Essential Question Stems Reading Comprehension

Blooms and DOK Leveled Essential Question Stems Reading Comprehension

• AUTHOR’S CRAFT AND AUTHOR’S PURPOSE Question Stems
• DRAWING CONCLUSIONS/INFERENCING Question Stems
• USING/IDENTIFYING TEXT FEATURES Question Stems
• Context Clues/Multiple Meaning Words

Reading Comprehension: Test Taking Strategies  

• Look for Keywords in the introductory paragraph and concluding paragraph for the topic, main points, main ideas, and themes.
• READ THE FIRST & LAST SENTENCE IN EACH PARAGRAPH, SEARCHING FOR CLUES THAT REVEAL THE MAIN IDEA! The topic and main point is almost always in the topic or concluding sentences.
• Study tier 2 and tier 3 academic reading vocabulary in advanced of any summative reading assessment. 
• Practice daily close reading strategies before you take any scored reading assessments.
• Read the questions and look for clues to help determine what type of question you are answering. If no questions are given create your own essential question.
• Read every passage, question, and topic and concluding sentence at least three times.
• Use released EOG/EOC reading test to study test question types and frequency.
• Have students use or create reading comprehension questions based on class reading assignment.
• Practice using reading comprehension questions stems.
• Socratic Seminars 

Categorized Reading Question Stems

PDF]Question Stems Thinking Within the Text Thinking Beyond the Text ...
Question Stems. Thinking Within the Text. ✓ What was the problem in the story? What did _____ do to solve the problem? ✓ What happened in the story? How did the story end? ✓ Explain what you learned in this book. What did you learn about ____? ✓ What were some important facts about ____ in this book?

[PDF]DOK Question Stems - Ohio Department of Education
DOK Question Stems. DOK 1. • Can you recall______? • When did ____ happen? • Who was ____? • How can you recognize____? • What is____? • How can you find the meaning of____? • Can you recall____? • Can you select____? • How would you write___? • What might you include on a list about___?


[PDF]Reading Continuum Questions
Guided Reading Goal Questions. Thinking within the Text. Retelling o What is this story mostly about? o What are some key details from the story? (2 to 3) o Who are some of the characters in the story? o What is the setting of the story? Thinking beyond the Text. Predicting o During Reading – How do you think the book will ...


[PDF]QAR Question Stems
QAR Question Stems. Right There. Think & Search. What did…. Who did… How many… What was… Who are…. When did… What does… What kind…. Who is… What is… Where is… Name…. List…. How do you… What happened to… How long did… What time did… What happened before… What happened after…


[PDF]Recognizing Question Stems - You Should Not Be Here
Steps to Answering a Supporting Detail Question. 1. Scan the passage for the word or idea that is presented in the question stem. Once you've found it in the text, read the surrounding sentences. 2. Choose the response that is the closest match to the text. 3. Distracters to watch out for: those that contradict ...


[PDF]First Grade Reading Literature Question Stems - Scholastic
Reading Literature Question Stems. Key Ideas & Details. Standard. Question Stem. RL.1.1. Ask and answer questions about key details in a text. • Who are the characters this book? What do we know about them? • When did (event) happen? Where is that in the book? • Why did (event) happen? How do you know?


[PDF]Grade 3 Question Stem Bank: Common Core State ... - Kids at the Core
Grade 3 Question Stem Bank: Common Core State Standards. Reading Literature (RL) & Reading for Information (RI). Key Ideas and Details Question Stems: Standard. Basic: Remember & Understand. Standard: Apply & Analyze. Expanded: Evaluate & Create. RL 3.1. &. RI 3.1. Identify explicit information: What does the ...


[PDF]Grade 8 Question Stem Bank: Common Core State ... - Kids at the Core
Grade 8 Question Stem Bank: Common Core State Standards. Reading Literature (RL) & Reading for Information (RI). Key Ideas and Details Question Stems: Standard. Basic: Remember & Understand. Standard: Apply & Analyze. Expanded: Evaluate & Create. RL 8.1. &. RI 8.1. (cite specific evidence when possible).

[PDF]STAAR Reading Formatted Question Stems - Humble ISD
STAAR Formatted Reading Question Stems. AUTHOR'S CRAFT AND AUTHOR'S PURPOSE. All G e n re s. • What was the author's purpose for writing this article/story? • What is the most likely reason the author wrote this article/story? • You can tell that the author wrote this article/story to___? • What is the author's purpose ...


[PDF]6th Grade - Common Core Connect
Question Stems and Prompts: ✓ What is the author's message/purpose in this text? How do you know? ✓ After reading (that) ___what can you infer about ___? ✓ Cite the text to describe what the author says explicitly. ✓ Upon further analysis, what more can you conclude? ✓ When the author says ____, what inferences can ...

