DRAFT Reading STARR Sample Stems by Skill October 2011 Release Items
STAAR Sample Stem s by Skill Table of Contents s Page Number Author s Message/Author s Purpose 2 Character Development 3 Vocabulary (Context Clues) 3 Draw Conclusions 4 & 5 Details/Facts & Fact/Opinion 5 Inference 3 rd Grade 6 Inference- 4 th Grade 7 Inference 5 th Grade 8 Structure & Elements (Fiction, Poetry, Drama Genres) 9 Structural Patterns & Features (Literary Non-Fiction Genre) 10 Sensory Language/Imagery 10 Summarize 11 Theme/Main Message 11 Text Features 12 Media Literacy/Graphic Features/ Procedural Genre (EMBEDDED) 12 Connections Between Texts (4 th & 5 th Grades) 13 Author s Point of View (Persuasive Genre) 13 Page 1: DRAFT 10/21/11
STAAR Sample Stem s by Skill Author s Message/Purpose Students analyze, make inferences and draw conclusions about the author s purpose in cultural, historical and contemporary contest and provide evidence from the text to support their understanding. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. 3 rd 4 th Informational 3.12 4.10 -Author s Purpose 3 Supporting Sample question not included. Refer to TEKS for skill description. 4 th Poetry 4.4 -Structural Elements -Author s Message The paragraph above the title of the poem is included to Answer choice stem starter verb i.e.:help, persuade, encourage, provide 5 th Persuasive 5.10 A -Author s Purpose & Evaluate 3 Supporting What does (Author/Character Name) hope to accomplish by writing? ( Answer choice stem starter verb i.e.:describe, explain, request, convince 3rd Fiction /E -Author s Message -Sequence 2 Readiness Refer to specific for question stem example. 3rd Literary NF Poetry Drama /E -Author s Message -Sequence Refer to specific for question stem example. 3rd Expository /E -Author s Message -Sequence 3 Readiness Refer to specific for question stem example. Persuasive /E -Author s Message -Sequence 3 Supporting Refer to specific for question stem example. Page 2: DRAFT 10/21/11
STAAR Sample Stem s by Skill Character Development 3.8B: Students describe the interaction of characters including their relationships and the changes they undergo. 4.7: Students identify similarities and differences between the events and characters experiences in a fictional work and the actual events and experiences described in an author s biography or autobiography. 5.6B: Students explain the roles and functions of characters in various plots, including their relationships and conflicts. 4 th Literary NF 4.7 -Structural Patterns & Features -The reader can tell that (Character) was concerned that -What evidence from the selection shows that (Character s Name) was well respected? -Which sentence shows that (Character s Name) tried to inspire others to? (Which sentence shows that Lady Bird Johnson tried to inspire others to beautify the land?) 3 rd 4 th 5 th Fiction 3.8 B 4.6 B 5.6 B 2 Readiness Sample question not included. Refer to TEKS for skill description. Vocabulary (Context Clues) Students understand new vocabulary and use it when reading and writing. 3 rd Expository 3.4 B -Context Clues 1 Readiness Which words in paragraph # help the reader understand the meaning of (word)? 4 th Expository 4.2 B -Context Clues 1 Readiness The word (word) in paragraph # means 5 th Drama 5.2 B -Context Clues 1 Readiness In paragraph #, the word means to Page 3: DRAFT 10/21/11
STAAR Sample Stem s by Skill Draw Conclusions Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support understanding. 3.13B Students draw conclusions from the facts presented in text and support those assertions with textual evidence. 5.10 A Students draw conclusions from the information presented by an author and evaluate how well the author s purpose was achieved. 3 rd Literary LN 3.9 3 rd Expository 3.13 B 3 rd Expository 3 rd Poetry 4 th Expository 4 th Literary NF 3.13 3.6 4.11 F.19 D 4.7 -Structural Patterns & Features Draw Conclusions from facts -Imagery Sample question not included. Refer to TEKS for skill description. 3 Readiness 3 Readiness 3 Readiness -Structural Patterns & Features -Which sentence best supports the idea that? (Which sentence best supports the idea that horses were helpful in controlling cattle) -What happened to the when? (What happened to the vaqueros when the Spanish ranchers moved away?) -What is the best summary of this article? -Read line _ from the poem. (Sentence) The poet includes this line most likely to show that the (character/event) -Lines # through # are included in the poem because they- (Lines 11 through 16 are included in the poem because they ) Answer choice stem starter verb i.e.:list, -give, -explain, -tell -Which word best describes the feeling that the poet creates in this poem? -Lines # through # are important to the (poem) because they show (Lines through 8 are important to the poem because they show that the dog ) -The poet titled this poem (poem title) most likely because Answer choice stem starter verb i.e.-:the poem describes the, - -the (dog) and the speaker have, -the (dog) gets -What can the reader conclude about? -The reader can tell that (Character) was concerned that -What evidence from the selection shows that (Character s Name ) was well respected? -Which sentence shows that (Character s Name ) tried to inspire others to? (Which sentence shows that Lady Bird Johnson tried to inspire others to beautify the land?) Page 4: DRAFT 10/21/11
