, for not trying, I guess?” “Andy,” Mr. Crane said, “I saw you. I think you were trying. Weren’t you?” “I guess,” Andy admitted. It was easier to fail when people thought you hadn’t tried. But this teacher wasn’t fooled.
ANNOTATIONS
Write questions, key summaries, or thoughts on paragraphs 1-6.
The Retake Student Packet • Page 1
[7] Mr. Crane motioned toward the back wall. “Do you have time to help me straighten up a bit?” Andy wasn’t in a hurry to walk home and tell his mom about the latest flop. “Yeah, sure,” he said as he walked to the back of the room. He picked up a pile of magnets, each with the name of a state on it. On the wall hung a large magnetic map — part of a review game the class had been playing.
[8] Andy almost tossed the magnets into a box, but something was bothering him. He shuffled through the pile. “There,” Andy said as he stuck the Utah magnet into place. “And while I’m at it...” He pulled out New Jersey and Pennsylvania and placed them on the map. As he stepped back to take in his work, Andy felt a sudden jolt of confidence. He looked down to see Montana on top of the pile, and the words leaped to the front of his mind.
• An old man with a beard (Montana)
• Michigan is a mitten!
• Connecticut connects New York and Rhode Island!
• Ohio — is still a chicken nugget.
[9] Andy barely noticed that Mr. Crane had gotten up from his desk. “Does it help to move the pieces around while you think of all those great phrases you memorized?” Mr. Crane asked. Andy shrugged. “Um, yeah, I guess it does.” “Well, I think it’s a fine way to practice. How about you come back here tomorrow and run through it again?”
[10] The next day after school, Andy stopped by Mr. Crane’s room and took another shot at the map. He felt more confident than ever. Something about combining memory tricks with moving the pieces around on the board made everything flow. For the first time, Andy felt as if the things he’d been studying were sticking in his brain. When he was done, Andy stopped at Mr. Crane’s desk. “So, I guess I’ll see you tomorrow for the retake.”
[11] Mr. Crane nodded toward the map. “How about right now? You look ready to me. Just promise you won’t peek at your masterpiece back there.” Andy hesitated. Was he really ready? There was only one way to find out...
[12] “An 88? Andy, that’s great!” Andy’s mom squeezed his arm as she looked over the test at home. “So what’s your secret?”
[13] “Mr. Crane says I might learn better by being active. I think he’s right!”
[14] After the retake, Andy felt as if he could tackle anything. He was already thinking about how to make a clay model for the frog anatomy quiz on Friday.
[15] “Well,” said his mom, “I’m glad you’ve found something that works for you. We’d better hang this test on the fridge!”
[16] “Actually,” said Andy, “this one’s going on the washing machine.”
ANNOTATIONS
Write questions, key summaries, or thoughts on paragraphs 7-16.
The Retake Student Packet • Page 2
The Retake • Student Packet Page 3 of 3
CHARACTER & THEME ANALYSIS
Trace Andy's Development to Discover the Theme
Score: _____ / 12
1. At the beginning of the story, how does Andy’s response to the blank map test reveal his initial character state?
A He is careless and does not care about passing.
B He feels deeply defeated, believing his memory is broken.
C He is lazy and refuses to make any study guides.
D He is overconfident and expects an easy A.
Justification:
2. How does Aaron's response ("You only need a 70 to pass") contrast with Andy’s attitude?
A Aaron is highly competitive, but Andy is easygoing.
B Aaron prefers passive looking, while Andy likes clay.
C Aaron is content with minimum scores, but Andy feels deep personal failure.
D Aaron is afraid of Mr. Crane, but Andy trusts him.
Justification:
3. Why does Mr. Crane's refusal to accept Andy’s excuse ("I think you were trying. Weren't you?") mark a crucial catalyst for Andy?
A It forces Andy to face his effort and fear of failure instead of hiding behind an excuse.
B It shows that Mr. Crane plans to fail him regardless.
C It causes Andy to walk home and give up entirely.
D It makes Andy realize that Mr. Crane is a harsh teacher.
