2013-2014 4th Grade
Reading Question Stems
4.2(A) Determine the meaning of grade-level academic English words derived
from Latin, Greek, or other linguistic roots and affixes. (Readiness Standard)
4.2(A) In paragraph 2, the word rearranging means
4.2 (B) Use the context of the sentence (e.g., in-sentence example or definition) to
determine the meaning of unfamiliar words or multiple meaning words.
(Readiness Standard)
4.2(B) Which words from paragraph 6 help the reader know the meaning of distinct?
4.2(B) What does the word competent mean in paragraph 23?
4.2(B) Which words from paragraph 3 best help the reader understand what appropriate
means?
4.2(B) What is the meaning of the word burrowing in line 8?
4.2 (B) In paragraph 6, the word detects means —
4.2(B) In paragraph 4, the word indicates means —
4.2(B) Which words in paragraph 11 help the reader understand the meaning of the
word collapse?
4.2(B) Which word from paragraph 17 helps the reader understand the meaning of the
word assured?
4.2(B) In paragraph 52, the word revealing means —
4.2(E) Use a dictionary or glossary to determine the meanings, syllabication, and
pronunciation of unknown words. (Readiness Standard)
4.2(E) Read the dictionary entry for the word raise. (A multiple meaning definition is given.)
Which meaning best matches the way the word raised is used in paragraph 8?
4.2(E) (A dictionary entry is shown.) Which definition of stand is used in paragraph 6?
Prepared by: Region 6 ESC
Last Revised: September 2014
4.3 Reading/Comprehension of Literary Text/Theme and Genre. 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.
Fig 19 (D)Make inferences about text using textual evidence to support
understanding.
Readiness Standard (Fiction)
Supporting Standard (Literary Nonfiction, Poetry and Drama)
4.3 Fig. 19(D) What lesson does Marcus learn in the play?
4.3 Fig. 19(D) What identifies this story as realistic fiction?
4.3 Fig. 19(D) What lesson does Cara learn from Grandpa?
4.3 Fig. 19(D) What is the message of this poem?
4.3(A) Summarize and explain the lesson or message of a work of fiction as its
theme. (Supporting Standard) Not tested in 2013 or 2014
4.3(B) Compare and contrast the adventures or exploits of characters (e.g., the
trickster) in traditional and classical literature. (Supporting Standard) Not tested
in 2013 or 2014
4.4 Students understand, make inferences and draw conclusions about the
structure and elements of poetry and provide evidence from text to support their
understanding.
Fig 19 (D)Make inferences about text using textual evidence to support
understanding.
Readiness Standard (Fiction)
Supporting Standard (Literary Nonfiction, Poetry, and Drama)
4.4 Fig. 19(D) Which line from the poem shows that the speaker is not worried about Manga’s
behavior upsetting her mother and sister?
4.4 Fig. 19(D) What is the speaker’s main purpose in the poem?
4.4 Fig. 19(D) The poet uses lines 1 through 3 mainly to —
4.4 Fig. 19(D) What is emphasized by the repetition of the words “I wish” in the poem?
4.4 Fig. 19(D) The words in parentheses in line 14 emphasize that the speaker is —
4.4 Fig. 19(D) The doctor’s waiting room is decorated with animals most likely to —
4.4 Fig. 19(D) (Lines from a poem are shown.) The dialogue used in these lines shows that —
4.4(A) Explain how the structural elements of poetry (e.g., rhyme, meter, stanzas,
line breaks) relate to form (e.g., lyrical poetry, free verse). (Supporting Standard)
Prepared by: Region 6 ESC
Last Revised: September 2014
4.4(A) What identifies this poem as an example of free verse?
4.4(A) Which words rhyme in each stanza of the poem?
4.5 Students understand, make inferences and draw conclusions about the
structure and elements of drama and provide evidence from text to support their
understanding.
Fig 19 (D)Make inferences about text using textual evidence to support
understanding.
Readiness Standard (Fiction)
Supporting Standard (Literary Nonfiction, Poetry, and Drama)
4.5 Fig. 19(D) Which of the following best explains why Sam refuses to play in the tournament?
4.5 Fig. 19(D) How does Ruben contribute to the plot of the play?
4.5 Fig. 19(D Which line from the play supports the idea that Marcus has changed the way he
feels about having a female player on the team?
4.5 Fig. 19(D) The playwright creates a surprise by —
4.5 Fig. 19(D) Sam’s dialogue with Marcus in Scene 2 suggests that she —
4.5 Fig. 19(D) (Lines from a poem are shown.) These lines suggest that Cara believes the
chair —
4.5 Fig. 19(D) Which line from the play supports the idea that Cara is proud of the work she
has done with Grandpa?
