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
-----------------------
Issued December 1, 2004
[pic]
[pic]
[pic]
Issued December 1, 2004
[pic]
Issued December 1, 2004
[pic]
Issued December 1, 2004
[pic]
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- literacy action plan template mrs ashley reading
- what is trc dibels
- eog reading comprehension guilford county schools
- 6th grade reading writing argumentative texts unit
- unit 1 amazing words and story words
- 5th into 6th grade summer math packet
- a look at sixth grade grade level curriculum ca dept of
- present level of performance anoka hennepin school