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Round 3: F2F Content Blitz

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1 Round 3: F2F Content Blitz
Making Connections Round 3: F2F Content Blitz Presented by Region 18 ESC ELAR Team

2 Elementary ELAR Team 3-5 3-5 K-2 K-2 Robyn Derington
3-5 Christel Applon K-2 Carolyn Johnson K-2 Tracy Harper

3 Secondary ELAR Team EOC EOC EOC 6-8 Lindsey Lumpkin llumpkin@esc18.net
Becky Ramirez EOC Laura Kile 6-8 Donna walker

4 go.esc18.net/elarresources

5 Objectives for Today: Demonstrate a deeper understanding of
Figure 19F (K-8)/ Figure 19 (EOC) Identify criteria for best lessons Plan lesson cycles that include criteria for best lesson practices Prepare for Campus Support Day

6 Norms for Today: Be professional & courteous Be open to new ideas
Focus on student achievement

7 Figure 19: Making Connections: K-12
19F: make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence. K-2nd 19F: make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence. 3rd-4th 19F: make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence. 5th-6th 19F: make connections between and across texts, including other media (e.g., film, play), and provide textual evidence. 7th Take time here for participants to discuss the increasing complexity of the student expectations. 19F: make intertextual links among and across texts, including other media (e.g., film, play), and provide textual evidence. 8th 19A: reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing, making connections, creating sensory images). English I, II, III & IV

8 Connections are links that students can make between what they are reading and things they already know.

9 Good readers use their background knowledge and prior experiences to make connections.

10 Good readers ask questions as they read:

11 Making Connections:

12 Making Connections: Activity: Human Venn Diagram - Have participants split into 3 groups: 1 group will give 3 attributes that are unique to Happy Feet Two (fiction), 1 group will give 3 attributes that are unique to March of the Penguins (non-fiction), and 1 group will give 3 attributes that the 2 movie clips have in common. Have each group share their attributes. If not enough participants, have them do the Venn Diagram on sticky notes at table and share their attributes.

13 Making Connections: Try It

14 What does Figure 19 look like on STAAR? (2014 Released Tests)
Region 10 Education Service Center

15 3rd Grade

16 3rd Grade SE TEKS Question Stems 3.5 Fig 19 D
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) What is one theme presented in the selection? (2014)

17 3rd Grade SE TEKS Question Stems 3.6 Fig 19 D
Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. (29) Why does the poet use the exclamation points in the first stanza? (2013) (32) Read lines 17 and 18 from the poem. These lines best support the idea that the speaker -- (2013) (33) How does the speaker feel throughout the poem? (2013) (29) Read these lines from the poem. The poet uses these lines to show that the speaker -- (2014) (31) By the end of the poem, the reader realizes that the speaker -- (2014) SE TEKS Question Stems 3.6 Fig 19 E Summarize information in text, maintaining meaning and logical order. (26) The speaker in this poem is a young girl who -- (2014)

18 3rd Grade SE TEKS Question Stems 3.8 Fig 19 D
Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. (15) Why does Judy put her head under the pillow? (2013) (16) Why does Judy call her brother a name at the end of the story? (2013) (17) What can the reader conclude about Judy? (2013) (36) Which sentence from the story best explains why Kwan agrees to share his wrapping cloths with his classmates? (2013) (11) Read these sentences from paragraphs 28 and 29. These sentences show that Jenny —(2014)

19 3rd Grade SE TEKS Question Stems 3.8 Fig 19 E
Summarize information in text, maintaining meaning and logical order. (38) Which of these is the best summary of the story? (2013) (13) What is the best summary of this story? (2014) SE TEKS Question Stems 3.9 Fig 19 D Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. (6) Millan believes it is important for dog owners to —(2014) (7) With which statement would the author most likely agree? (2014)

20 3rd Grade SE TEKS Question Stems 3.10 Fig 19 D
Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. (28) Read line 8 from the poem. The poet uses this line to show that the speaker is --(2013) SE TEKS Question Stems 3.12 Fig 19 D Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. (21) The author wrote this article mainly to —(2014) (34) The author included paragraph 7 most likely to —(2014)

21 3rd Grade SE TEKS Question Stems 3.13 Fig 19 E
Summarize information in text, maintaining meaning and logical order. (6) Which of these is the best summary of the selection? (2013) (25)Which of these is the best summary of the selection? (38) What is the best summary of the selection? (2014) SE TEKS Question Stems 3.16 Fig 19 D Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. (5) The photograph best supports which idea from the selection? (2013) (4) The photograph included in the selection shows readers that Millan —(2014) (17) The photograph next to paragraph 3 shows that —(2014) (39) Which sentence best explains what is happening in the photograph? (2014)

22 4th Grade

23 4th Grade SE TEKS Question Stems 4.3 Fig 19 D
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. (13) What identifies this story as realistic fiction? (2013) (23) What is the message of this poem? (2013) (41) What lesson does Cara learn from Grandpa? (2013) (25) What lesson does Marcus learn in the play? (2014)