STAAR Sample Stem s by Skill Draw Conclusions, Continued (5 th Grade) Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support understanding. 5.10 A Students draw conclusions from the information presented by an author and evaluate how well the author s purpose was achieved. 5 th Persuasive 5.10 A -Author s Purpose & Evaluate 3 Supporting What does (Author/Character Name) hope to accomplish by writing?.answer choice stem starter verb i.e.:describe, explain, request, convince 5 th Drama 5.5 Which sentence best summarizes Scene #? Detail/Facts & Fact/Opinion 3.2 B: Students ask relevant questions, seek clarification, and locate facts and details about stories or other texts and support answer with evidence from text. 3.13 A: Students identify the details or facts that support the main idea. 4.11 B. Distinguish fact from opinion in a text and explain how to verify what is a fact. 5.11 B: Students determine the facts in text and verify them through established methods. 3 rd Poetry 3.2 B Details/Facts What is the speaker doing in the poem? 3 rd Expository 3.13 A Details/Facts 3 Readiness Example question for fact/detail: (Vaqueros herded cattle into a fenced area by ) 4 th 5 th Expository 4.11 B 5.11 B Fact/Opinion Facts 3 Supporting Sample question not included. Refer to TEKS for skill description. Page 5: DRAFT 10/21/11
STAAR Sample Stem s by Skill Inference 3 rd Grade Students understand, make inferences and draw conclusions about a particular genre text and provide evidence from text to support their understanding. F.19 D: Students make inferences about text and use textual evidence to support understanding. 3 rd Poetry 3 rd Poetry 3.5 F19D 3.6 F19 D 3 rd Literary LN 3.9 3 rd Expository 3 rd Expository 3.13 3.16 F19D -Theme -What is the main message in the poem? -Imagery -Structural Patterns & Features -Draw conclusions -Summary -Read line _ from the poem. (Sentence) The poet includes this line most likely to show (i.e. that the dog) -Lines # through # are included in the poem because they- (Lines 11 through 16 are included in the poem because they ) Answer choice stem starter verb i.e.list, -give, -explain, -tell -Which word best describes the feeling that the poet creates in this poem? -Lines # through # are important to the because they show (Lines through 8 are important to the poem because they show that the dog ) -The poet titled this poem (poem title) most likely because Answer choice stem starter verb i.e.:-the poem describes the, -the (dog) and the speaker have, - the (dog) gets, the poem describes the Sample question not included. Refer to TEKS for skill description. 3 Readiness What is the best summary of this article? -Media (Embedded) 3 Supporting The picture next to paragraph # is included in the article to Answer choice stem starter verb i.e.. explain, describe, show, tell 3 rd Expository 3.15 F19 D -Graphic Features (Procedual-Embedded) 3 Supporting A table is included in the section title of section to help the reader Page 6: DRAFT 10/21/11
STAAR Sample Stem s by Skill Inference 4 th Grade Students understand, make inferences and draw conclusions about a particular genre text and provide evidence from text to support their understanding. F.19 D: Students make inferences about text and use textual evidence to support understanding. 4 th Literary NF 4 th Literary NF 4.7 4.8 -Structural Patterns & Features -Character Development -Sensory Language -Imagery -Which sentence shows that (Character) tried to inspire others to (action)? (Which sentence shows that Lady Bird Johnson tried to inspire others to beautify the land?) -The reader can tell that (Character) was concerned that -What evidence from the selection shows that (Character s Name) was well respected? Read this sentence from paragraph #. (Sentence) (Even the spicy aroma of pine trees made Lady Bird feel at home.) The imagery in these lines appeals most to the reader s sense of -- 4 th Literary NF 4.14 -Media Literacy 3 Supporting The pictures in the selection show (Character Name) 4 th Poetry 4.4 -Author s Message The paragraph above the title of the poem is included to Answer choice stem starter verb i.e.:help, persuade, encourage, provide 4 th Expository 4.11 F.19 D -Draw conclusions 3 Readiness What can the reader conclude about (Character in story)? ( i.e Zach s mother) Page 7: DRAFT 10/21/11
