Making
Connections
Round 3: F2F Content Blitz
Presented by
Region 18 ESC ELAR Team
Elementary ELAR Team
3-5
3-5
K-2
K-2
Robyn Derington
rderington@esc18.net
Christel Applon
capplon@esc18.net
Carolyn Johnson
cjohnson@esc18.net
Tracy Harper
tharper@esc18.net
Secondary ELAR Team
EOC
EOC
EOC
6-8
Lindsey Lumpkin
llumpkin@esc18.net
Becky Ramirez
bramirez@esc18.net
Laura Kile
lkile@esc18.net
Donna walker
dwalker@esc18.net
★go.esc18.net/elarresources
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
Norms for Today:
★ Be professional & courteous
★ Be open to new ideas
★ Focus on student achievement
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
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
Connections are links that students can
make between what they are reading
and things they already know.
Good readers use their background
knowledge and prior experiences to
make connections.
Good readers ask questions as they read:
Making Connections:
Making Connections:
Making Connections: Try It
http://www.pspb.org/blueribbon/games/connections/Connection.html
What does Figure 19 look like on
STAAR?
(2014 Released Tests)
Region 10 Education Service Center
3rd
Grade
3rd Grade
SE
3.5
Fig
TEKS
Students analyze, make inferences
and
19 D
draw conclusions about theme and
genre
in different cultural, historical, and
contemporary contexts and provide
evidence from the text to support
their
understanding.
Question Stems
(3) What is one theme presented in the selection? (2014)
3rd Grade
SE
3.6
Fig
19 D
TEKS
Students understand, make
inferences
and draw conclusions about the
structure
and elements of poetry and provide
evidence from text to support their
understanding.
Question Stems
(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)
SE
3.6
Fig
19 E
TEKS
Summarize information in text,
maintaining
meaning and logical order.
speaker
(31) By the end of the poem, the reader realizes that the
Question Stems
-- (2014)
(26) The speaker in this poem is a young girl who -- (2014)
3rd Grade
SE
3.8
Fig
19 D
TEKS
Students understand, make
inferences
and draw conclusions about the
structure
and elements of fiction and provide
evidence from text to support their
understanding.
Question Stems
(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)
3rd Grade
SE
TEKS
3.8
Fig
19 E
Summarize information in text,
maintaining
meaning and logical order.
Question Stems
(38) Which of these is the best summary of the story?
(2013)
(13) What is the best summary of this story? (2014)
SE
TEKS
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.
Question Stems
(6) Millan believes it is important for dog owners to —
(2014)
(7) With which statement would the author most likely
agree?
(2014)
3rd Grade
SE
3.10
Fig
19 D
TEKS
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.
SE
TEKS
3.12
Fig
19 D
Students analyze, make inferences
Question Stems
(28) Read line 8 from the poem. The poet uses this line to
show that the speaker is --(2013)
Question Stems
(21) The author wrote this article mainly to —(2014)
and
(34) The author included paragraph 7 most likely to —
draw conclusions about the author’s
(2014)
purpose in cultural, historical, and
contemporary contexts and provide
evidence from the text to support
their understanding.
3rd Grade
SE
TEKS
3.13
Fig
19 E
Question Stems
Summarize information in text,
maintaining meaning and logical
(6) Which of these is the best summary of the selection?
(2013)
order.
(25)Which of these is the best summary of the selection?
(2013)
(38) What is the best summary of the selection? (2014)
SE
3.16
Fig
19 D
TEKS
Question Stems
Students use comprehension skills
(5) The photograph best supports which idea from the
selection? (2013)
to
analyze how words, images,
graphics,
and sounds work together in
various
forms to impact meaning.
(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
4th
Grade
4th Grade
SE
4.3
Fig
TEKS
Students analyze, make inferences
Question Stems
(13) What identifies this story as realistic fiction? (2013)
and
19 D
draw conclusions about theme and
(23) What is the message of this poem? (2013)
genre
in different cultural, historical, and
contemporary contexts and provide
evidence from the text to support
(41) What lesson does Cara learn from Grandpa? (2013)
their
understanding.