24 4th Grade SE TEKS Question Stems 4.4 Fig 19 D
Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. (20) The words in parentheses in line 14 emphasize that the speaker is --(2013) (21) The doctor’s waiting room is decorated with animals most likely to --(2013) (22) Read lines 17 and 18. The dialogue used in these lines shows that --(2013) (40) Which line from the poem shows that the speaker is not worried about Manga’s behavior upsetting her mother and sister? (2014) (41) What is the speaker’s main purpose in the poem? (2014) (42) The poet uses lines 1 through 3 mainly to —(2014) (44) What is emphasized by the repetition of the words “I wish” in the poem? (2014)

25 4th Grade SE TEKS Question Stems 4.5 Fig 19 D
Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. (38) Read these lines from the play. These lines suggest that Cara believes the chair --(2013) (40) Which line from the play supports the idea that Cara is proud of the work she has done with Grandpa? (2013) (43) Which quotation from the play best explains Grandpa’s reason for suggesting that he and Cara work on a surprise for Grandma? (2013) (44) Read this stage direction from the play. What does this stage direction suggest about Grandpa? (2013) (18) Which of the following best explains why Sam refuses to play in the tournament? (2014)

26 4th Grade SE TEKS Question Stems 4.5 Fig 19 D Cont.
Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. (20) How does Ruben contribute to the plot of the play? (2014) (21) Which line from the play supports the idea that Marcus has changed the way he feels about having a female player on the team? (2014) (22) The playwright creates a surprise by —(2014) (23) Sam’s dialogue with Marcus in Scene 2 suggests that she —(2014)

27 4th Grade SE TEKS Question Stems 4.5 Fig 19 E
Summarize information in text, maintaining meaning and logical order. (24) Which of the following is the best summary of the play? (2014) SE TEKS Question Stems 4.6 Fig 19 D Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. (2) Read this sentence. What are Marvin’s parents most likely thinking at this point in the story? (2014) (3) Why does Marvin hope that his parents are listening to what the president is saying? (2014) (4) Which sentence from the story shows that Marvin does not want to create more problems for his mother? (2014)

28 4th Grade SE TEKS Question Stems 4.6 Fig 19 E
Summarize information in text, maintaining meaning and logical order. (17) What is the best summary of the story? (2013) SE TEKS Question Stems 4.8 Fig 19 D Identify the author’s use of similes and metaphors to produce imagery. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. (14) In paragraph 13, “a nightlight offering comfort from a bad dream” means that the light makes the boys feel --(2013)

29 4th Grade SE TEKS Question Stems 4.10 Fig 19 D
Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. (24) The author wrote this selection most likely to --(2013) (31)The purpose of this selection is to --(2013) (12) The purpose of this selection is mainly to —(2014) (33) Read the following sentence from paragraph 6. The author includes this sentence most likely to — (2014)

30 4th Grade SE TEKS Question Stems 4.11 Fig 19 D
Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. (9) Which sentence from the article supports the idea that early frozen desserts required great effort to make? (2013) (10) How were Harry Burt and the man who created the ice-cream cone similar? (2013) (26) Clucas’s observations contribute to the understanding of why squirrels use snakeskin by --(2013) (30) The fact that octopuses sometimes move coconut shells from one place to another is important because it suggests that octopuses --(2013)

31 4th Grade SE TEKS Question Stems 4.11 Fig 19 D Cont.
Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. (10) What does Narins’s study of frog calls suggest about frogs? (2014) (26) The attendance at Whaley’s first soccer camp suggests that members of the community were — (2014) (28) Which sentence from the article shows that developing soccer skills isn’t the only focus of Kicking4Hunger camps? (2014) (32) Which sentence from the selection shows that Wignall’s project has expanded over the years? (2014)

32 4th Grade SE TEKS Question Stems 4.11 Fig 19 E
Summarize information in text, maintaining meaning and logical order. (8) Which of these is the best summary of the article? (2013) (28) Which of these is the best summary of the selection? (2013) (34) Which of these is the best summary of the selection? (2014)

33 4th Grade SE TEKS Question Stems 4.13 Fig 19 D
Students understand how to glean and use information in procedural texts and documents. (3) Which of these best supports the title of the article? (2013) (4) What is the most likely reason that the recipe was included with the article? (2013) SE TEKS Question Stems 4.14 Fig 19 D 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. (5) The photograph of people around the ice-cream maker suggests that – (2013) (32) The photograph is included with the selection most likely to --(2013) (11) Which idea from the selection does the first photograph support? (2014)

34 4th Grade SE TEKS Question Stems Fig 19 F
Make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence. (33) What is one difference between the types of animal behavior described in the two selections? (2013) (34) One similarity between the two selections is that both discuss animals that --(2013) (35) Which of these ideas is found in both selections? (2013) (36) Both selections suggest that scientists --(2013) (35) The authors of the two selections probably intend for the reader to learn how —(2014) (36) What is one way that Kicking4Hunger is different from the Care Bags Foundation? (2014) (37) One way that Whaley and Wignall are alike is that —(2014) (38) Kicking4Hunger is different from the Care Bags Foundation in that —(2014)