4.5 Fig. 19(D) Which quotation from the play best explains Grandpa’s reason for suggesting
that he and Cara work on a surprise for Grandma?
4.5 Fig. 19(D) (A stage direction is shown.) What does this stage direction suggest about
Grandpa?
Fig 19 (E) Summarize information in text, maintaining meaning and logical order.
Readiness Standard (Fiction)
Supporting Standard (Literary Nonfiction, Poetry, and Drama)
4.5 Fig. 19(E) Which of the following is the best summary of the play?
4.5(A) Describe the structural elements particular to dramatic literature. (Supporting
Standard)
4.5(A) The stage directions at the beginning of Scene 1 help the reader by —
4.6 Students understand, make inferences and draw conclusions about the
structure and elements of fiction and provide evidence from text to support their
understanding.
Fig 19 (D)Make inferences about text using textual evidence to support
understanding.
Prepared by: Region 6 ESC
Last Revised: September 2014
Readiness Standard (Fiction)
Supporting Standard (Literary Nonfiction, Poetry, and Drama)
4.6 Fig. 19(D) Read this sentence. (A sentence from the passage is given.) What are Marvin’s
parents most likely thinking at this point in the story?
4.6 Fig. 19(D) Why does Marvin hope that his parents are listening to what the president is
saying?
4.6 Fig. 19(D) Which sentence from the story shows that Marvin does not want to create more
problems for his mother?
Fig 19 (E) Summarize information in text, maintaining meaning and logical order.
Readiness Standard (Fiction)
Supporting Standard (Literary Nonfiction, Poetry, and Drama)
4.6 Fig. 19(E) What is the best summary of the story?
4.6(A) Sequence and summarize the plot's main events and explain their influence
on future events. (Readiness Standard)
4.6(A) What effect does Marvin’s visit to his friend’s house have on the story?
4.6(A) The problem in the story is solved when Marvin’s parents
4.6(A) Why is it important to the story that Nathan and Alex go to the break room
for gum?
4.6(A) What is paragraph 18 mainly about?
4.6(B) Describe the interaction of characters including their relationships and the
changes they undergo. (Readiness Standard)
4.6(B) The conversation between Marvin and his parents in paragraphs 6 through 12
shows that Marvin is —
4.6(B) Which sentence shows how the brothers feel when their father explains what
they really saw in the hallway?
4.6(B) When Alex first tells Nathan that someone is watching them, Nathan —
4.6(C) Identify whether the narrator or speaker of a story is first or third person.
(Supporting Standard) Not tested in 2013 or 2014
4.7(A) Identify similarities and differences between the events and characters'
experiences in a fictional work and the actual events and experiences described
Prepared by: Region 6 ESC
Last Revised: September 2014
in an author's biography or autobiography. (Supporting Standard) Not tested in
2013 or 2014
4.8 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.
Fig 19 (D)Make inferences about text using textual evidence to support
understanding.
Readiness Standard (Fiction)
Supporting Standard (Literary Nonfiction, Poetry, and Drama)
4.8 Fig. 19(D) In paragraph 13, “a nightlight offering comfort from a bad dream” means that
the light makes the boys feel —
4.8(A) Identify the author's use of similes and metaphors to produce imagery.
(Supporting Standard) Not tested in 2013 or 2014
4.10 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.
Fig 19 (D)Make inferences about text using textual evidence to support
understanding.
Readiness Standard (Fiction)
Supporting Standard (Literary Nonfiction, Poetry, and Drama)
4.10 Fig. 19(D) The purpose of this selection is mainly to —
4.10 Fig. 19(D) Read the following sentence from paragraph 6. (A sentence from the story is
given.) The author includes this sentence most likely to —
4.10 Fig. 19 (D) The author wrote this selection most likely to —
4.10 Fig. 19(D) The purpose of this selection is to —
4.11 Students analyze, make inferences and draw conclusions about expository
text and provide evidence from text to support their understanding.
Fig 19 (D)Make inferences about text using textual evidence to support
understanding.
Readiness Standard (Fiction)
Supporting Standard (Literary Nonfiction, Poetry, and Drama)
Prepared by: Region 6 ESC
Last Revised: September 2014
4.11 Fig. 19(D) What does Narins’s study of frog calls suggest about frogs?
4.11 Fig. 19(D) The attendance at Whaley’s first soccer camp suggests that members of the
community were —
4.11 Fig. 19(D) Which sentence from the article shows that developing soccer skills isn’t the
only focus of Kicking4Hunger camps?