(25) What lesson does Marcus learn in the play? (2014)
4th Grade
SE
4.4
Fig
19 D
TEKS
Students understand, make
inferences and
draw conclusions about the
structure and
elements of poetry and provide
evidence
from text to support their
understanding.
Question Stems
(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)
4th Grade
SE
4.5
Fig
19 D
TEKS
Students understand, make
inferences and
draw conclusions about the
structure and
elements of drama and provide
evidence
from text to support their
understanding.
Question Stems
(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)
4th Grade
SE
4.5
Fig
19 D
Cont.
TEKS
Students understand, make
inferences and
draw conclusions about the
structure and
elements of drama and provide
evidence
from text to support their
understanding.
Question Stems
(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)
4th Grade
SE
4.5
Fig
19 E
SE
4.6
Fig
19 D
TEKS
Summarize information in text,
maintaining
meaning and logical order.
Question Stems
(24) Which of the following is the best summary of the
play?
(2014)
TEKS
Students understand, make
inferences and
draw conclusions about the
structure and
elements of fiction and provide
evidence
from text to support their
understanding.
Question Stems
(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)
4th Grade
SE
4.6
Fig
19 E
TEKS
Summarize information in text,
maintaining
meaning and logical order.
SE
(17) What is the best summary of the story? (2013)
TEKS
4.8
Fig 19 and
D
Question Stems
Question Stems
Identify the author’s use of similes
(14) In paragraph 13, “a nightlight offering comfort from a
bad
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.
dream” means that the light makes the boys feel --(2013)
4th Grade
SE
4.10
Fig 19
TEKS
Question Stems
Students analyze, make inferences
(24) The author wrote this selection most likely to --(2013)
draw conclusions about the author’s
purpose in cultural, historical, and
contemporary contexts and provide
evidence from the text to support
(31)The purpose of this selection is to --(2013)
and
D
their
understanding.
(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)
4th Grade
SE
TEKS
4.11
Fig 19 and
D
Question Stems
Students analyze, make inferences
(9) Which sentence from the article supports the idea that
early
draw conclusions about expository
text and
provide evidence from text to
support their
understanding.
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)
4th Grade
SE
TEKS
4.11
Fig 19 and
D
Cont.
Students analyze, make inferences
draw conclusions about expository
text and
provide evidence from text to
support their
understanding.
Question Stems
(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)
4th Grade
SE
4.11
Fig 19
E
TEKS
Summarize information in text,
maintaining
meaning and logical order.
Question Stems
(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)
4th Grade
SE
TEKS
4.13
Fig 19 and
D
Question Stems
Students understand how to glean
(3) Which of these best supports the title of the article?
(2013)
use information in procedural texts
(4) What is the most likely reason that the recipe was
and
documents.
included
with the article? (2013)
SE
4.14
Fig 19
D
TEKS
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.
Question Stems
(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)
4th Grade
SE
TEKS
Fig
19 F
Question Stems
Make connections (e.g., thematic
(33) What is one difference between the types of animal
behavior described in the two selections? (2013)
links,
author analysis) between literary
(34) One similarity between the two selections is that
and
informational texts with similar
ideas and
provide textual evidence.
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)
5th
Grade
5th Grade
SE
5.3
Fig
19 D
SE
D
TEKS
Question Stems
(42) Cameron’s actions in paragraphs 5 and 6 support
Students analyze, make inferences
and
the
message that —(2014)
draw conclusions about theme and
genre in
different cultural, historical, and
contemporary contexts and provide
evidence from the text to support
their
TEKS
understanding.
5.4
Students understand, make
Fig 19 inferences and
draw conclusions about the
structure and
elements of poetry and provide
evidence
from text to support their
understanding.
Question Stems
(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)
5th Grade
SE
5.4
Fig
TEKS
Summarize and paraphrase texts in
Question Stems
(21) The poem is mostly about a speaker who – (2013)
ways
19 E
that maintain meaning and logical
order
within a text and across texts.