35 5th Grade

36 5th Grade SE TEKS Question Stems 5.3 Fig 19 D
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. (42) Cameron’s actions in paragraphs 5 and 6 support the message that —(2014) SE TEKS Question Stems 5.4 Fig 19 D Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. (19) The poet uses line 11 to signal that the speaker changes from (2013) (20) In line 3, why does the poet repeat and italicize the words from line 2? (2013) (13) What idea does the poet convey through the description of Bartholomew in lines 25 through 30? (2014) (15) The organization of the poem helps show that Bartholomew’s actions —(2014)

37 5th Grade SE TEKS Question Stems 5.4 Fig 19 E
Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts. (21) The poem is mostly about a speaker who – (2013) SE TEKS Question Stems 5.5 Fig 19 D Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. (1) Which of these helps Mike solve Mrs. Watson’s problem? (2013) (2) This play is divided into two scenes because --(2013) (4) Read this excerpt from Scene 2. What can the reader infer about Carl from this excerpt? (2013) (6) The playwright included thunder and lightning in Scene 1 most likely to --(2013) (7) How is Carl different from Mike? (2013) (8) Which of the props used in this play is needed for the resolution of the conflict? (2013)

38 5th Grade SE TEKS Question Stems 5.5 Fig 19 E
Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts. (3) Which of these is the best summary of Scene 1? (2013) SE TEKS Question Stems 5.6 Fig 19 D Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. (20) Read the following sentence from paragraph 7. What can the reader conclude about the narrator from this sentence?(2014) (21) Based on their actions described in the story, the narrator’s parents most likely think it is important to —(2014) (22) The narrator’s actions in paragraph 13 imply that he will —(2014) (23) Which sentences best help to create suspense in the story? (2014)

39 5th Grade SE TEKS Question Stems 5.7 Fig 19 D
Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. (40) Having access to the comforts of wealth during her childhood made Cameron realize that she —(2014) SE TEKS Question Stems 5.7 Fig 19 E Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts. (43) What is the best summary of the section titled “Making a Living”? (2014)

40 5th Grade SE TEKS Question Stems 5.11 Fig 19 D
Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. (13) Read this sentence from the selection. What can the reader conclude about LEGO products from this sentence? (2013) (26) The author’s opinion that stage fright can be overcome is best supported by --(2013) (7) The reader can infer that Chu is concerned about Dusty’s habit because she —(2014) (9) The reader can infer that the author’s attitude toward Dusty is one of —(2014) (28) What can the reader conclude about wood frogs from learning that they hop away after thawing out? (2014) (29) Which of these ideas is supported by information in paragraphs 5 and 6? (2014) (34) The information in paragraph 4 helps explain why —(2014)

41 5th Grade SE TEKS Question Stems 5.11 Fig 19 E
Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts. (15) Which of these is the best summary of the selection? (2013) (45) Which of these is the best summary of the article? (2013) (8) Which of these best summarizes the selection? (2014) SE TEKS Question Stems 5.13 Fig 19 D Students understand how to glean and use information in procedural texts and documents. (30) The diagram of the wood frog helps the reader understand —(2014) (35) The bar graph included with the selection helps the reader better understand —(2014)

42 5th Grade SE TEKS Question Stems 5.14 Fig 19 D
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. (10) Based on the photograph, the reader can tell that Dusty — (2014) (44) What does the first photograph in this selection show?

43 5th Grade SE TEKS Question Stems Fig 19 F
Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence. (27) Both selections suggest that stage fright can – (2013) (28) What is one difference between the selections? (2013) (29) Based on information provided in both selections, the reader can conclude that stage fright is the result of --(2013) (30) With which statement would the poet and the author most likely agree? (2013) (36) One difference between a wood frog’s frozen skin and the bristlecone’s thick bark is that the bristlecone’s bark —(2014) (37) In which magazine would a reader most likely find articles about both wood frogs and bristlecones? (2014) (38) Bristlecone pines benefit from their roots in the same way that wood frogs benefit from —(2014) (39) Both selections discuss living things that demonstrate —(2014)

44 6th Grade

45 6th Grade SE TEKS Question Stems 6.3 Fig 19 D
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. (35) What is the central message the author presents in this selection? (2013)

46 6th Grade SE TEKS Question Stems 6.4 Fig 19 D
Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. (25) In line 24, why does the speaker say that he found “sweetness and pride” in the first tomato? (2013) (26) Stanza 4 is important to the poem because it shows --(2013) (28) The poet organizes the poem by --- (2013) (29) Which line from the poem presents a problem that the speaker cannot control? (2013) (19) Which line from the poem suggests that people in covered wagons experienced the conditions of the land? (2014) (20) The poet organizes the poem as she does in order to —(2014) (21) Why does the poet include stanzas 3 and 4? (2014) (22) The poet suggests that pioneers had to —(2014) (23) The poet includes the pilot’s statement in stanza 1 in order to —(2014)

