5 - Socorro Independent School District



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

|5.2B use context (e.g., in-sentence restatement) 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 is the root word for the word in paragraph __ that means __ ? |What clues helped you know the meaning of the 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 |

|5.2C produce analogies with know antonyms and synonyms (Level 3) |5.2D identify and explain the meaning of common idioms, adages, and other sayings (Level 3) |

| | |

|What is an analogy for _______? |(Idiom) Identify the idiom in this story and determine what it means. |

| |(Adage) What does the adage________ mean in this journal? |

| |Identify the adage in this story and determine what it means. |

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

|5.2E use a dictionary, a glossary, or a thesaurus (printed/electronic) to determine the meanings, |5.3A compare and contrast the themes or moral lessons of several works of fiction from various cultures |

|syllabication, pronunciation, alternate word choices, alternate word choices, & parts of speech of words. |(Level 3) |

|Read the meanings for the word ____ below. Which meaning best fits the way ____ is used in paragraph _____?|In paragraph ___of this story, what does the word ______mean? |

|(dictionary entry and 4 meanings given and students must use context clues to determine word meaning as used|What clues helped you know the meaning of the word________? |

|in the text selection) |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 |

|5.3B describe the phenomena explained in origin myths from various cultures; (phenomena: known or derived |5.3C explain the effect of a historical event or movement on the theme of a work of literature (Level 3) |

|through the senses rather than the mind) (Level 3) | |

|What did _______sense that prevented a tragedy? |The historical context of this story is important because __________ |

|How did ______know that he should go? |How does the author use an important historical event to guide events in this story? |

|What happened that caused ______ to change his mind? |How does an event that happened in American history affect the overall theme of this story? |

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

|5.4A analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme |5.5A analyze the similarities and differences between an original text an its dramatic adaptation (Level 4) |

|scheme) to reinforce meaning in poems (Level 4) | |

|How is the poet’s message in this poem enhanced by the repetition of a phrase over and over? |How is the original story of ______ different from the dramatic adaptation _______? |

|The rhyme in the poem improves understanding of the poem’s message by – “What sound effects does the |Which of the following is a significant difference between the play ____ and the original story ____? |

|poet use in this poem to focus on the poem’s message? |How are the original play ____and the original story ______ alike (or different)? |

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

|5.6A describe incidents that advance the story or novel, explaining how each incident given rise to |5.6B explain the roles and functions of characters in various plots, including their relationships and conflicts |

|or foreshadows future events (Level 3) |(Level 3) |

|Why are paragraphs ____ through ____ important in this story? |What can you tell about ___ and ___? |

|Why is paragraph ____ important in this story? |At the beginning of the story how does ____ feel about ___? |

|The reader can tell that ___ will ___because____. |How did ___’s feelings about ____ change by the end of the story? |

|What happened when ____? |How does __ most likely feel at the end of the story? |

|The reader can tell that ___ will___ because____. |__is irritated with __ in paragraph __ because ___. |

| |What was ___’s role in the argument? |

| |How did ___ help to solve the conflict? |

| |What was an important role for ___ in this story? |

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

|5.6C explain different forms of third-person points of view in stories (Level 3) |5.7A identify the literary language and devices used in biographies and autobiographies, including how authors |

| |present major events in a person’s life (Level 4) |

|In this story, how did the author feel about what happened to ___? |In paragraphs ___the ___symbolizes ___. |

|The author tells this story from whose viewpoint? |In paragraphs ___ the author states that “___” to help the reader understand ____. |

|The story is told from the viewpoint of____ |Why does the author describe ___ as “___”? |

| |Read this sentence from paragraph___. What does the author mean by this line? |

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

|5.8A evaluate the impact of sensory details, imagery, and figurative language in literary text. |5.10A draw conclusions form the information presented by an author and evaluate how well the author’s purpose was |

|(Level 4) |achieved. |

|The phrase “___”is important because ___. |What conclusion can the reader draw from the information presented by this author? |

|When the author used the words “___” what was the impact to the reader? |Did the author accomplish the purpose he stated at the beginning of this informative article? |

|What was the author’s purpose in using the phrase “___”? | |

|What did the phrase “___” in paragraph ___mean? | |

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

|5.11A summarize the main ideas and supporting details in a text in ways that maintain meaning and |5.11B determine the facts in text and verify them through established methods (Level 2) |

|logical order | |

|(Level 3) | |

|This article is mostly about ___? |Which of the following is a fact in this selection and how are you certain it is a fact? |

|What is the main idea of the information? |How do you know that ___is a fact in this article? |

|What are the four most important facts in this information? (Sorting important facts from unimportant |What information in this selection is presented as a fact? |

|facts leads to an accurate summary.) |What would cause you to change your mind about a fact you indentified not being a fact? |

|Which of these is the most complete summary with the accurate order of the information in the article?| |

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

|5.11C analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, |5.11D use multiple text features and graphics to gain an overview of the contents of text and to locate |

