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3rd Grade TAKS Reading

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3rd Grade TAKS Reading by Objective Strands Created by Susan Brenz, Yeager Principal ... [student inserts genre: newspaper, journal, poetry book, letter, ... – PowerPoint PPT presentation

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Title: 3rd Grade TAKS Reading


1
3rd Grade TAKS Reading
  • by Objective Strands

Created by Susan Brenz, Yeager Principal
2
Objective 1
  • Context Clues
  • Word Meanings (3.5D 3.5E)
  • Use word order (syntax) context to confirm word
    meaning
  • Prefixes (un-, pre-, dis-, re-, en-, ex-, in-
    im-)
  • Suffixes (-ed, -ment, -tion, -ation, -ion)
  • Use dictionaries to build word meanings (3.8C)
  • Synonyms (Same), Antonyms (Opposites)
    Multiple-Meaning Words (Sort, Classify Identify
    Related Words) (3.8D)
  • Read to Gain Information (3.7B)
  • Retell Important Story Events in Order (3.9C)
  • Summarization (Bee-ME) (3.9H)
  • Beginning-Middle-End

3
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 thats being defined.

4
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 ______?

5
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/rol
    ler 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
    ______.

6
Objective 1 Question Stems
  • Use of Resources to build word meaning (3.8C)
    NOT TESTED IN 3rd
  • 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?

Summary of Name of Piece ___This part is
given____ _____________________ Student must
restate the last paragraph.
7
Objective 2
  • Character Analysis (3.11H)
  • Traits
  • Feelings
  • Relationships
  • Changes they Undergo
  • Story Elements (3.11I J)
  • Plot
  • Setting (Importance to
  • Storys Meaning)
  • Problem
  • Resolution

PLOT
Resolution
Problem
Setting
8
Objective 2 Question Stems
  • Character Analysis (Traits/Feelings/Relationships/
    Changes) (3.11H)
  • Why doesnt _____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
    characters 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/scar
    ed, what does he/she do?
  • When ______ first happens, ______ feels ______.
  • Which of these best tells about ______ in
    paragraph _____?

9
Objective 2 Question Stems
  • Importance of Setting to Storys Meaning (3.11I)
  • Why is important that the story take place on
    Valentines/St. Patricks/ 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 characters problem in the
    article/story?
  • Why is it important that ______ goes on the
    _______ trip? insert location camping, hiking,
    roundup, slumber party, etc.

10
Objective 3
  • Retell the Order of Important Events in the
    Stories
  • Chronological Order/Sequence (3.9C)
  • Different Visuals of Text (3.9I)
  • Outline
  • Timeline
  • Graphic Organizer
  • Story Maps
  • Charts Graphs
  • Distinguish Different Forms of Text Functions
    they Serve (3.11A)
  • Lists
  • Newsletters
  • Signs
  • Recognize Distinguishing Features of Genres
    (3.11C)
  • Stories
  • Poems
  • Advertisements

11
Objective 3 Question Stems
  • 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 ___?

12
Objective 3 Question Stems
  • Use Different Visuals to Represent Text (3.9I)
  • Causes of ________
  • Cause 1
  • Cause 2
  • Cause 3 ?

Things youd find _____
Item 1 Item 2 Item 3 What is added here?
13
Objective 3 Question Stems
  • Use Different Visuals to Represent Text Continued
    (3.9I)

Character 1
Character 2
  • Action 1-Given
  • Action 2 - ?

Action 1 - Given
Action 1 - Given
14
Objective 3 Question Stems
  • 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/jou
    rnal 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
    ______?

15
Objective 4
  • Inferences Generalizations (3.9F)
  • Important Ideas
  • Cause-Effect
  • Making Predictions
  • Drawing Conclusions
  • Fact versus Opinion (3.9J)
  • Support Responses with Text (and experiences)
    (3.10C)

16
Objective 4 Question Stems
  • 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/doesnt 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 ________?

17
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 cant ______ 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 isnt _____ 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 authors idea?
  • The reader can tell the ____ will be special
    gifts for ____ because _____.
  • _______ returned/left ______ because ________.

18
Objective 4 Question Stems
  • Fact versus Opinion (3.9J) NOT TESTED IN 3rd
    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.?
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