47 6th Grade SE TEKS Question Stems 6.5 Fig 19 D
Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. (42) Read this line from the play. What is the most likely purpose of this line? (2014) (44) The servants’ conversation in Scene 1 is important because it —(2014) (46) Why are the stage directions at the end of Scene 3 important? (2014) (47) What causes the emperor to realize he made a mistake? (2014) SE TEKS Question Stems 6.5 Fig 19 E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. (43) What is the best summary of the play? (2014)

48 6th Grade SE TEKS Question Stems 6.6 Fig 19 D
Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. (8) From Chloe’s description of the fourth-grade students in paragraph 8, the reader can tell that Chloe --(2013) (13) What can the reader conclude about Chloe’s and Maneya’s mentoring experiences? (2013) (14) In paragraphs 4 and 5, what does Chloe’s conversation with Maneya reveal about Chloe? (2013) (17) Read the following sentence from paragraph 7. This sentence helps illustrate Chloe’s --(2013) (3) The description of the three sides of Sophie’s personality helps the reader understand her —(2014) (5) The qualities Brian is described as having in paragraph 6 are most closely related to those associated with the —(2014) (7) Why is Sophie’s father most likely in favor of her going on the trip? (2014) (10) In paragraphs 2 and 3, how does the author show that Sophie’s parents also have complicated personalities? (2014)

49 6th Grade SE TEKS Question Stems 6.6 Fig 19 E
Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. (16) What is the best summary of the story? (2013) SE TEKS Question Stems 6.7 Fig 19 D Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. (30) What can the reader tell about the narrator’s feelings for Cowboy? (2013) (32) Why did the author include paragraphs 1 and 2 in the selection? (2013) (34) When Cowboy and the narrator won the race, people were --(2013) (36) Read the following sentence from the selection. From this sentence, the reader can conclude that –(2013)

50 6th Grade SE TEKS Question Stems 6.8 Fig 19 D
Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. (1) Read this sentence from the story. Why does the author include this description of Bompie? (2014) SE TEKS Question Stems 6.9 Fig 19 D Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. (21) Read this sentence from the selection. [On its own, a colony of 100 frogs has little chance of long-term survival.] The author included this sentence most likely to --(2013) (41) What is the most likely reason the author included paragraph 5 in the section “Rocks from Space”? (2013) (13) The author included paragraph 8 most likely to explain —(2014) (35) Jelissa included paragraph 2 in this message most likely to —(2014) (36) What is Jelissa’s main goal in writing this message? (2014)

51 6th Grade SE TEKS Question Stems 6.10 Fig 19 D
Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. (1) Which statement about education does this article best support? (2013) (3) Read these sentences from paragraph 7. This quotation shows that --(2013) (6) The reader can conclude that Rezwan believes that --(2013) (14) Which sentence best highlights that the author is impressed with the creation of the Great Pyramid? (2014) SE TEKS Question Stems 6.10 Fig 19 E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. (20) What is the best summary of this selection? (2013) (47) What is the best summary of the selection? (2013)

52 6th Grade SE TEKS Question Stems 6.11 Fig 19 D
Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. (37) The primary method Jelissa uses to express her message is to —(2014) (38) Which sentence best explains the reason for Jelissa’s concern about the original project idea? (2014) (39) Jelissa appeals to her teammates by — (2014) (41) Jelissa most likely thinks that once her team members read her message, they will — (2014) SE TEKS Question Stems 6.13 Fig 19 D 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 (48) The photograph after paragraph 17 helps readers --(2013) (16) The photograph below paragraph 2 is included with the selection to help the reader understand how —(2014) (40) Which idea from the does the circle graph emphasize? (2014)

53 6th Grade SE TEKS Question Stems Fig 19 F
Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence. (37) The speaker in the poem and the narrator of the selection are both --(2013) (38) In what way do the speaker in the poem and the narrator of the selection differ? (2013) (39) Both the poem and the selection end with a feeling of --(2013) (40) One difference between the speaker in the poem and the narrator of the selection is that the speaker --(2013) (30) Which statement could be supported by both the poem and the selection? (2014) (31) Information in both the poem and the selection suggests that pioneers crossing the prairie —(2014) (32) Both the poet and the author of the selection portray the prairie as —(2014) (33) One difference between the poem and the selection is that the selection suggests that —(2014)

54 7th Grade

55 7th Grade SE TEKS Question Stems 7.3 Fig 19 D
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. (30) A theme expressed in the story centers on --(2013) (47) What lesson does the narrator learn while spending time with her grandmother? (2014) SE TEKS Question Stems 7.4 Fig 19 D Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. (14) What chore do the father and daughter perform in the poem? (2013) (32) Which lines from the poem best suggest that the speaker’s situation is temporary? (2014) (36) The poet reveals the speaker’s feelings mainly by —(2014)