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

|(Level 4) | |

|How did the author show that ___ and ___ have many features in common? (classification schemes) |How would you find ___ in this information? |

|From information in this selection, how are ___ and ___ alike (or different)? (compare-and-contrast) |Which of the following would be helpful in finding information 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 |

|5.11E synthesize and make logical connections between ideas within a text and across two or three |5.12A identify the author’s viewpoint or position and explain the basic relationships among ideas (e.g., |

|tests representing similar or different genres (Level 3) |parallelism, comparison, causality) to the argument (Level 4) |

|One similarity between both selections is that both show ___. |(Definitions) |

|One idea presented in both of these selections is __. |parallelism: The use of identical syntactic constructions in corresponding phrases or clauses |

|Which detail in ___’s letter shows he felt the same way about ___ as the __ in the newspaper article? |comparison: A statement or estimate of similarities and differences |

|Why was the ___ mentioned in both articles |causality: The principal of or the relationship between cause and effect |

|What do ___and ___ have in common? | |

|Use Venn diagrams to compare and contrast ideas across two or three texts. | |

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

|5.12A identify the author’s viewpoint or position and explain the basic relationships among ideas |5.12B recognize exaggerated, contradictory, or misleading statements in text (Level 4) |

|(e.g., parallelism, comparison, causality) to the argument (Level 4) | |

|How did the author of this selection reveal his viewpoint in the argument? (Reader has to identify a |Which statement by the author seems to be an exaggeration of the facts in this selection? |

|comparison, cause-and-effect statements or parallel statements.) |What text evidence proves that the author contradicted his earlier statements in this selection? |

|The author’s position on ____ is ___. |How did the author try to mislead the reader? |

|The author compared ___ to ___ to support his position in the argument. | |

|What phrase did the author use to reinforce his position in the argument. | |

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

|5.13A interpret details from procedural text to complete a task, solve a problem, or perform |5.13A interpret details from procedural text to complete a task, solve a problem, or perform procedures (Level 2)|

|procedures (Level 2) |(continued) |

|In conducting this science experiment, what do you do after ___? |List the steps in a procedure you would follow to make ____? |

|In conducting this science experiment, what do you do before ____? | |

|What equipment do we need for this science experiment? | |

|When making ___ what is the last step to follow? | |

|Complete this task by following these steps. | |

|If ____ happens while making this ___, what should you do? | |

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

|5.13B interpret factual or quantitative information presented in maps, charts, illustrations, graphs, |5.14A explain how messages conveyed in various forms of media are presented differently (e.g., documentaries, |

|timelines, tables, and diagrams. (Level 2) |online information, televised news) (Level 4) |

|What is a conclusion that can be made from the information in this graph? |Read this advertisement in the newspaper and develop it for television. |

|What can you conclude about ___ from this chart? |Watch this advertisement on television and explain how the message could be written for the Internet. |

|How does the illustration included in this selection help the reader understand ___? |How could this message be presented on a television news program (online, etc.)? |

|What information in the map is invaluable to the ___? | |

|What conclusion can you draw from the map? | |

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

|5.14B consider how various design techniques used in media influence the message (e.g., pacing, |5.14C identify the point of view of media presentations |

|close-ups, sound effects) (Level 4) |(Level 4) |

|Watch this advertisement on television and explain how it could be developed for the Internet. |How does the narrator of ___ feel about ____? |

|How could this information be presented on a television news program? |Which person on the panel supports ___? |

| |What is the point of view of ___ about ___? |

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

|5.14D analyze various digital media venues for levels of formality and informality. (Level 4) |Question Stems for the ELAR TEKS/SEs Aligned with Reading Comprehension Skills |

| |(Theme and Genre) |

| | |

| |Grade 5 |

|Is this information on the web presented formally or informally? Explain your answer. | |

|What would be a more formal way of presenting this information? | |

|Why are text messages considered informal communication? | |

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

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

| |comprehension |

| |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) | |

|How is the information in the article important to the world? (universal) | |

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

|RCS (D) make inferences about text using textual evidence to support understanding (Level 3) |RCS (E) summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across |

| |texts (Level 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 supports the conclusion that ___? | |

|What can you conclude about ___? | |

|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 and across multiple texts of |Question Stems for the ELAR TEKS/SEs Aligned with Reading Comprehension Skills |

|various genres and provide textual evidence (Level 3) | |

| | |

| |Grade 5 |

|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 |

| | |

|Level 1: Locate! |Level 2: Combine! |

| | |

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

|Locate the answer—the answer is stated. |sequence and cause/effect.) |

|Where is the answer? |Combine parts of the text for the answer—the answer is stated. |

|Facts and details questions |What parts go together for the answer? |

| |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 3: Connect! |Level 4: Analyze! |

| | |

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

|inferences and implied meanings.) |connect facts, details, events, characters to |

| |analyze the author’s writing.) |

|Connect clues and evidence to the unstated answer. | |

|Answer is not stated but is inferred or implied. |Analyze the author’s writing. |

|Where are the clues and evidence for the answer? |What is the author thinking? |

|Inference questions |Author’s purpose questions |

|Making predictions questions |Author’s craft questions |

|Main Idea questions | |

|Summary questions | |

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

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