1. 3 rd Grade TAKS Reading Question Stems by Objective Strands

2. Objective 1 Question Stems Prefixes, Suffixes & Derivational Endings (3.5D) –In paragraph ___, the word re-_____ means? Knowledge of Word Order/Syntax (3.5E) –In paragraph ___, the word ____ means ______? [Note: Part of Speech] –Which words from paragraph ____ help the reader know was ___ means? –In paragraph __, which word helps the reader know what the word ____ means? –NOTE: Point out context clues in the sentences before/after the sentence with the underlined word that’s being defined.

3. Objective 1 Question Stems Read to Acquire Information (3.7B) –According to the article, what do _____ do? –Which of the following can be found at ____? –In the ____ season, the ____ will ____? –Why does _____’s mom/dad/sister/brother/etc. allow her/him to ___? –______ decides to/not to buy/sell/trade/etc. because _______. –Why does ______ have a ______? –What does _____ learn about _______’s personality/actions/etc. –What does _____ give ____ in the story? –How does ______ get to/from ______ to _____? –A ________ uses _______ in order to _______. –One reason that _____ puts _____ on _____ is _____. –______ can see/feel/taste/smell/hear _____ because of _____. –When _____ is waiting, why does _____ happen? –When did _______ happen? –What did ______ do with ______?

4. Objective 1 Question Stems Read to Acquire Information Continued (3.7B) –It is/is not a good idea to ______ because ______. –Why does _______ go to the movies/store/picnic/roller skating rink? –What does the _______ group do? –How long does it take for ______ to happen? –Why does a _____ wear ______? –Why are the _______ walking/running through the field? –Why do _______ often do _____ at the _____? -What does _____ mean in Spanish/Chinese/French, etc.? -What is ______’s job? -One way _______ helps others is by ______. -_______ drops/throws/kicks ______ to show that he/she is ___. -What is a _______ [insert unknown word in blank]? -In this story, the _______ is made of _____. -What does ____ bring to breakfast/lunch/dinner with him/her? -What kind of animal was ______? -_____, _____, and _____ go to _____ in order to _____. -______ [insert unknown word] is a word for a ______.

5. Use of Resources to build word meaning (3.8C) – NOT TESTED IN 3 rd Synonyms, Antonyms & Multi-Meaning Words (3.8D) –Which word from paragraph ___ means the opposite of the word _____? –Which word from paragraph ___ means about the same as the word ______? Retell Important Story Events in Order (3.9C) –Paragraph ___ is mostly/mainly about ____? –What is paragraph ____ mostly/mainly about? –What are paragraphs ___ and ___ mostly/mainly about? –Paragraph ___ mainly tells about ____? –The section (a subtitle) called “ ” is mostly about _______? -This article is mostly/mainly about ___? -What is the main idea of paragraph _____? -_______ opens the door to ______ because ______? [Main Reason] Summarization (3.9H) –Which best completes the summary? –Which is the best summary? [Will be a restatement of the last paragraph] -Which group of sentences best completes the summary above? [Will be a restatement of the last few sentences] Objective 1 Question Stems Summary of “Name of Piece” ___This part is given____ _____________________ Student must restate the last paragraph.

6. Character Analysis (Traits/Feelings/Relationships/Changes) (3.11H) –Why doesn’t _____’s mom/dad/teacher/friend/etc. get mad/upset/angry at ____ for breaking/dropping/hitting/throwing the _____? –How does ____ change at the end of the story? –How does _____’s feelings change at the end of the story? –How do/does ____ feel about the meeting/animal/friend/neighbor by the end of the story? –How do _____ feel when they discover that ____ almost happened? –Why is it important that ______ speaks another language? –How does _____ act when ______ says/asks/tells them/etc. _____? –Which word best describes ________? [insert character’s name] –How are _____ and _____ alike/different? –____ takes _____ to _____ because ______. –When _____ asks ____ to _____, you can tell that ____ feels/thinks ____. –When _____ learns about _____, he/she feels/thinks _____? –How does _____ feel after ______ happens? –How does _____ feel about _____? –_______ runs away at the end of the story because he/she _____. –When ______ is tired/frustrated/happy/worried/scared, what does he/she do? –When ______ first happens, ______ feels ______. –Which of these best tells about ______ in paragraph _____? –When ______ happens, why did ______ decide to _______? –Why did ______ and his/her friends want to build ________? –The author discovers that using _____ is ______. –Why does ______ have trouble sleeping before the _________? –Which of these best describes the _______ people during ______’s visit? –Why does ______ have trouble with _____ before _____ happens? Objective 2 Question Stems

7. Importance of Setting to Story’s Meaning (3.11I) –Why is important that the story take place on Valentine’s/St. Patrick’s/ Christmas/Easter? –The park/ranch/zoo/lake [any setting] is important to the story because ___? –Where does ______ live? –The ______ is important to the story because ______? –The events in the story take place on a ______. Why is this important? –Why is it important that ______ visit his/her _______ at their village/summer home/ranch/tepee/hut? Story Elements (Problem or Plot) (3.11J) –_______’s main problem in this story is that he/she ______? –The main problem in this story is that ______ has ______? –How does ____ help ____ catch ______? –What is the main problem in the story/article? –What is the main character’s problem in the article/story? –Why is it important that ______ goes on the _______ trip? [insert location: camping, hiking, roundup, slumber party, etc.]