56 7th Grade SE TEKS Question Stems 7.5 Fig 19 D
Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. (45) Read the following line from Scene 3 of the play. [NARRATOR: The boy’s parents know that their son is honest, so they have gone to court to let a mandarin decide what to do.] What is ironic about the parents’ belief that their son is honest? (2013) SE TEKS Question Stems 7.6 Fig 19 D Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. (9) The details in paragraph 17 help the reader infer that —(2014) (11) Which sentence foreshadows that Maniac will be successful in untying the knot? (2014) (12) The author uses short sentences in paragraph 21 to help create a feeling of —(2014)

57 7th Grade SE TEKS Question Stems 7.6 Fig 19 E
Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. (29) Which of these is the best summary of the story? (2013) (10) Which sentence best summarizes the excerpt? (2014) SE TEKS Question Stems 7.7 Fig 19 D Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. (10) Read this sentence from paragraph 5. The author uses this sentence to explain how her driving lessons --(2013) (13) What can the reader infer about the author’s father? (2013) (44) Why is “jewel bird” an appropriate name for the sleeping bird Nanna and the narrator find? (2014) (45) How does the author reveal Nanna’s reason for getting up early in the mornings? (2014) (50) The author includes the question in paragraph 17 most likely to —(2014)

58 7th Grade SE TEKS Question Stems 7.7 Fig 19 E
Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. (11) Which of these is the best summary of the selection? (2013) SE TEKS Question Stems 7.8 Fig 19 D Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. (12) Read this sentence from paragraph 1. In this sentence the author --(2013) (15) The imagery in stanzas 3 and 4 suggests that – (2013) (22) In paragraph 1, which words does the author use to create a gloomy mood? (2013)

59 7th Grade SE TEKS Question Stems 7.9 Fig 19 D
Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary context and provide evidence from the text to support their understanding. (35) The author wrote this selection most likely to --(2013) (36) Paragraph 3 reveals that the author intends to –(2013) (5) In paragraph 10, Maya included examples in her argument most likely because she —(2014) (18) The author includes the description in paragraph 1 most likely to —(2014) (20) In paragraph 3, the author uses the example of the 3,000-year-old house in Tanis to —(2014) (38) What is the most likely reason that the author has included paragraph 1 in the article? (2014)

60 7th Grade SE TEKS Question Stems 7.10 Fig 19 D
Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. (7) Which of these conclusions about Homan Walsh is supported by paragraph 9? (2013) (33) Which sentence from the selection helps explain why the Sweethearts became successful? (2013) (39) Based on the selection, why did the Sweethearts stop playing together? (2013) (41) A documentary film about the International Sweethearts of Rhythm was made most likely because the band --(2013) (19) In paragraph 5, the examples of lost cities suggest that a major role of an archaeologist is to —(2014) (24) Which sentence from the selection suggests that the author thinks CyArk’s work is important? (2014)

61 7th Grade SE TEKS Question Stems 7.10 Fig 19 E
Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. (40) Which of these is the best summary of the selection? (2013) (41) Which of these is the best summary of the article? (2014) SE TEKS Question Stems 7.11 Fig 19 D Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. (1) Why does Luka mention Jesse Martin in paragraph 7? (2014) (3) Both Luka and Maya agree that —(2014) (6) What idea is suggested by the information in each section of the table titled “FACT BOX: Laura Dekker”? (2014)

62 7th Grade SE TEKS Question Stems 7.12 Fig 19 D
Students understand how to glean and use information in procedural texts and documents. (6) According to the information in “Consider This,” when does a spider construct most of its web? (2013) SE TEKS Question Stems 7.13 Fig 19 D 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) The image below paragraph 1 is included in the selection most likely to --(2013) (43) The images included with the article help the reader understand —(2014)

63 SE TEKS Question Stems 7th Grade Fig 19 F Make connections between and across texts , including other media (e.g., film, play) and provide textual evidence. (17) Which of these best describes what the author of “Car Talk” and Brandy in “Needed” gain from the experience of driving? (18) How does the author of “Car Talk” differ from Brandy in “Needed”? (19) Read line 7 of the poem. [I’m only twelve, but I get to drive!] Which excerpt from “Car Talk” best matches the feeling expressed by the speaker in line 7 of the poem? (20) How does “Car Talk” differ from “Needed”? (21) How are the fathers in “Car Talk” and “Needed” presented differently? (27) Dr. Sarah Parcak and Ben Kacyra would most likely agree about the importance of —(2014) (28) How are the purposes of the technologies described in the selections different? (2014) (29) What is similar about the types of technology discussed in the selections? (2014) (30) Both Dr. Sarah Parcak and Ben Kacyra are interested in sites —(2014) (31) What is one difference between the selections? (2014)

