2.3A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions; (Level 3)

The reader can tell that__ (prediction stated) because__

The reader can tell that __ (prediction not stated) because__

What information in this article is helpful in predicting what will happen next?
2.3B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text: (Level 1)
 What happened when __did__?
 Why did __go to__?
 Why is __important?
 What text evidence tells you that__?
 How do you know from this information that__?
Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010
2.3C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, rereading a portion aloud. (Level 3)
2.5A use prefixes and suffixes to determine the meaning of words(e.g., allow/disallow): (Level 3)

What did you think about __ at the beginning of the story?

What did you think about __at the end of the story?

Did you change your mind about__(a character in

If this word means __, what would this same word mean with (un-, dis-, etc.) in front of it? the story) as you read the complete story?

What clues in this information tell you that__?

What did you learn from reading this information?

Why did we read this selection? (prompts could include: for fun and enjoyment, to find about__)
Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010
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2.5B use context to determine the relevant meaning of unfamiliar words or multiple meaning words; (Level 3)

In paragraph __ of this story, what does the word
__mean?

What clues helped you know the meaning of the word?

In paragraph __of this newspaper article, what clues help you know the meaning of__?
2.5C identify and use common words that are opposite
(antonyms) or similar (synonyms) in meaning (Level 3)

What is the opposite of __?

What word means the same as ___?
Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010
2.5D alphabetize a series of words and use a dictionary or a glossary to find words. (Level 2)

Would __come before or after __ in the dictionary?
2.6A identify moral lessons as themes in well-known fables, legends, myths, or stories (Level 3)

What did __learn in this story?

This is a well known fable that teachers the reader what lesson?

What did you learn from reading this legend?
Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010
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2.6B compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot .
(Level 3)
2.7A describe how rhyme, rhythm, and repetition interact to create images in poetry. (Level 4)

What happened in the old version of this folktale that did not happen in the modern version?

How are the settings different in different author’s versions of this folktale?

Teacher: Listen for rhyming words in this poem and tell me what you see in your mind.

Teacher : Let’s read this poem on the screen together.
 Let’s read it again and listen for rhyming words.
 Let’s read it again and listen to me as I clap the rhythm.

How would you describe what you see in your mind when we read and clap the rhythm of the poem?
Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010
2.8A identify the elements of dialogue and use them in informal plays. (Level 3)

What did __ say?

Why did __say__?

When __ said __, was he/she talking to someone?

Can you read what __said to__?
2.9A describe similarities and differences in the plots and settings of several works by the same author. (Level 3)
 Tell how what happened to __ in __is like what happened to __in the story__.
 Why is paragraph __important in the story?
 How is what happened in this paragraph in
__different from what happened in paragraph __in the story__?
Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010
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2.9B describe main characters in works of fiction, including their traits, motivations, and feelings (Level 3)
 How does __feel about__?
 Why do you think __ did __?
 Which word best describes __?
 Why did __ want to__?
 Tell two things you know about __ from reading this story.
 What is the most likely reason __ did __?
2.10A distinguish between fiction and nonfiction (Level 4)
 Does this reading selection tell a story or give information?
Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010
2.11A recognize that some words and phrases have literal and non-literal meanings (e.g., take steps) (Level 3)
2.13A identify the topic and explain the author’s purpose in writing the text .
(Level 2)

Which words in this story could not be taken seriously?

Which words in this story mean exactly what they say?

What was the topic of this article?

The topic of this information is__

The author wrote this article to__
Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010
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2.14A identify the main idea in a text and distinguish it from the topic (Level 3)

This newspaper article is mostly about__

What is the main idea of paragraph___?

Which sentence in paragraph __ is the topic sentence, not the main idea?
2.14B locate the facts that are clearly stated in a text
(Level 1)

What is ___ according to this information?

Which words tell you how long it takes to _____?

How do you know _____?
Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010
2.14C
describe the order of events or ideas in a text
(Level 2)




List the 3 ideas in this article in the order given.
What happened after__?
What happened before__?
What was the first thing __ did?
2.14D use text features (e.g., table of contents, index, headings) to locate specific information in text. (Level 2)



How would you find __ in this information?

How would you find__in this information?
Which of the following would be helpful in finding information about__?
Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010
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2.15A follow written multi-step directions (Level 2)

What equipment do we need for this science experiment?

What is the first step in the directions for making__?

What do you do according to this recipe after__?

When making __, what is the last step to follow?

Complete this task by following these steps.
2.15B use common graphic features to assist in the interpretation of text (e.g., captions, illustrations). (Level
3)
 What does the caption under this picture mean?
 You can tell in this picture that__
 What can you tell from this picture?
Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010
2.16A recognize different purposes of media (e.g., informational, entertainment) (Level 4)
2.16B describe techniques used to create media messages
(e.g., sound, graphics) (Level 4)

Find an advertisement in the newspaper that makes us laugh.

Find an advertisement in the newspaper that gives us important information.
 What is the poster’s slogan?

How is music used in this advertisement?

Identify the movements in this advertisement.

How did the author of this advertisement use pictures?
Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010
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2.16C identify various written conventions for using digital media (e.g., e-mail, website, video game). (Level 4)
 How is the message different on this website from this e-mail?
 How is language used in this video game?
Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010
Level 1: Locate!
(The reader must be able to locate facts, details, events, characters, etc.)
Locate the answer—the answer is stated.
О Where is the answer?
Facts and details questions
Level 2: Combine!
(The Reader must be able locate to combine facts, details, events, characters, etc., to determine sequence and cause/effect.)
Combine parts of the text for the answer—the answer is stated.
О What parts go together for the answer?
О Sequence/chronological order questions
Cause and effect questions
Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010
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Level 3: Connect! Level 4: Analyze!
(The reader must be able to locate and combine to
connect facts, details, events, characters, etc. to inferences and implied meanings.)
Connect clues and evidence to the unstated answer.
О Answer is not stated but is inferred or implied.
(The reader must be able to locate, combine and connect facts, details, events, characters to analyze the author’s writing.)
Analyze the author’s writing.
О What is the author thinking?
О Author’s purpose questions О Where are the clues and evidence for the answer?
О Inference questions
О Making predictions questions
О Main Idea questions
О Summary questions
О Author’s craft questions
Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010
RCS (A) establish purposes for reading selected texts based upon content to enhance comprehension

Why do you think we read ____ ?

How did this story make you feel?

What do you like best in__?

What did you learn from reading this article__?

Which of these two selections do you think you would enjoy reading the most?
Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010
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RCS(B) ask literal questions of text
 Who was __’s mother?

What did ___do in the story?

What happened in the story?

When was this article written?
RCS (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions)

Reread to find out why __ is important.
Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010
RCS (D) make inferences about text use textual evidence to support understanding (Level 3)
RCS (E) retell important events in stories in logical order;
(Level 2)

You can tell from the story that__

Which sentence in the story tells you that__

From this article the reader can tell that__

What can you tell from this article?

Tell two things you know about this character from reading this story.

Retell the three most important events in this story in the order in which these events happened.
(sorting important from not important)

What happened after__?

What happened before__?

What happened when __?
Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010
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RCS (F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

How are your experiences like those of the character in the story?

Have you read about this information before in a different article?

What information in this article reminded you of our community?
Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010 Margaret Kilgo Question Stems @Nancy Apodaca-Hilley LCC~2010
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