EOG READING COMPREHENSION - Guilford County Schools



EOG READING COMPREHENSION

Four categories of question stems: connections, critical stance, cognition, and interpretation

Connections: Go beyond the text (apply knowledge of links and connections from text to text

or from the text to the world)

• Which experience is most similar to _____’s experience in the selection?

• How would this experience help _______ the next time s/he _____?

• Which experience most likely helped the author write this _____?

• What part of this selection could be true in real life?

• Which of the following relationships is most similar to the relationship below? X:Y (based on personal knowledge, initial relationships from text, others from outside experience)

• How do you think _____ felt after _____?

• How do you think this experience will change in the future?

• _____’s relationship to _____ is most like _____.

• A theme of both selections might be _____.

• In what way are these selections the same?

• Which of the following resources would be most likely to give you more information about _____?

• Which experience is most similar to the author’s?

• Which of the following is an example of an activity that would result in _____?

• Have you ever read anything about this topic before?

• What do you know from prior knowledge or personal experience about this topic?

• What experience have you had when you left an important step out of directions?

• What have you bought as a result of an advertisement? What in the ad made you want that product?

• Which of the following would most people who share this author’s opinion believe?

• Is there anything in the author’s argument that you know not to be true?

• What alternative point of view might someone have who disagrees with this author?

• What other selections have you read that had a similar tone?

• Have you ever been in a similar situation? How did you feel?

• How did _____ change your idea of _____?

• Is this selection similar or different from your own experiences?

• What does this selection say to you?

• Do you think that _____ (e.g., a grandmother and a 14 year old) would interpret this selection in the same way?

• What are some other ways _____ could have _____?

• What would you have done if you had experienced _____?

• Have you ever known anyone like _____?

• What other things cause _____?

• What are some effects that people experience because of this _____?

• What is a similar problem that you have experienced? How did you solve the problem?

• Can you think of another way you could have solved this problem?

• What primary and secondary sources have you used? For what purposes?

• Examine primary and secondary sources in your media center and determine the relevant information you might find in each one about a certain topic.

• What modern symbol would you use to compare _____ to _____?

• What else have you read that used _____ (symbols, onomatopoeia, etc.)?

• What is a similar idea about which you could choose to write?

• How are _____ and _____ similar?

• What else do you read that has these same characteristics?

Vocabulary and phrases to target:

• subheading

• guidewords

• prior knowledge

• relationships (personal, initial, outside)

• resources

• advertisement/product

• alternative point of view

• tone

• interpret

• effects

• primary/secondary sources

• relevant information

• symbol

• onomatopoeia

• theme

• characteristics

Critical Stance: Evaluate the author’s craft (analyze by determining the impact of literary

elements/word choice/purpose/decisions, comparing and contrasting, and

evaluating the accuracy of information and ideas)

• How is _____ different from _____? (Also considered an interpretation)

• How does _____ change from the beginning to the end of the selection? (Also considered an interpretation)

• What is the effect of beginning the selection with _____?

• Based on the information in the selection, which of the following relationships is most similar to the relationship below? X:Y (based on the selection and all relationships found in the text)

• What technique does the author use to create an effect? (a dramatic beginning, short quick sentences, long sentences, repetition)

• This is an example of _____? (technical language, dialect, informal speech, formal speech)

• The way that this character is described suggests that s/he is _____.

• What technique does the author use to make his selection colorful? (precise details, short sentences, dialect, figurative language)

• The author alludes to _____.

• _____ is a symbol of what?

• What is the message of this ironic selection?

• How does the _____ justify his/her position?

• Which words used in the selection were designed to arouse emotion? Which emotion?

• What is _____’s attitude to _____?

• What supporting evidence does _____ give for her/his argument?

• Which of the following does the author believe is the most important reason for _____?

• What is the most likely reason the _____ is included in the selection?

• What is the impact of the organization of the selection?

• What is the impact of the author’s word choice?

• What is the impact of the use of a propaganda technique?

• Which details are most relevant to the author’s point of view?

• Which statement is the main idea of paragraph _____?

• Is this information needed?

• What other information might you need to find out?

• Which of the following would have been a better word choice in this sentence?

• How can you use a thesaurus to make better word choices in your writing?

• How useful would this article be for _____?