64 8th Grade

65 8th Grade SE TEKS Question Stems 8.3 Fig 19 D
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. (2) Which statement best expresses the main theme of the excerpt? (2013) (33) Which lines from the poem reflect a lesson that the speaker learns? (2013) (5) Based on the story, what can the reader conclude about homestead laws in the early 1900s? (2014) (48) The reader can best identify this selection as a memoir because it —(2014)

66 8th Grade SE TEKS Question Stems 8.4 Fig 19 D
Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. (11) How are the train and the speaker similar? (2013) (12) Which line from the poem best expresses the speaker’s sense of dread? (2013) (15) Dividing the poem into two stanzas allows the poet to --(2013) (16) The train is important to the poem because it represents --(2013) (17) The poet likely intends for the last two lines to express the speaker’s --(2013) (34) In the poem, the speaker’s mood changes from --(2013) (37) Based on the last stanza, the reader can conclude that the speaker --(2013) (24) What does line 6 suggest about the “whorls,” “whirls,” and “wheels” on the pad of the speaker’s thumb? (2014)

67 8th Grade SE TEKS Question Stems 8.6 Fig 19 D
Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. (6) Which sentence best explains why Lola is surprised by Ella’s actions? (2013) (9) Which statement best expresses the main conflict in the excerpt? (2013) SE TEKS Question Stems 8.6 Fig 19 E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts (7) Which of these is the best summary of the excerpt? (2014)

68 8th Grade SE TEKS Question Stems 8.7 Fig 19 D
Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. (46) What can the reader conclude about Bird’s relationship with Wrangler? (2014) (47) Bird uses paragraph 10 to convey to the reader —(2014) (49) Bird was fortunate that the district attorney had horses of his own because the district attorney —(2014) (50) Bird includes paragraphs 11 and 12 in the selection most likely to illustrate that —(2014) (51) Bird wrote this selection most likely to —(2014) (52) The author organizes this selection by —(2014)

69 8th Grade SE TEKS Question Stems 8.8 Fig 19 D
Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. (7) The author included paragraph 23 to --(2013) (1) The language in paragraph 42 is used to emphasize —(2014) (9) In paragraph 10, which words does the author use to create a tense mood? (2014) (25) The last two lines of the poem suggest that the thumbprint referred to in the title is a symbol for —(2014)

70 8th Grade SE TEKS Question Stems 8.9 Fig 19 D
Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. (18) The author included paragraph 4 most likely to --(2013) (21) The author chose the title of this selection to highlight the idea that --(2013) (28) Based on her letter, how has the author’s Hispanic heritage influenced her message? (2013) (43) The author wrote this article most likely to --(2013) (13) What is the most likely reason the author wrote this selection? (2014) (37) What is the most likely reason the author wrote this (41) The author of the selection includes paragraphs 8 and 9 most likely to —(2014)

71 8th Grade SE TEKS Question Stems 8.10 Fig 19 D
Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. (16) The author emphasizes the idea that wetlands —(2014) SE TEKS Question Stems 8.10 Fig 19 E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. (50) What is the best summary of this article? (2013) (15) Which of these is the best summary of the selection? (2014)

72 8th Grade SE TEKS Question Stems 8.11 Fig 19 D
Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. (29) How does the author organize paragraphs 8 through 10? (2013) (31) Which sentence from the letter best supports the author’s claim that reading helps writers develop their skills? (2013) (31) How do paragraphs 4 through 6 support the author’s position about online learning? (2014) (32) Which sentence best refutes the critics’ concerns about online education? (2014) (33) The author supports the article’s premise by providing —(2014) (35) Which sentence supports the belief that online education will be more widespread in the future? (2014) (36) The author includes the description of Samantha working on her laptop in paragraph 1 most likely to —(2014)

73 SE TEKS Question Stems 8th Grade Fig 19 F
Make intertextual links among and across texts, including other media (e.g., film, play) and provide textual evidence. (38) Both the author of the letter and the speaker in the poem would most likely consider a blank page to be a –(2013) (39) Read lines 6 through 10 from the poem. Which sentences from the letter express the same ideas as these lines from the poem? (2013) (40) How does the author’s purpose for writing in “Dear Fellow Writer” differ from the poet’s purpose in “What the Page Says”? (2013) (41) Read these excerpts from the letter and the poem. Based on these excerpts, the reader can conclude that both the author and the poet share a similar belief that --(2013) (42) What is one difference between the author of the letter and the speaker in the poem? (2013) (26) Read these lines from the poem. Which sentence from the story relates a similar idea? (2014) (27) Unlike the speaker in “Thumbprint,” Cassie in “Finally Home” expresses —(2014) (28) Cassie in “Finally Home” and the speaker in “Thumbprint” both —(2014) (29) Which line from the poem best expresses Cassie’s feelings at the end of the story? (2014) (30) One difference between Cassie in the story and the speaker in the poem is that the speaker —(2014)