4.11 Fig. 19(D) Which sentence from the selection shows that Wignall’s project has expanded
over the years?
4.11 Fig. 19(D) The fact that octopuses sometimes move coconut shells from one place to
another is important because it suggests that octopuses —
4.11 Fig. 19(D) Which sentence from the article supports the idea that early frozen desserts
required great effort to make?
4.11 Fig. 19(D) How were Harry Burt and the man who created the ice-cream cone similar?
4.11 Fig. 19(D) Clucas’s observations contribute to the understanding of why squirrels use
snakeskin by —
Fig 19 (E) Summarize information in text, maintaining meaning and logical order.
Readiness Standard (Fiction)
Supporting Standard (Literary Nonfiction, Poetry, and Drama)
4.11 Fig. 19(E) Which of these is the best summary of the selection?
4.11 Fig. 19(E) Which of these is the best summary of the article?
4.11 Fig. 19(E) Which of these is the best summary of the selection?
4.11(A) Summarize the main idea and supporting details in text in ways that
maintain meaning. (Readiness Standard)
4.11(A) Which of the following is the best summary of the section “Singing with
Purpose”?
4.11(A)Read the diagram. (A story web is given with details missing.) Which of these best
completes the diagram?
4.11(A) Having a loud call benefits frogs by —
4.11(A) According to the article, what is one way Whaley achieves his goal of providing
soccer instruction to children?
4.11(A) What was one benefit of Whaley winning the Readers’ Choice Hero of the Year
award?
4.11(A) Paragraph 4 is important to the selection because it provides information about
how the Care Bags project —
4.11(A) What problem did people experience when ice cream was first made in America?
4.11(A) Paragraphs 2 through 4 are mainly about —
4.11(B) Distinguish fact from opinion in a text and explain how to verify what is a
fact. (Supporting Standard) Not tested in 2013 or 2014
Prepared by: Region 6 ESC
Last Revised: September 2014
4.11(C) Describe explicit and implicit relationships among ideas in texts
organized by cause-and-effect, sequence, or comparison. (Readiness Standard)
4.11(C) Read the diagram below. (A cause and effect diagram is shown.) Which of the
following belongs in the empty box?
4.11(C) Harry Burt put his ice-cream treat on a stick —
4.11(C) The author organizes this article by —
4.11(D) Use multiple text features (e.g., guide words, topic and concluding
sentences) to gain an overview of the contents of text and to locate information.
(Readiness Standard)
4.11(D) In which part of the selection can the reader find information about the patterns
of frog songs?
4.13 Students understand how to glean and use information in procedural texts
and documents.
Fig 19 (D)Make inferences about text using textual evidence to support
understanding.
Readiness Standard (Fiction)
Supporting Standard (Literary Nonfiction, Poetry, and Drama)
4.13 Fig. 19(D) What problem did people experience when ice cream was first made in
America?
4.13 Fig. 19(D) What is the most likely reason that the recipe was included with the article?
4.13 Fig. 19(D) The photograph of people around the ice-cream maker suggests that —
4.13(A) Determine the sequence of activities needed to carry out a procedure
(e.g., following a recipe). (Supporting Standard) Not tested in 2013 or 2014
4.13(B) Explain factual information presented graphically (e.g., charts, diagrams,
graphs, illustrations). (Supporting Standard) Not tested in 2013 or 2014
4.14 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. (Supporting Standard)
Fig 19 (D)Make inferences about text using textual evidence to support
understanding.
Readiness Standard (Fiction)
Supporting Standard (Literary Nonfiction, Poetry, and Drama)
Prepared by: Region 6 ESC
Last Revised: September 2014
4.14 Fig. 19(D) Which idea from the selection does the first photograph support?
4.14 Fig. 19(D) The photograph is included with the selection most likely to —
Fig 19 (F) Make connections (e.g., thematic links, author analysis) between
literary and informational texts with similar ideas and provide textual evidence.
(Readiness Standard)
4.19(F) The authors of the two selections probably intend for the reader to learn how —
4.19(F) What is one way that Kicking4Hunger is different from the Care Bags Foundation?
4.19(F) One way that Whaley and Wignall are alike is that —
4.19(F) Kicking4Hunger is different from the Care Bags Foundation in that —
4.19(F) What is one difference between the types of animal behavior described in the two
selections?
4.19(F) One similarity between the two selections is that both discuss animals that —
4.19(F) Which of these ideas is found in both selections?
4.19(F) Both selections suggest that scientists —
Prepared by: Region 6 ESC
Last Revised: September 2014