• Examine an ad. Does the product meet all of the ad’s claims? (relevant details)

• What could the author have added to make her/his opinion more valid?

• Does the author exaggerate any of his/her claims?

• Which of the following details is irrelevant to the author’s judgment?

• Is the author biased? What evidence reflects his/her biases?

• What are some particular elements of the author’s style? Why does s/he use these elements?

• What impact does the author’s use of foreshadowing have on the selection?

• Why does the author use flashbacks?

• Why does the author compare _____ to _____?

• Why did the author choose this title?

• Rewrite this selection with ______ as a setting or _____ as a character.

• Does the ending seem believable? Why or why not?

• Write another possible resolution.

• Why does the author use _____ as a symbol for _____?

• In what way could the author make ______ more believable?

• What are some things the author does to make sure this selection _____ (entertains, informs, persuades, etc.)?

• What generalization does the author probably want you to make about _____?

• What could the author have added that would make his/her position stronger?

• How is the selection organized? Is this organization effective for the author’s purpose?

• Does the author’s solution make sense? Which details offer support of the suggested solution?

• Compare and contrast a primary and secondary source about the same topic.

- What is the value of each?

- When would you be most likely to use the information from each one?

- How useful would this selection be for ______? Explain.

• Why did the author choose to use dialect in this selection?

• Is free verse the best organization for this poem?

• What are some details the author uses to help you visualize the images in the selection?

• Does the title lend meaning or clarification to the selection?

• What are some specific elements of this author’s style?

Vocabulary and phrases to target:

• effect

• relationships (in text)

• technique

• technical language

• dialect

• informal speech vs. formal speech

• precise details

• figurative language

• allude(s)

• symbol/symbolism/symbolic

• irony/ironic

• justify

• arouse emotion

• attitude

• supporting evidence

• impact

• propaganda

• point of view

• main idea

• thesaurus

• ad claims

• relevant/relevance vs. irrelevance/irrelevant

• valid

• exaggerate

• biases/biased

• elements

• foreshadow

• flashback

• setting

• character

• resolution

• entertains vs. informs vs. persuades

• generalization

• effective organization

• free verse

• compare and contrast

• visualize the images

• author’s style

Cognition: Develop an initial understanding (identifying purpose, main ideas, supporting

details, vocabulary in context, parts of books)

• Why does the selection include illustrations/a list of materials, etc.?

• What is the main idea of the selection? (purpose, summary)

• Based on the context of paragraph _____, what does _____ mean? (vocabulary in context)

• What is the purpose of the _____ subheading in the selection?

• Which of the following best describes _____? (clearly stated in the selection)

• Which is the best summary for this selection?

• Which detail best completes the graphic organizer?

• Which is an example of figurative language?

• The author compares _____ to _____.

• The author uses a metaphor to compare ______ to _______.

• What piece of information is missing from the selection?

• Which word would best be substituted for the word _____ in paragraph/line _____?

• You can tell from the dialogue that _____.

• The author wrote this selection in order to _____.

• What is the author’s purpose?

• Based on the information in the selection, how would you describe _____?

• When and where did this event occur?

• What is the selection supposed to help you do?

• Which are the most important reasons for _____?

• What does the word _____ mean in paragraph _____?

• Which clue helped you determine the meaning of the word _____ as it is used in this selection?

• What is the purpose of guidewords?

• Which statement supports your inference about the information in the selection?

• Which of the following is the most important reason for _____?

• What is the author’s message?

• Which details support her/his opinion?

• How is the text organized?

• What is the author’s general attitude about _____?

• What are some words the author uses that are clues to his/her feelings?

• When the author uses the word _____, which meaning does s/he want you to associate with it?

• What is the plot of this selection?

• How would you describe _____?

• Which of the following is the best statement of the theme of this selection?

• What is the author’s message to the reader?

• What is another meaning for the word _____?

• What significance does the title have?

• What is the purpose of the stage directions?

• What is the main way the reader finds out about _____ in this selection?

• What is the resolution?

• Who is the foil?

• Identify the theme of the selection and support it with the most relevant evidence from the selection.

• What are the multiple effects of _____?

• What is the main problem or conflict in the selection?

• Why did the author write this selection?

• What is the difference between a primary source and a secondary source?

• What are examples of each kind of text?

• What kind of source would you use to find information about _____?