74 English I EOC

75 Eng I: EOC SE TEKS Question Stems D.2 Fig 19 B
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. (38) A major theme explored in this play is —(2014) SE TEKS Question Stems D.3 Fig 19 B Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. (23) Read the following lines from the poem [I say, “It’s Sunday, and here we are/ in the church of the out-of-doors.”] By using this analogy, the poet emphasizes --(2013) (25) Which line best explains why the speaker begins to speak at the end of the poem but then stops? (2013) (27) What is the most likely reason the poet ends the first stanza after line 13? (2013)

76 Eng I: EOC SE TEKS Question Stems D.4 Fig 19 B
Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding (43) The reader can infer that George is using the promise of letting Lennie “tend the rabbits” -- (2014) SE TEKS Question Stems D.5 Fig 19 B Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding (11) What is the primary purpose of paragraph 1? (2013) (12) Which of these is an example of irony in the story? (2013)

77 Eng I: EOC SE TEKS Question Stems D.7 Fig 19 B
Explain the role of irony, sarcasm, and paradox in literary works. (26) What does the poet mean by the lines “suddenly everything is a metaphor for how/short a time we are granted on earth”? (2013) (29) In paragraph 6, what is the effect of the author’s use of figurative language? (2013) (26) Read the following from paragraph 8. Why does the author use personification in this quotation? (2014) SE TEKS Question Stems D.10 Fig 19 B Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. (45) Why does the author use sensory images in paragraph 3? (2014) (46) In which line does the author use alliteration to support the primary message of the selection? (2014) (50) Why does the author conclude the article by addressing the reader directly? (2014)

78 Eng I: EOC SE TEKS Question Stems D.12 Fig 19 B
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. (13) The books recommended on the website all relate to which aspect of “The Dinner Party”? (2013) (33) What is the purpose of the photo diagram of Mickey Mantle’s two home runs? (2014)

79 and use textual evidence to support understanding.
TEKS Question Stems Eng I: EOC Fig 19 B Make complex inferences about text and use textual evidence to support understanding. SAQ: After reading “Postcard: new Delhi,” do you think Gupta’s modified airplane is a good idea? Explain your answer and support it with evidence from the selection. (2013) (34) Which quotation from “I Wish I Was a Poet” best reflects the speaker’s overall experience in “Sunday Morning Early”? (2013) (35) Which two actions in the selections have a similar meaning? (2013) (36) What is one difference between the speaker of “Sunday Morning Early” and the narrator of “I Wish I was a Poet”? (2013) (37) The mood of both selections is --(2013) (38) What do the daughter in “Sunday Morning Early” and Marge in “I Wish I Was a Poet” have in common? (2013) SAQ:What message do you think the speaker in “Sunday Morning Early” and the narrator of “I Wish I Was a Poet” are trying to convey? Explain your answer and support it with evidence from both selections. (2013) (34) While “A Crystal-Clear Love Affair” focuses on a man who is a celebrity, “Jim at Bat” focuses on a boy who is —(2014) (35) Read these quotations. Which of these best describes the difference in tone between the two quotations? (2014)

80 Eng I: EOC SE TEKS Question Stems Fig 19 B Cont.
Make complex inferences about text and use textual evidence to support understanding. (36) Both selections explore the theme of baseball —(2014) (37) Which element is the same for both selections? (2014) SAQ: What is one similarity between the boy in “Jim at Bat” and Billy Crystal in “A Crystal-Clear Love Affair”? Explain your answer and support it with evidence from both selections. (2014) SAQ: After reading “Hearing the Sweetest Songs,” do you think the author considers herself disabled? Explain your answer and support it with evidence from the selection. (2014)

81 English II EOC

82 Eng II: EOC (19) Which of these best states the poem’s theme? E.2
TEKS Question Stems E.2 Fig 19 B 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. (19) Which of these best states the poem’s theme? (2013) (33) Read this quotation from paragraph 5. [In the bedroom, on the brown wall, hung a single picture-the portrait of a boy in grey velvet-that interested Paul most of all. The boys hand rested on the head of a big dog, and he looked infinitely noble and charming, and yet (in spite of the dog) so sad and lonely that he too might have come home that very day to a strange house in which none of his old things could be found.] The quotation suggests that the selection explores the theme of --(2013) (41) In line 14, it is significant to the theme of the poem that the birds are at the feeder because this shows that they are —(2014)

83 Eng II: EOC E.3 Fig 19 B Students understand, make inferences
SE TEKS Question Stems E.3 Fig 19 B Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. (18) In lines 7 and 8, the poet uses a simile that has the ironic effect of making the minnows seem--(2013) (20) Read these lines from the poem. [I am four in this photograph, standing / on a wide strip of Mississippi beach, / my hands on the flowered hips / of a bright bikini…] In these lines, the poet’s tone can best be described as --(2013) (22) In line 12, the reader can infer that the speaker uses the pronoun “us” to refer to --(2013) (39) Which quotation can best be described as conveying the idea of freedom? (2014) (43) Read this sentence from lines 7 through 9. The reader can conclude that the speaker is —(2014)