SE
5.5
Fig
19 D
TEKS
Students understand, make
inferences and
draw conclusions about the
structure and
elements of drama and provide
evidence
from text to support their
understanding.
Question Stems
(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)
5th Grade
SE
5.5
Fig
TEKS
Question Stems
Summarize and paraphrase texts in
ways
19 E
(3) Which of these is the best summary of Scene 1?
(2013)
that maintain meaning and logical
order
within a text and across texts.
SE
5.6
Fig 19
D
TEKS
Students understand, make
inferences and
draw conclusions about the structure
and
elements of fiction and provide
evidence
from text to support their
understanding.
Question Stems
(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)
5th Grade
SE
5.7
Fig 19
D
TEKS
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.
SE
TEKS
5.7
Fig 19 ways
E
Summarize and paraphrase texts in
that maintain meaning and logical
order
within a text and across texts.
Question Stems
(40) Having access to the comforts of wealth during her
childhood made Cameron realize that she —(2014)
Question Stems
(43) What is the best summary of the section titled
“Making a
Living”? (2014)
5th Grade
SE
5.11
Fig
TEKS
Students analyze, make inferences
and
19 D
draw conclusions about expository
text
and provide evidence from text to
support
their understanding.
Question Stems
(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)
5th Grade
SE
5.11
Fig 19
TEKS
Summarize and paraphrase texts in
ways
E
Question Stems
(15) Which of these is the best summary of the selection?
(2013)
that maintain meaning and logical
(45) Which of these is the best summary of the article? (2013)
order
within a text and across texts.
(8) Which of these best summarizes the selection? (2014)
SE
5.13
Fig 19
D
TEKS
Students understand how to glean
and use
information in procedural texts and
documents.
Question Stems
(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)
5th Grade
SE
5.14
Fig 19
D
TEKS
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.
Question Stems
(10) Based on the photograph, the reader can tell that Dusty —
(2014)
(44) What does the first photograph in this selection show?
(2014)
5th Grade
SE
TEKS
Fig
19 F
Question Stems
(27) Both selections suggest that stage fright can –
Make connections (e.g., thematic
links,
(2013)
author analysis) between and
(28) What is one difference between the selections?
across
multiple texts of various genres and
provide textual evidence.
(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)
6th
Grade
6th Grade
SE
6.3
Fig
19 D
TEKS
Question Stems
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)
6th Grade
SE
6.4
Fig
19 D
TEKS
Students understand, make
inferences and
draw conclusions about the
structure and
elements of poetry and provide
evidence
from text to support their
understanding.
Question Stems
(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)
6th Grade
SE
6.5
Fig
19 D
TEKS
Students understand, make
inferences and
draw conclusions about the
structure and
elements of drama and provide
evidence
from text to support their
understanding.
Question Stems
(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
6.5
Fig
19 E
TEKS
Summarize, paraphrase, and
synthesize
texts in ways that maintain meaning
and
logical order within a text and across
texts.
Question Stems
(43) What is the best summary of the play? (2014)
6th Grade
SE
6.6
Fig
19 D
TEKS
Students understand, make
inferences and
draw conclusions about the
structure and
elements of fiction and provide
evidence
from text to support their
understanding.
Question Stems
(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)
6th Grade
SE
E
6.6
Summarize, paraphrase, and
Fig 19 synthesize
texts in ways that maintain meaning
and
logical order within a text and across
texts.
SE
D
TEKS
TEKS
6.7
Students understand, make
Fig 19 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.
Question Stems
(16) What is the best summary of the story? (2013)
Question Stems
(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)
6th Grade
SE
6.8
Fig
19 D
SE
6.9
Fig
19 D
TEKS
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 theirTEKS
understanding.
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.
Question Stems
(1) Read this sentence from the story.
Why does the author include this description of Bompie?
(2014)
Question Stems
(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 e-mail message most likely
to —(2014)
(36) What is Jelissa’s main goal in writing this e-mail message?
(2014)
6th Grade
SE
6.10
Fig
TEKS
Students analyze, make inferences
and
19 D
draw conclusions about expository
text
and provide evidence from text to
support
their understanding.