8. Retell the Order of Important Events in the Stories (3.9C) –What must happen before ______ can happen? –What happens before/after ________? –Which of these belongs in the empty box or beside number ___? Objective 3 Question Stems Event 1 - Given Event 2 - ? Event 3 - Given Event 4 - Given Event 1 - Given Event 2 - Given Event 3 - ? Event 4 - Given 1. Step 1 Given 2. Step 2 Given 3. Step 3 ? 4. Step 4 Given

9. Objective 3 Question Stems Use Different Visuals to Represent Text (3.9I) Things you’d find _____ Item 1 Item 2 Item 3 What is added here? Two Choices Person # 1Person # 2 Detail 1 ? Detail 2 Given Detail 3 Given Detail 4 Given Detail 5 Given Tools Used by Animals/People/Professions MAIN IDEA Tool #1 Given DETAIL Tool # 2 ? DETAIL Tool # 3 Given DETAIL Tool # 4 Given DETAIL Causes of ________ Cause 1 Cause 2 Cause 3 ? Event 1 Given Event 2 ? Event 3 Given Event 4 Given

10. Objective 3 Question Stems Use Different Visuals to Represent Text Continued (3.9I) Character 1Character 2 * Action 1 - Given Action 1-Given Action 2 - ? * Action 1 - Given Event 1 - ? Event 2 - Given Event 3 - Given Main Idea ? Detail 1 Given Detail 2 Given Detail 3 Given Detail 4 Given Detail 5 Given

11. Distinguish Different Forms of Text & Their Functions (3.11A) –Why does/did ____ write the poem/letter/story? (tell/ask/describe/explain) –The reader can tell that this story could/could not happen. –The reader can tell this story was written long ago/in the future. –The reader can tell this story came from a journal/newspaper/etc. –The reader can tell this story is true/make-believe because ___. –Where would this article probably be found? –The reader can tell that the article “____” is found in a ____ [student inserts genre: newspaper, journal, poetry book, letter, etc.] Recognize Distinguishing Features of Genres (3.11C) –The date is shown on _____’s poem/letter/story/journal entry so the reader will _______. –Why does ____ most likely write this journal/poem/article. Is it to describe/tell/sell/explain/ask about something? –The title of this article (within a newspaper) is ______? Objective 3 Question Stems

12. Inferences, Generalizations, Cause-Effect, Make Predictions & Draw Conclusions (3.9F) –The _____ is open only during the ____ season because _____. –_________ does ______ because of _______. –________ has to earn/save/spend more because of _____. –The reader can tell that _______ likes/dislikes/is good/is bad, etc. –From the poem/letter/story/article, the reader can tell that _____. –What will ______ probably do if _____ happens again? –How can _____ tell that ____ probably does/doesn’t have a _____? –Read the four signs below. Which sign/ad/bulletin will ____ most likely be made the next day/week/month? Which sign was probably made by _____? –What will _____ probably do the next time _____ happens? –The reader can tell that more ______ will/will not be made/bought/sold because ________. –_______ probably wants/does not want ______ to happen before/after ______ because she/he wants/does not want _______. –The students/friends/teachers/parents/kids were probably happy/unhappy /excited/disappointed about going to/leaving _______ because _____. –The day after the ____, _____ will most likely _____? –What is the most likely reason that ____ makes/buys/sells/takes ____? –The reader can tell that ______ thinks/feels/believes ____ is smart/sweet/dumb because ________? Objective 4 Question Stems Sign 1Sign 2Sign 3Sign 4

13. Objective 4 Question Stems Inferences, Generalizations, Cause-Effect, Make Predictions & Draw Conclusions Continued (3.9F) –Why does the _____ laugh/cry/yell/yawn when _____ says ____? –Why can’t ______ [insert a verb]? –_______ would probably tell _____ that they should/should not ____. –The reader can tell that ______’s mom/dad/brother/sister/teacher ____. –Why are ______ kept inside/outside? –Why isn’t _____ allowed to go to the _____ by himself/herself? –What will ____ probably do the next time he/she thinks ___ will happen? –Which of these will probably happen in the future? –Why is ______[a place] important to ______? –What do the ______ learn in this story? –Why does ______ decide not to ______? –Why is _______ tied down to the floor? –The reader can tell that ______’s parents ______. –Why does ______’s father/mother/sister/brother choose _____ to happen next? –What lesson does ____ learn after _____ happens? –The last sentence of paragraph ____ says “_______.” What was the author’s idea? –The reader can tell the ____ will be special gifts for ____ because _____. –_______ returned/left ______ because ________. –Why does ______ explain _____ to _____ during their drive together? –Why did visitors have to be careful about sitting/standing/sleeping near ____? –Why did _____ bring the _____ inside/outside of the ______?

14. Objective 4 Question Stems Fact versus Opinion (3.9J) – NOT TESTED IN 3 rd GRADE Support References with Text (3.10C) –Which sentence shows that ______ has/has not happened before? –Which sentence from the poem/letter/journal/story/etc. shows that _____ would/would not like to be ____________? –Which sentence from the poem/letter/journal/story/article shows that ____ can use _____ to _____? –Which sentence from the story shows that _____ is/is not afraid/worried/unhappy/happy/etc. after ____ happens? –Which sentence shows that the friends are happy/sad/upset/excited when _____ ? –Which idea from the article/story shows the reader that ____ may be able to ______? –Which sentence in the story shows that this is the first time ____ has happened? –Which idea from the article/story shows that _____ is very large/small/light/heavy, etc.?