84 Eng II: EOC SE TEKS Question Stems E.5 Fig 19 B
Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. (35) Which line from the selection provides the best evidence that Paul’s mother has remarried more than once? (2013) (37) From the description of Mr. Moffatt’s library, the reader can infer that he --(2013) (25) Which line suggests that Alejandro is sensitive to the feelings of others? (2014)

85 Eng II: EOC SE TEKS Question Stems Fig 19 B
Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. (11) Read this sentence from paragraph 9. [The swamp clung a little-even to him.] In this sentence, the author uses descriptive language to indicate that --(2013) (21) In lines 14 and 15, the “narrow plot/of sand” can be best interpreted as symbolic of --(2013) (34) In paragraph 8, the author uses a metaphor that suggest both --(2013) (36) In paragraph 4, the author uses personification to emphasize how (38) Which of these best helps the reader visualize the setting? (2013) (27) In paragraph 26, the description of Jimena’s laugh suggests that she is —(2014) (28) In paragraph 32, the author uses a metaphor to convey —(2014) (40) In the first 12 lines, the poet uses imagery to describe — (2014)

86 Eng II: EOC SE TEKS Question Stems E.10 Fig 19 B
Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. (46) The author mentions the movie E.T. in order to —(2014) SE TEKS Question Stems E.11 Fig 19 B Students understand how to glean and use information in procedural texts and documents. (48) What does the boxed information on constructive criticism have in common with the reading selection? (2014)

87 Eng II: EOC SE TEKS Question Stems Fig 19 B
Make complex inferences about text and use textual evidence to support understanding. (12) What is one similarity between the selections? (2013) (13) How does Barry Bingham, Jr., differ from Jaime Teevan? (2013) (14) What is one difference in the endings of the selections? (2013) (15) The tone of both selections can best be described as --(2013) (16) Unlike the author in “Digital Dad Versus the Dinosaurs,” the author of “2009 Young Innovators Under 35: Jaime Teevan, 32” --(2013) SAQ: Do you think Jaime Teevan in “2009 Young Innovators Under 35: Jaime Teevan, 32” and Barry Bingham, Jr., in “Digital Dad Versus the Dinosaurs” have anything in common? Explain your answer and support it with evidence from both selections. (2013) SAQ: How would you describe Paul in the excerpt from The Custom of the Country? Support your answer with evidence from the selection. (2013)

88 Eng II: EOC SE TEKS Question Stems Fig 19 B Cont.
Make complex inferences about text and use textual evidence to support understanding. (34) Like the Tehuelche in “Tehuelche,” the Inughuit in “Linguist on Mission to Save Inuit ‘Fossil Language’ Disappearing with the Ice” are native people —(2014) (35) Unlike Stephen Leonard in “Linguist on Mission to Save Inuit ‘Fossil Language’ Disappearing with the Ice,” Alejandro in “Tehuelche” is at first concerned with a little-known language only because he —(2014) (36) Unlike Alejandro in “Tehuelche,” Stephen Leonard in “Linguist on Mission to Save Inuit ‘Fossil Language’ Disappearing with the Ice” travels to a remote region primarily to —(2014) (37) In these selections, the Tehuelche people and the Inughuits are portrayed as —(2014) SAQ: How is the loss of language important in “Tehuelche” and “Linguist on Mission to Save Inuit ‘Fossil Language’ SAQ: In “Is Criticism a Four-Letter Word?,” how does the author feel about criticism? Support your answer with evidence from the selection. (2014)

89 Making Connections * * * * * *
Readers create connections to make text personally relevant and useful. * Strategic readers stick new information in short and long term memory by hooking old information with new information. * Strategic readers connect rapidly with text. * Making connections happens before reading, during reading and after reading. * Making connections allows readers to become active readers that remember what they have read. * Making connections allows readers to ask questions that foster a deeper understanding of text. *

90 Reading & Writing Connection Indiana University South Bend
“Connecting text is an essential academic move because it is only when a writer has both a masterful control of ideas already circulating on a subject and the ability to logically connect those ideas that anything new or useful about the topic can be added and knowledge can be created.” Indiana University South Bend

91 Reading & Writing Connection Indiana University South Bend
“All academic writing is part of a conversation between what has previously been written about a topic and your unique contribution to the conversation, so learning to choose the parts of texts you will put together and learning how to define the nature of those connections can help you develop the habits of mind that can enhance your critical and creative thinking skills.” Indiana University South Bend

92 Reading & Writing Connection

93 Think Turn Talk What did you already know about making connections?
What is something new you learned about making connections? How comfortable are you with teaching strategies for making connections? Discuss the link between reading and writing as it relates to making connections.

94 “To every text, a reader brings his/her personality, present mood, and memories, making each person’s experience of text almost as unique as a fingerprint.” Laura Robb

95 BREAK


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