Question Stems
(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
6.10
Fig 19
E
TEKS
Summarize, paraphrase, and
synthesize
texts in ways that maintain meaning
and
logical order within a text and across
texts.
Question Stems
(20) What is the best summary of this selection? (2013)
(47) What is the best summary of the selection? (2013)
6th Grade
SE
6.11
Fig
19 D
Students analyze, make inferences
and
Question Stems
(37) The primary method Jelissa uses to express her message is
to —(2014)
draw conclusions about persuasive
(38) Which sentence best explains the reason for Jelissa’s
text and
concern about the original project idea? (2014)
provide evidence from text to support
their
(39) Jelissa appeals to her teammates by — (2014)
analysis.
(41) Jelissa most likely thinks that once her team members read
her e-mail message, they will — (2014)
SE
6.13
Fig
19 D
TEKS
TEKS
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
Question Stems
(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 e-mail does the circle graph emphasize?
(2014)
6th Grade
SE
TEKS
Fig
19 F
Make connections (e.g., thematic
links,
author analysis) between and
Question Stems
(37) The speaker in the poem and the narrator of the
selection
are both --(2013)
across
multiple texts of various genres and
provide textual evidence.
(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
7th
Grade
7th Grade
SE
7.3
Fig
TEKS
Students analyze, make inferences
Question Stems
(30) A theme expressed in the story centers on --(2013)
and
19 D
draw conclusions about theme and
genre
(47) What lesson does the narrator learn while spending time
with her grandmother? (2014)
in different cultural, historical, and
contemporary contexts and provide
evidence from the text to support
their
understanding.
SE
7.4
Fig
19 D
TEKS
Students understand, make
inferences and
draw conclusions about the
structure and
elements of poetry and provide
evidence
from text to support their
understanding.
Question Stems
(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)
7th Grade
SE
7.5
Fig
19 D
SE
7.6
Fig
19 D
TEKS
Students understand, make
inferences and
draw conclusions about the structure
and
elements of drama and provide
evidence
from text to support their
understanding.
Question Stems
(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)
TEKS
Question Stems
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)
7th Grade
SE
E
D
TEKS
7.6
Summarize, paraphrase, and
Fig 19 synthesize
texts in ways that maintain meaning
and
logical order within a text and across
texts.
SE
TEKS
7.7
Students understand, make
Fig 19 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.
Question Stems
(29) Which of these is the best summary of the story?
(2013)
(10) Which sentence best summarizes the excerpt? (2014)
Question Stems
(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)
7th Grade
SE
7.7
Fig 19
E
SE
D
TEKS
Summarize, paraphrase, and
synthesize
texts in ways that maintain meaning
and
logical order within a text and across
texts.
TEKS
7.8
Students understand, make
Fig 19 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.
Question Stems
(11) Which of these is the best summary of the selection? (2013)
Question Stems
(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)
7th Grade
SE
7.9
Fig
TEKS
Students analyze, make inferences
Question Stems
(35) The author wrote this selection most likely to --(2013)
and
draw conclusions about the author’s
purpose in cultural, historical, and
contemporary context and provide
evidence from the text to support
19 D
their
understanding.
(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 3,000year-old house in Tanis to —(2014)
(38) What is the most likely reason that the author has included
paragraph 1 in the article? (2014)
7th Grade
SE
7.10
Fig
TEKS
Students analyze, make inferences
and
19 D
draw conclusions about expository
text
and provide evidence from text to
support
their understanding.
Question Stems
(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)
7th Grade
SE
E
TEKS
7.10
Summarize, paraphrase, and
Fig 19 synthesize
texts in ways that maintain meaning
and
logical order within a text and across
texts.
SE
TEKS
7.11
Fig 19 and
D
Question Stems
(40) Which of these is the best summary of the selection?
(2013)
(41) Which of these is the best summary of the article? (2014)
Question Stems
Students analyze, make inferences
(1) Why does Luka mention Jesse Martin in paragraph 7? (2014)
draw conclusions about persuasive
(3) Both Luka and Maya agree that —(2014)
text
and provide evidence from text to
support
their analysis.