STAAR Sample Stem s by Skill Inference 5 th Grade Students understand, make inferences and draw conclusions about a particular genre text and provide evidence from text to support their understanding. F.19 D: Students make inferences about text and use textual evidence to support understanding. 5 th Drama 5 th Drama 5.3 F19D 5.5 -Theme What is the theme of the (genre)? (i.e..play) Which sentence best summarizes Scene #? 5 th Drama 5.5 -How does Scene # differ from Scene #? -Which of these events resolves (Character s Name) conflict in the play? -What can the reader conclude from the last paragraph of Scene #? -Read these lines from Scene # of the play. (Lines from selection) 5 th Persuasive 5.12 - Author s Viewpoint What do these lines represent? 3 Supporting What can the reader infer from the last sentence of? (i.e Paul s letter) Page 8: DRAFT 10/21/11
STAAR Sample Stem s by Skill Structure & Elements Students understand, make inferences and draw conclusions about the structure and elements of fiction, poetry and drama and provide evidence from text to support their understanding. Grade Genre TEKS Other Related Skills 3 rd Poetry 3.6 -Imagery Poetry 4.4 A -Form -Read line _ from the poem. (Sentence) The poet includes this line most likely to show (i.e. that the dog) -Lines # through # are included in the poem because they- (Lines 11 through 16 are included in the poem because they ) Answer choice stem starter verb i.e.:list, -give, -explain, -tell -Which word best describes the feeling that the poet creates in this poem? - -Lines # through # are important to the (poem) because they show (Lines through 8 are important to the poem because they show that the dog ) -The poet titled this poem (poem title) most likely because Answer choice stem starter verb i.e.-:the poem describes the, -the (dog) and the speaker have, -the (dog) gets The reader can tell that the poem is written in free-verse form because it does not have Answer choice stem starter verb i.e.:serious subject, plot and conflict, a rhyming pattern, a common theme Poetry 4.4 A -Line Breaks Which poetic structure is found in the poem? Answer choice stem starter verb i.e.:stanzas, Rhythm, Use of repetition, Short line length 4 th Poetry 4.4 --Author s Message The paragraph above the title of the poem is included to Answer choice stem starter verb i.e.:help, persuade, encourage, provide Poetry 5.4 A -Sound effects Sample question not included. Refer to TEKS for skill description. 3rd Fiction 3.8 A 4.6 A 5.6 A -Sequence -Plot Main Events 2 Readiness Sample question not included. Refer to TEKS for skill description. Page 9: DRAFT 10/21/11
STAAR Sample Stem s by Skill Structural Patterns & Features Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. 3 rd Literary NF 3.9 Literary NF Literary NF 4.7 4.7 -Character Development -Summary Sample question not included. Refer to TEKS for skill description. 1 Supporting -Which sentence shows that (Character) tried to inspire others to (action)? (Which sentence shows that Lady Bird Johnson tried to inspire others to beautify the land?) -The reader can tell that (Character) was concerned that -What evidence from the selection shows that (Character s Name) was well respected? -What is the best summary of the section (section title)? Literary NF 5.7 A -Literary language -Major events Sample question not included. Refer to TEKS for skill description. Sensory Language/Imagery Students understand, make inferences and draw conclusions about how an author s sensory language creates imagery in literary text and provide evidence to support their understanding.5.8 A: Students evaluate the impact of sensory details, imagery, and figurative language in literary texts. 3 Literary Texts 3.10 A Literary NF 4.8 -Visualization -Sensory Language Sample question not included. Refer to TEKS for skill description. Read this sentence from paragraph #. (Sentence) (Even the spicy aroma of pine trees made Lady Bird feel at home.) The imagery in these lines appeals most to the reader s sense of Literary Texts 4.8 A -Similes/Metaphors Sample question not included. Refer to TEKS for skill description. Drama 5.8 A -Figurative Language 2 Readiness The author s use of figurative language in paragraph # emphasizes Page 10: DRAFT 10/21/11
