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4.2A determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes: (Level 3)

|4.2B use context (e.g., in-sentence example or definition) to determine or clarify the meaning of unfamiliar or multiple meaning words; (Level 3) | |

|In paragraph __ of this story, what does the word __ mean? |In paragraph ___of this story, what does the word ______mean? What clues helped you know the meaning of the|

|What is the root word for the word in paragraph __ that means __ ? |word________? |

| | |

| |In paragraph _____ of this newspaper article, what clues help you know the meaning of _________? |

|Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |

|4.2C complete analogies using knowledge of antonyms and synonyms (e.g., boy: girl as male:__ or girl: |4.2D identify the meaning of common idioms: (Level 3) |

|woman as boy: __) (Level 3) | |

| | |

|In this story, the word__is in paragraph__; this word is to __as__it to__. |Identify the idiom in this story. |

|Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |

|4.2E use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown |4.3A summarize and explain the lesson or message of a work of fiction as its theme: (Level 3) |

|words. | |

|Read the meanings for the word ____ below. Which meaning best fits the way ____ is used in paragraph _____?|What was the overall message in this story? |

|(dictionary entry and 4 meanings given and students must use context clues to determine word meaning as used|Where were the four most important events in this story? Write a summary with these four events. |

|in the text selection) |Which of the following is the best summary of this story? |

| |What caused__to change his mind? |

| |In what way does the story help the reader to __? |

|Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |

|4.3B compare and contrast the adventures of exploits of characters (e.g., the trickster) in traditional and |4.4A explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form|

|classical literature. (Level 3) |(e.g., lyrical poetry, free verse). (Level 4) |

| | |

|How are the adventures of__and __alike in the two stories? |You can tell from this poem that__ |

|What role did __play in __that__did not play in __? |Which type of poetry is the following poem? |

|Compare how the main characters in __and__deceived everyone. |How do you know that this is a lyrical poem? |

|Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |

|4.5A describe the structural elements particular to dramatic literature. (Level 4) |4.6A sequence and summarize the plot’s main events and explain their influence on future events; (Level 3) |

|Describe why this play is an outstanding example of dramatic literature. |What happened when__? |

|This play is an outstanding example of dramatic literature because__ |Before __did__, what did he do? |

|Which element of dramatic literature is missing from this play? |What happened after__? |

| |Why are paragraphs __through __important in this story? |

| |What event helps the reader predict what will happen next? |

| |The reader can tell that __ will __ because __. |

|Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |

|4.6B describe the interaction of characters including their relationships and the changes they undergo |4.6C identify whether the narrator or speaker of a story is first or third person (Level 3) |

|(Level 3) | |

|What can you tell about __and__? |Is the author of this story writing about a personal experience? |

|At the beginning of the story how does __feel about__? |Did __write this story from his experiences or someone else’s experiences? |

|How did__’s feelings about__change by the end of the story? |Is the narrator in this story speaking from personal experience? |

|How does__most likely feel at the end of the story? | |

|What caused __to change his mind about__? | |

|Why are __and__such good friends? | |

|Why did __feel like __ did not like him/her? | |

|Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |

|4.7A identify similarities & differences between the events & character’ experiences in a fictional work & |4.8A identify the author’s use of similes and metaphors to produce imagery. (Level 4) |

|the actual events & experiences described in an author’s biography or autobiography. (Level 3) | |

|What do the characters in __ and __ have in common? |Why does the author describe __ as__? |

|A similarity in events between the two selections is__ |Why did the author use the phrase”__”? |

|In what way are __ ’s experiences different in the story about his/her life than in the biography he/she | |

|wrote? | |

|Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |

|4.10A explain the difference between a stated and an implied purpose for an expository text. (Level 4) |4.11A summarize the main idea and supporting details (Level 1) in text in ways that maintain meaning (Level|

| |3) |

|What was an implied purpose of this text selection? |This article is mostly about__ |

|What is the difference between the stated purpose of this selection and the implied purpose? |What is the main idea of this information? |

| |What are the four most important facts in this information? (Sorting important facts from unimportant facts |

| |leads to an accurate summary.) |

| |Which of these is the most complete summary of this information? |

|Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |

|4.11B distinguish fact from opinion in a text and explain how to verify what is a fact (Level 3/2) |4.11C describe explicit and implicit relationships among ideas in texts organized by cause and effect, |

| |sequence, or comparison (Level 2) |

|Which of the following is a fact and not an opinion? |How is __different from __in this article? (comparison) |

|How can you be certain you have identified a fact correctly? |What was the effect of__? (cause/effect) |

| |You can tell that __ causes |

| |__because__ (cause/effect) |

| |What happened when__? (sequence) |

|Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |

|4.11D analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, |4.12A explain how an author uses language to present information to influence what the reader thinks or |

|sequential order, logical order, classification schemes) influences the relationships among ideas (Level 2)|does. (Level 4) |