(6) What idea is suggested by the information in each section of
the table titled “FACT BOX: Laura Dekker”? (2014)
7th Grade
SE
D
7.12
Students understand how to glean
Fig 19 and use
information in procedural texts and
documents.
SE
7.13
Fig 19
D
TEKS
Question Stems
(6) According to the information in “Consider This,” when does a
spider construct most of its web? (2013)
TEKS
Question Stems
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)
SE
TEKS
7th
Grade
(17) Which of these best describes what the author of “Car
Make connections between and
Talk”
across
Fig 19
F
Question Stems
texts , including other media (e.g.,
film,
and Brandy in “Needed” gain from the experience of
driving?
play) and provide textual evidence.
(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
8th
Grade
8th Grade
SE
8.3
Fig
TEKS
Students analyze, make inferences
and
19 D
draw conclusions about theme and
genre
in different cultural, historical, and
contemporary contexts and provide
evidence from the text to support
their
Question Stems
(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)
understanding.
(48) The reader can best identify this selection as a memoir
because it —(2014)
8th Grade
SE
8.4
Fig
19 D
TEKS
Students understand, make
inferences and
draw conclusions about the structure
and
elements of poetry and provide
evidence
from text to support their
understanding.
Question Stems
(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)
8th Grade
SE
8.6
Fig
19 D
SE
8.6
Fig
19 E
TEKS
Question Stems
Students understand, make
inferences and
draw conclusions about the structure
and
elements of fiction and provide
evidence
from text to support their
understanding.
TEKS
(6) Which sentence best explains why Lola is surprised by Ella’s
actions? (2013)
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)
(9) Which statement best expresses the main conflict in the
excerpt? (2013)
Question Stems
8th Grade
SE
8.7
Fig
19 D
TEKS
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.
Question Stems
(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)
8th Grade
SE
8.8
Fig 19 D
TEKS
Question Stems
Students understand, make inferences and (7) The author included paragraph 23 to --(2013)
draw conclusions about how an author’s
sensory language creates imagery in literary (1) The language in paragraph 42 is used to emphasize —(2014)
text and provide evidence from text to
support their understanding.
(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)
8th Grade
SE
8.9
Fig
TEKS
Question Stems
Students analyze, make inferences
and
(2013)
draw conclusions about the author’s
purpose in cultural, historical, and
contemporary contexts and provide
evidence from the text to support
19 D
(18) The author included paragraph 4 most likely to --
their
understanding.
(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
selection? (2014)
(41) The author of the selection includes paragraphs 8 and
9
most likely to —(2014)
8th Grade
SE
8.10
Fig
19 D
Question Stems
(16) The author emphasizes the idea that wetlands —
Students analyze, make inferences
and
(2014)
draw conclusions about expository
text and
provide evidence from text to support
their
understanding.
SE
8.10
Fig
19 E
TEKS
TEKS
Summarize, paraphrase, and
synthesize
texts in ways that maintain meaning
and
logical order within a text and across
texts.
Question Stems
(50) What is the best summary of this article? (2013)
(15) Which of these is the best summary of the selection?
(2014)
8th Grade
SE
8.11
Fig
19 D
TEKS
Question Stems
Students analyze, make inferences
and
(29) How does the author organize paragraphs 8 through
10?
draw conclusions about persuasive
(2013)
text and
(31) Which sentence from the letter best supports the
provide evidence from text to support
author’s
their
claim that reading helps writers develop their skills? (2013)
analysis.
(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)
SE
TEKS
8th
Make intertextual links among and
across texts, including other media
Grade
Fig 19
F
Question Stems
(38) Both the author of the letter and the speaker in the poem
would most likely consider a blank page to be a –(2013)
(e.g.,
film, play) and provide textual
evidence.