STAAR Sample Stem s by Skill Summarize Literary Text: Students understand, make inferences and draw conclusions about the varied structural patterns and features, structure and elements, of literary texts and provide evidence from text to support their understanding. Informational Text: Students analyze, make inferences and draw conclusions about information texts and provide evidence from text to support their understanding. F.19 E: Students summarize and paraphrase texts, maintaining meaning and logical order. 3 Expository Literary NF 3.13 4.7 Expository 4.11 A 3 rd 4 th 5 th Drama Fiction 5.5 -Structural Patterns & Features -Summary of a (Section) -Paraphrase -Maintain Meaning -Logical Order 3 Readiness What is the best summary of this article? What is the best summary of the section (section title)? 3 Readiness What is the best summary of the section (section title)? Which sentence best summarizes Scene #? 2 Readiness Sample question not included. Refer to TEKS for skill description. : Theme / Main Message Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical and contemporary contexts and provide evidence from the text to support their understanding. 3.5 A: Students paraphrase the themes and supporting details of fables, legends, myths or stories. 4.3A: Summarize and explain the lesson or message of a work of fiction as its theme. 5.3C: Explain the effect of a historical event or movement on the theme of a work of literature. 3 rd Poetry 4 th Literary Text 5 th Drama 3.5 F19D 4.3 A 5.3 F19D -Theme, -Theme --Theme, What is the main message in the poem? Sample question not included. Refer to TEKS for skill description. What is the theme of the (genre)? (i.e play) Page 11: DRAFT 10/21/11
STAAR Sample Stem s by Skill : Text Features 3.13 D: Use text features to locate information and make and verify predictions about contents of text. 4.11D/5.11D: Use multiple text features and graphics to gain an overview of the contents of text and to locate information. 3 Expository 3.13 D Expository 4.11 D Expository 5.11 D Drama 5.5 -Heading, Key words -Bold Print, Italics -Locate Information -Predictions -Guide words, Topic -Concluding sentences -Locate Information -Multiple Graphics -Locate Information 3 Readiness The author includes headings in bold print to Answer choice stem starter verb i.e.:explain, describe, show, tell 3 Readiness Sample question not included. Refer to TEKS for skill description. 3 Readiness Sample question not included. Refer to TEKS for skill description. Which sentence best summarizes Scene #? : Media Literacy / Graphic Features / Procedural (EMBEDDED) Students understand how to glean and use information in procedural texts and documents. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. 3 3 Expository Media Lit. (embedded) Expository Procedural (embedded) Literary NF Media Lit. (embedded) Procedural (embedded) Procedural (embedded) Procedural (embedded) 3.16 F19D 3.15 B 4.14 -Image -Graphic Feature -Media Literacy 3 Supporting 3 Supporting -The picture next to paragraph # is included in the article to Answer choice stem starter verb i.e. :explain, describe, show, tell -A table is included in the section title of section to help the reader 3 Supporting -The pictures in the selection show (Character s Name) 4.13 B -Factual graphic info 3 Supporting Sample question not included. Refer to TEKS for skill description. 5.14 -Media Literacy 3 Supporting Sample question not included. Refer to TEKS for skill description. 5.13 B -Factual or qualitative information 3 Supporting Sample question not included. Refer to TEKS for skill description. Page 12: DRAFT 10/21/11
STAAR Sample Stem s by Skill Connections Between Texts (This skill only assessed at 4 th & 5 tth grade) F19 F: Students compare and contrast the themes or moral lessons of several works of fiction from various cultures.5.11e: Students synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres. Genre Grade Paired Poetry & Expository Paired Genres TEKS F19 F F19 F 5.11E Related Skill -Make Connections -Thematic link -Author Analysis -Make Connections -Thematic link -Author Analysis -Synthesize 1 Readiness -What is one difference between the poem and the selection? (same question 2x s) Answer choice stem starter: i.e In the poem,. In the selection, ) -Both the poem and the selection express the importance of 1 Readiness Sample question not included. Refer to TEKS for skill description. : Author s View Point (Persuasive Genre and skill only assessed at 5 th grade) Students identify the author s viewpoint or position and explain the basic relationship among ideas in the argument. -Based on information in letter, would most likely agree with which of these statements? (Based on information in his letter, Paul would most likely agree with which of these statements?) -Which of these sources does (author name) use to support his argument? Persuasive 5 12 A -Author s viewpoint 3 Supporting - (Author) organizes the information in (pronoun) letter mostly by (Paul organizes the information in his letter mostly by ) - (Author) uses the information in paragraphs #, #, and # to show (Paul uses the information in paragraphs 2, 3, and 6 to show that ) - (Author s Name) main argument is that (Paul s main argument is that ) Page 13: DRAFT 10/21/11