Continued…   A.  Forming a General Understanding The reader will demonstrate understanding of the text’s general content.
2.      Objective: Identify or infer important characters, problems, settings, events, relationships and details within a written work (relationships not tested at grade 3).	The chart below shows what happened in the story.  What belongs in box C?
3.   Objective: Select and use relevant information from the text in order to summarize events of the text.	What important facts about _________ have you learned from this article? Use details from the article to explain why those facts are important.
	Explain why ______________(include a situation from the passage). Use information from the story to support your answer.
	How does ___________ (insert character’s name) change in the story? Use details from the story to explain your answer.
	Briefly summarize the main events of the poem/story in the order that they occur.
	Explain how _____ (insert character’s name) life has changed. Use information from the article to support your answer.
4.   Objective: Use information from the text to make a prediction based on what is read.	If the author added another paragraph to the end of the story, it would most likely have described the _________.
	What will _________ (insert character’s name) probably do next?
	According to the article, “_______________” (insert title), which of these is most likely to happen?
	If the author added a section on _____(insert topic) to the passage, it would most likely describe ________.

Continued…   A.  Forming a General Understanding The reader will demonstrate understanding of the text’s general content.
4.   Objective: Use information from the text to make a prediction based on what is read.	Based on information in the article, which of these is mostly likely to happen?
5.   Objective: Use context clues to determine meanings of unknown or multiple meaning words or figurative language (figurative language not tested at grade 3.	Read this sentence from the story. ______ (insert sentence). Which word means about the same as ______ in the sentence above?
	(Insert vocabulary word) _______is probably another way of saying______.
	Read this sentence from the article_____.  The underlined part of the sentence means the same as ______.
	Read the sentence from paragraph ____.  (insert sentence). In this sentence, _____ (vocabulary word from sentence) means that ______.
	Read this sentence from the story. __________ (insert sentence). What does this sentence mean?

B.  Developing Interpretation The reader will construct an interpretation and/or explanation of the text and connect the text to outside knowledge.
1.   Objective: Identify or infer the author’s use of structure/organizational patterns.	Paragraph _________ contains A        a definition. B        a comparison. C        a description. D        an opinion.
	In paragraph_______ the author A        states his main idea and gives            examples of it. B        asks a question and answers it. C        states the opposite of what the author believes. D        gives details and states the main            idea later.
Continued…   B.  Developing Interpretation The reader will construct an interpretation and/or explanation of the text and connect the text to outside knowledge.
1.  Objective: Identify or infer the author’s use of structure/organizational patterns.	Which of these graphics below best shows how this article is organized? (at grades 3-4 question must reference a specific paragraph and not the whole article); or Choose the appropriate graphic organizer below. (grade 8). (Students in grade 3 will not be tested on cause and effect).
	The chart below shows some facts about sharks and whales. What is another difference between sharks and whales?

Continued…   B.  Developing Interpretation The reader will construct an interpretation and/or explanation of the text and connect the text to outside knowledge.
1.  Objective: Identify or infer the author’s use of structure/organizational patterns.	Use the story map below to help you answer questions 1–4. (At grades 3 and 4 question must reference a specific paragraph and not the whole article.) (Use story map and sequence of events for grade 3.) (Leave only 2 boxes empty.)   1. Where or when does this story take place? 2. Which of these events belongs in box 2? 3. Based on what you’ve read, which of these belongs in       box 4? 4. Name the most important characters that appear in the      passage.

Continued…   B.  Developing Interpretation The reader will construct an interpretation and/or explanation of the text and connect the text to outside knowledge.
Problem   2.   Objective: Draw conclusions about the author’s purpose for choosing a genre or including or omitting specific details in a written work (objective not tested at grade 3).	The author includes paragraph _____ in order to _____.
	Why did the author include paragraph ____?
	One of the author’s purposes in this passage is to_______.
	Write one fact and one opinion included in paragraph  ___.  (Informational passages only and open- ended items only); (not in grade 3)
	Using information from the article, explain how _____ and ____ are similar.
3.   Objective: Use stated or implied evidence from the text to draw and/or support a conclusion.	Which sentence can be supported with information in the story?
	With which statement would the author probably agree?
	If you were writing a paragraph describing how ________ (insert character’s name) changed in the story, which details would you include? (not in grade 3)
	What type of person do you think ____was?  Use details from the passage to support your answer.
	Do you think ____ can be described as ____?  Use details from the story to explain why you do or do not think so.

Continued…   C.        Making Reader/Text Connections The reader will connect or associate the text with one’s own life.
1.   Objective: Make connections between the text and outside experiences and knowledge.	Which character in the story would you like to know and why? (grade 8)
	Think about someone who did something courageous.  Tell how that experience was like the experience of _________ in the story.
	Think about what this story says about people in general. In what ways does it remind you of people you have read about?  Support your answer with evidence from the story.
	If _____________ (insert character’s name) were alive today, what would you most like to ask him/her? Use information from the article to support your answer.
2.   Objective:  Select, synthesize (synthesize not tested at grade 3), and/or use relevant information within a written work to write a personal response to the text.	Which part of the story do you think was most important?  Use information from the story and your own life to explain why you chose that part.
	What are your likes, dislikes, attitudes about the text? (grade 8)
	Using information from the passage, write a brief paragraph telling why you would or would not have enjoyed __________. Use information from the story to support your answer.
	What kind of person do you think the author is? Use information from the story to support your answer. (grade 8)
	Which part of the story was most interesting or surprising?  Use information from the story to support your answer.

Continued…   D.    Examining the Content and Structure The reader will elaborate on the text and make judgments about the text’s quality and themes.
1. Objective: Analyze and evaluate the author’s craft, including use of literary devices and textual elements.	A simile is a comparison of unlike things using “as” or “like.” Choose a simile from the story and explain why the author used that simile.
	Imagery is the use of words that make the reader imagine what the characters see, hear, taste, touch or smell.  Choose two words or phrases from paragraph _____that help you _________.
	Personification is making ideas or objects appear to be human.  Identify the personification in  paragraph___ and explain why the author used it. (at grade 3 and 4 give the example of personification)
	How did the author create humor in paragraph _____?  Explain.
	Why would an author mix genre in a single text? (grades 7-8)
2.  Objective:  Select, synthesize, and/or use relevant information within a written work(s) to extend or evaluate the work(s) (synthesize not tested at grade 3).	If you wanted to describe how the main character in this story changed in the story, which event would you write about?
	Using the information in the passage, write a paragraph that could have appeared in _______________ journal.
	Imagine that you were going to give a talk to your class about ____. Using information from the passage, write two important ideas that you would use in your speech.
	Choose the part of the story that you think was most important.  Use details from the story to explain why you chose that part.
	If the author had added another paragraph to the end of the story, it would most likely have described ______________. (Informational passages)

Continued…   D.  Examining the Content and Structure The reader will elaborate on the text and make judgments about the text’s quality and themes.
3.   Objective: Demonstrate an awareness of author’s or character’s values, customs, and beliefs included in the text (customs not tested at grade 3).	How did ______________’s beliefs guide his/her actions?
	How does the author show that ___ is important to him/her?
	Using information from the passage, explain how the author showed that the ____ was important to ____.
	Why  Why do you think the author chose to write about ____?
	How are your customs the same or different from the customs described in the passage?  Use information in the passage to support your answer.