(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)
English I
EOC
Eng I: EOC
SE
D.2
Fig
19 B
TEKS
Students analyze, make inferences
Question Stems
(38) A major theme explored in this play is —(2014)
and
draw conclusions about theme and
genre in
different cultural, historical, and
contemporary contexts and provide
evidence from the text to support
SE
D.3
Fig 19
B
their understanding.
TEKS
Students understand, make
inferences and
draw conclusions about the structure
and
elements of poetry and provide
evidence
from text to support their
understanding.
Question Stems
(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
Eng I: EOC
SE
B
D.4
Students understand, make
Fig 19 inferences and
draw conclusions about the structure
and
elements of drama and provide
evidence
from text to support their
understanding
SE
B
TEKS
Question Stems
(43) The reader can infer that George is using the promise
of
letting Lennie “tend the rabbits” -- (2014)
TEKS
D.5
Students understand, make
Fig 19 inferences and
draw conclusions about the structure
and
elements of fiction and provide
evidence
from text to support their
understanding
Question Stems
(11) What is the primary purpose of paragraph 1? (2013)
(12) Which of these is an example of irony in the story?
(2013)
Eng I: EOC
SE
D.7
Fig
TEKS
Explain the role of irony, sarcasm,
and
19 B
paradox in literary works.
Question Stems
(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
D.10
Fig
TEKS
Question Stems
Students analyze, make inferences
and
19 B
(45) Why does the author use sensory images in paragraph
3?
draw conclusions about persuasive
(2014)
text
and provide evidence from text to
support
their analysis.
(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
Eng I: EOC
SE
D.12
Fig
19 B
TEKS
Question Stems
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)
SE
TEKS
Eng
I: EOC
text
Fig
19 B
Question Stems
Make complex inferences about 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)
and use textual evidence to
support
understanding.
(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)
Eng I: EOC
SE
TEKS
Make complex inferences about (36) Both selections explore the theme of baseball —(2014)
Eng I:
EOC
Question Stems
text
Fig 19
B
Cont.
and use textual evidence to
support
understanding.
(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)
English II
EOC
Eng II:
EOC
SE
E.2
Fig
19 B
TEKS
Question Stems
(19) Which of these best states the poem’s theme?
(2013)
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.
(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)
SE
Eng II:
EOC
E.3
Fig
19 B
TEKS
Students understand, make
inferences
and draw conclusions about the
structure
and elements of poetry and provide
evidence from text to support their
understanding.
Question Stems
(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)
Eng II:
EOC
SE
E.5
Fig
19 B
TEKS
Students understand, make
inferences and
draw conclusions about the structure
and
elements of fiction and provide
evidence
from text to support their
understanding.
Question Stems
(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)
SE
Eng II:
EOC
E.7
Fig
19 B
TEKS
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.
Question Stems
(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
--(2013)
(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)
Eng II:
EOC
SE
E.10
Fig
19 B
Students analyze, make inferences
Question Stems
(46) The author mentions the movie E.T. in order to —(2014)
and
draw conclusions about persuasive
text and
provide evidence from text to support
their
analysis.
SE
E.11
Fig
19 B
TEKS
TEKS
Students understand how to glean
and use
information in procedural texts and
documents.
Question Stems
(48) What does the boxed information on constructive
criticism
have in common with the reading selection? (2014)
Eng II:
EOC
SE
Eng
II: EOC
Fig
19 B
TEKS
Make complex inferences
about text
and use textual evidence to
support
understanding.
Question Stems
(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.
Eng II:
EOC
SE
TEKS
Question Stems
Eng
Make complex inferences about (34) Like the Tehuelche in “Tehuelche,” the Inughuit in “Linguist on
Mission to Save Inuit ‘Fossil Language’ Disappearing with the Ice” are
II: EOC
text
native people —(2014)
Fig
and use textual evidence to
19 B
support
(35) Unlike Stephen Leonard in “Linguist on Mission to Save Inuit
Cont.
understanding.
‘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)
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.
*
Reading & Writing Connection
“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
www.iusb.edu
Reading & Writing Connection
“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
www.iusb.edu
Reading & Writing Connection
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.
“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
BREAK