|How did the author show that ___ and ___ have many features in common? (classification schemes) |How does the author try to convince the reader to think about__? |

|From information in this selection, how are ___ and ___ alike (or different)? (compare-and-contrast) |What words does the author use to influence the reader to think as he/she does about__? |

|Why was the order of the events in this newspaper order so important? (sequence) | |

|The reader can conclude ___ about the effect of ___ because ___ . (cause-and-effect) | |

|Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |

|4.13A determine the sequence of activities needed to carry out a procedure (e.g., following a recipe) |4.13B explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations). |

|(Level 2) |(Level 3) |

|In conducting this science experiment, what do you do after __? |What is a conclusion that can be from the information in this graph? |

|In conducting this science experiment, what do you do before__? |What can you conclude about __from this chart? |

|What equipment do we need for this science experiment? |How does the illustration included in this selection help the reader understand__? |

|When making __ ,what is the last step to follow? | |

|Complete this task by following these steps.. | |

|Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |

|4.14A explain the positive and negative impacts of advertisement techniques used in various genres of media |4.14B explain how various design techniques used in media influence the message (e.g., pacing close-ups, |

|to impact consumer behavior (Level 4) |sound effects) (Level 4) |

|How could this advertisement cause a person to get in serious trouble? |Did the music in this advertisement influence your thinking? How? |

|What is this advertisement trying to convince people to do that is bad for them? |What did you like best about this advertisement? |

|What is this advertisement trying to convince people to do that is good for them? |How did this advertisement influence your thinking about__? |

|Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |

|4.14C compare various written conventions used for digital media (e.g., language in an informal e-mail vs. |Question Stems for the ELAR TEKS/SEs Aligned with Reading Comprehension Skills |

|language in a web-based news article). (Level 4) |(Theme and Genre) |

| | |

| |Grade 4 |

|Read this advertisement in the newspaper and develop it for television. | |

|Watch this advertisement on television and explain how the message could be written for the Internet. | |

|How could this message be presented on a television news program? | |

|How is this message different in the web-based news article and the e-mail? | |

|How is this message in the online news article like the e-mail message? | |

|Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |

|Level 1: Locate! |Level 3: Connect! |

|(The reader must be able to locate facts, details, events, characters, etc.) |(The reader must be able to locate and combine to connect facts, details, events, characters, etc. to |

|Locate the answer—the answer is stated. |inferences and implied meanings.) |

|Where is the answer? |Connect clues and evidence to the unstated answer. |

|Facts and details questions. |Answer is not stated but is inferred or implied. |

|Level 2: Combine! |Where are the clues and evidence for the answer? |

|(The Reader must be able locate to combine facts, details, events, characters, etc., to determine sequence |Inference questions |

|and cause/effect.) |Making predictions questions |

|Combine parts of the text for the answer—the answer is stated. |Main Idea questions |

|What parts go together for the answer? |Summary questions |

|Sequence/chronological order questions | |

|Cause and effect questions | |

|Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |

|Level 4: Analyze! |RCS (A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance |

|(The reader must be able to locate, combine and connect facts, details, events, characters to analyze the |comprehension |

|author’s writing.) | |

|Analyze the author’s writing. | |

|What is the author thinking? | |

|Author’s purpose questions | |

|Author’s craft questions | |

| |What was the author’s purpose in writing this article? |

| |What is the most likely reason the author wrote this article? |

| |You can tell that the author wrote this story to__ |

|Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |

|RCS(B) ask literal, interpretive, and evaluative questions of text |RCS (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, |

| |rereading a portion aloud, generating questions) |

|What happened when __ did __? (literal) |Reread to find out why __ is important. |

|What did the author mean by this sentence: “__”? (interpretive) | |

|Which way did ___ express his anger the best? (evaluative) | |

|Which of the following two sentences help you the most to understand the information? (evaluative) | |

|Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |

|RCS (D) make inferences about text and use textual evidence to support understanding (Level 3) |RCS (E) summarize information in text, maintaining meaning and logical order (Level 2/3) |

|According to the selection __ (conclusion) |Summarize the four most important facts in this article. |

|You can tell from the story that ___ |Which is the most complete summary of this information? |

|Which sentence in the story shows you that ___ |Summarize the three most important facts in this information in the order these facts were presented. |

|From this article the reader can tell that ___ | |

|What information in this article support the conclusion that ____? | |

|One conclusion that can be made about __ is__ | |

|Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |

|RCS (F) make connections (e.g., thematic links, author analysis) between literary and informational texts |Question Stems for the ELAR TEKS/SEs Aligned with Reading Comprehension Skills |

|with similar ideas and provide textual evidence (Level 3) | |

| | |

| |Grade 4 |

|What is a major idea found in both selections? | |

|An idea presented in both the article and biography is ___ | |

|The story and the article both present ideas | |

|about __ | |

|Why was __ mentioned in both the newspaper article and the story with the journal? | |

|What is a theme in both selections? | |

|Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 |

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