Justification:
4. Which specific action acts as the turning point that shifts Andy's feelings from doubt to a "sudden jolt of confidence"?
A Listening to Aaron popped a grape during lunch.
B Physically handling and moving state magnets on the wall map.
C Reading his textbook five times before going to sleep.
D Looking at his map laid out on his bedroom floor.
Justification:
5. By the end, Andy's immediate focus on planning a clay frog model for biology demonstrates that:
A He has decided biology is easier than geography.
B He is trying to avoid writing test papers in the future.
C He now understands his personal learning style and proactively applies it to new challenges.
D He has forgotten his geography concepts already.
Justification:
6. Which statement best expresses the central theme of the story, as revealed by Andy's growth?
A True memory relies strictly on silent reading and paper drills.
B Learning is more effective and confidence is built when we engage in active, physical learning.
C Passing school tests is easier if you study with close friends.
D Teachers should let students retake tests whenever they fail.
Justification:
The Retake Student Packet • Character & Theme Focus Active Learning Series
The Retake Reading Slides
CLASSROOM PRESENTATION Shared Reading Series
THE RETAKE
By Chris Low • 2019
Shared Classroom Reading & Discussion
Use your screen markers to highlight key moments. Slide 1 of 6
THE RETAKE • SHARED READING Paragraphs 1-5
[1] “New Jersey is eating Pennsylvania, and Ohio is a chicken nugget,” Andy whispered to himself. Hunched over his desk, Andy ran his finger over a blank United States map. On each state was a number, and on a separate paper, Andy had written the numbers 1-50. After 20 minutes, the numbers were all he had to show for his work.
[2] “Ok, and Utah is the washing machine. No, Montana is the washing machine. Or North Dakota? Gah! They’re all washing machines!” Mr. Crane looked up from his desk. “Everything OK, Andy?” Andy hadn’t realized his confusion was so obvious. He felt his face get hot and he set his pencil down in defeat.
[3] It wasn’t the first time Andy had blanked during a test. No matter how hard he studied, nothing seemed to stay in his brain for long. Memory tricks helped a little, and after five nights of poring over an old paper map laid out on his bedroom floor, Andy had even started to feel a glimmer of hope.
Notice how Andy feels defeated and what memory tricks he has tried. Slide 2 of 6
THE RETAKE • SHARED READING Paragraphs 4-6
[4] “Time’s up!” Mr. Crane started collecting answer sheets. “You’ll get these back later today. Come see me if you need to retake it.” Andy quickly shoved his blank test into the pile. He wanted to forget about it, but his brain seemed to forget only the things it was supposed to remember.
[5] “Ugh. Utah was the washing machine!” Andy said, staring at a map during lunch. Andy’s friend Aaron shrugged. “You only need a 70 to pass.” “Yeah, well it’s hard to get a 70 when you hand in a blank sheet of paper,” Andy said. “You really turned it in blank?” said Aaron. “What about the chicken nuggets and stuff?” Andy shook his head. “It helps a little, but why bother writing down three states?” Aaron popped a grape into his mouth. “Well, Mr. Crane will let you retake it tomorrow.” “Great. Maybe by tomorrow I’ll remember four states.”
Compare Aaron's attitude with Andy's attitude toward failing. Slide 3 of 6
THE RETAKE • SHARED READING Paragraphs 6-8
[6] Andy was the only one standing at Mr. Crane’s desk after school. Apparently everyone else had done fine. “I’m sorry,” Andy said quickly. “For what?” Mr. Crane asked. “Um, for not trying, I guess?” “Andy,” Mr. Crane said, “I saw you. I think you were trying. Weren’t you?” “I guess,” Andy admitted. It was easier to fail when people thought you hadn’t tried. But this teacher wasn’t fooled.
[7] Mr. Crane motioned toward the back wall. “Do you have time to help me straighten up a bit?” Andy wasn’t in a hurry to walk home and tell his mom about the latest flop. “Yeah, sure,” he said as he walked to the back of the room. He picked up a pile of magnets, each with the name of a state on it. On the wall hung a large magnetic map — part of a review game the class had been playing.