• What does the author think about this topic?

• What does _____ symbolize in this selection?

• What is the rhyme scheme?

• What is the extended metaphor the author uses?

• What did the author want you to consider as you read this selection?

• Who is the speaker in this selection?

• What are the characteristics of this specific genre that make it different from others?

• What do you know about this genre that will help you understand it as you read?

Vocabulary and phrases to target:

• illustrations

• main idea/purpose/summary

• context

• subheading

• details in graphic organizers

• compares/comparisons

• author’s message

• text organization

• author’s general attitude

• metaphor

• substitute(s)

• dialogue

• guidewords

• inference/infer

• plot

• theme

• relevant evidence

• associate/associations

• significance

• stage directions

• resolution

• foil

• rhyme scheme

• extended metaphor

• genre/ kind of text

• figurative language

• clue(s)

• purpose

• main problem/conflict

• multiple effects

• primary/secondary sources

• symbol/symbolize/symbolic

Interpretation: Dig deeper (clarify, explain by making inferences, drawing conclusions, making

generalizations and predictions, determining meaning of figurative language)

• What is the significance of _____’s decision to ______?

• What is the tone/mood of this selection?

• What will most likely happen next?

• Which quotation from the selection tells the most about _____?

• This character could be described as _____.

• What is the main problem?

• How did _____ solve the problem?

• Which theme best fits the story?

• What was the significance of _____?

• Which detail belongs in the empty circle?

• During the selection, the mood changes from ______ to _____.

• Which statement about _____ is supported by the selection?

• People who _____ are most likely to have which of the following characteristics?

• Which of the following best describes _____? (not clearly stated in the selection)

• What will be the result of this step in the directions?

• What caused this event?

• In what ways are these ideas important to the topic?

• Which word means the same as _____?

• Which detail explains the significance of _____?

• Is there a word that the author could use that has a more positive connotation?

• What is the significance of the author’s statement that _____?

• Has the author made a faulty judgment because of _____ (bias, unreliable witnesses, exaggeration, etc.)?

• Which particular group is the author targeting?

• Are the facts and details that support the author’s view relevant?

• How would the mood change if the setting were _____?

• How did the plot develop?

• What caused _____ to _____? Use information from the selection to support your answer.

• In what ways are these ideas important to the topic or theme?

• What does ______ think about _____?

• Would _____’s actions be different if the setting were _____?

• What would the costumes be for each character in the play? Why?

• How does the setting impact the mood or tone?

• What might be inferred from the fact that _____?

• How did _____ feel at the end of this selection?

• Where might the author have gotten the idea for this selection?

• What is another viable solution to this problem? Explain why it is valid.

• What evidence does the author offer as evidence of the effect of _____?

• What are the causes of the problem?

• What might be another cause that is suggested but not clearly stated?

• Which group of people might this problem impact most?

• Why does the author compare this problem to _____?

• In what ways are these ideas important to the topic?

• Is the information valid, useful, relevant, etc.?

• Why is this information significant to this topic?

• What could you infer about the author from this information?

• With which opinion would the author probably agree?

• What has been the effect of _____’s decision, actions, etc.?

• What mood does the author create? How?

• How does the author’s use of _____ (irony, humor, personification) contribute to _____?

• In which of the following situations would you use this _____?

• Which of the following is an example of _____?

• What is _____ (part of the selection) supposed to help you do?

• Is more information needed?

• What could the author add to this _____ to help you understand it better?

• How are _____ (e.g., a modern fable) and _____ (e.g., an ancient fable) different?

• How is informational text organized differently from narrative text?

• Why does an author choose a particular genre?

• What are strategies for reading _____?

Vocabulary and phrases to target:

• tone/mood

• significance

• main problem

• theme

• details

• characteristics

• connotation

• unreliable sources/witnesses

• bias

• groups authors target

• author’s view

• causes and effects

• impacts

• infer/inferences

• exaggeration

• faulty judgment

• plot

• costumes

• viable solution

• valid

• useful

• relevant

• evidence

• irony/ironic

• opinion

• humor

• personification

• contribute/contributions

• situations

• genre

• modern fable vs. ancient fable

• informational text vs. narrative text

• reading strategies

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Issued December 1, 2004

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Issued December 1, 2004

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Issued December 1, 2004

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Issued December 1, 2004

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