Knowing questions focus on making clear, recalling, naming and listing

1. Which resources would give more information about ...? 
2. Organizing questions focus on arranging information, comparing similarities/differences, classifying, and order 
3. Which experience is most similar to ...'s experience in the story? 
4. In what way are these stories the same? 
5. Which experience is most similar to the author's? 
6. What modern symbol can be used to compare... to...? 
7. How are... and... similar? 
8. Applying questions focus on prior knowledge to solve a problem 
9. A theme of both selections might be... 
10. What other things cause...? 

Analyzing questions focus on examining parts, qualities/ relationships/ patterns, and main idea

1. Which experience most likely helped the author write this...? 
2. How do you think... felt after...? 
3. What are some effects that people experience because of this...? 
4. People who ... would most likely have which characteristics? 
5. Who would most likely need...? 
6. Generating questions focus on producing new information, inferring, predicting, and adding more details 
7. How would this experience help... the next time he...? 
8. How do you think this experience will change in the future? 
9. Which is an example of an activity that would result in...? 
10. Which would most people who share this author's opinion believe? 
11. What are some other ways... could have...? 

Integrating questions focus on connecting/combining/summarizing information, and restructuring existing information to incorporate new information 

1. Which relationship is most similar to the relationship below? X:Y (based on personal knowledge, initial relationships from text, others from outside experience) ...'s relationship to... is most like... 

Evaluation of the Author's Skills: Evaluating questions focus on reasonableness and quality of ideas, criteria for making judgments, and confirming accuracy of claims

1. What is the most likely reason... instead of... ? 
2. What part of this story could happen in real life? (Or not happen in real life?) 
3. Critical Stance: Evaluate the author's craft. Analyze by determining the impact of literary elements/word choice/purpose/decision, comparing and contrasting, and evaluating the accuracy of information and ideas. 
4. Knowing questions focus on clarifying, recalling, naming, and listing 
5. Which words aroused emotion? Which emotion? 

Organizing questions focus on arranging information, comparing similarities /differences, classifying, and putting in order

1. How is... different from...? 
2. What do... and ... have in common? 
3. Which word would have been a better word to use in this sentence? 
4. Applying questions focus on prior knowledge to solve a problem 
5. What are some specific elements of this author's style? 
6. What technique does the author use to create an effect? (a dramatic beginning, short quick sentences, long sentences, repetition) 
7. This is an example of...? (technical language, slang, informal speech, formal speech) 
8. What supporting evidence does... give for her argument? 
9. What is the impact of the organization of the selection? 
10. Why does the author use flashbacks? 
11. What generalization does the author probably want you to make about... ? 
12. In the statement..., why is the word... in (quotations marks, italics, bold, etc.)? 
13. Why is ... in italics? (or underlined?) 

Analyzing questions focus on examining parts, identifying qualities /relationships /patterns, and main idea

1. How does... change from the beginning to the end of the story? (Also considered an interpretation) 
2. What is the effect of beginning the selection with a... (simile/metaphor)? 
3. Based on the information in the selection, which relationship is most similar to the relationship below? X:Y (based on the selection and all relationships found in the text) 
4. What technique does the author use to make his selection colorful? (precise details, short sentences, slang, figurative language) 
5. How does the author make the story colorful? 
6. The author alludes to... ... is a symbol of what? 
7. What is the message of this ironic selection? 
8. What is ...'s attitude to...? 
9. What is the most likely reason the... is included in the selection? 
10. What is the impact of the author's word choice? 
11. What words are clue to the author's feelings? 
12. What is the impact of the use of a propaganda technique? 
13. Which statement is the main idea of paragraph...? 
14. What evidence reflects the author's biases? 
15. Why does the author compare... to...? 
16. Why did the author choose this title? 
17. Why does the author use... to stand for...? 
18. What could the author have added that would made his position stronger? 
19. How is the selection organized? 
20. Why did the author choose to use dialect/slang/regional speech in this selection? 
21. What effect does... have on the selection? 
22. What is the purpose of comparing... to...? 
23. In what way does the author of this selection best help the reader to understand...? 

Generating questions focus on producing new information, inferring, predicting, and elaborating with details

1. How does... justify her position? 
2. What impact does the author's use of foreshadowing have on the selection? 
3. In what way could the author make... more believable? 
4. Why does the author most likely (include...?)(begin/end the selection by saying...?)(mention...?) 

Integrating questions focus on connecting/ combining/ summarizing information, and restructuring existing information to incorporate new information

1. How are...'s and...'s feelings at the end of this selection similar? 
2. What are some things the author does to make sure this selection... (entertains, informs, persuades, etc.)? 
3. Which details offer support of the author's suggested solution? 
4. What are some details the author uses to help you visualize the images in the selection? 
5. What details help you to visualize the story? 

Evaluating questions focus on reasonableness and quality of ideas, standards for making judgments, and confirming accuracy of claims

1. Which... does the author believe is the most important reason for...? 
2. What is the author's most important reason for ...? 
3. Which details are most relevant to the author's point of view? 
4. What could the author have added to make his opinion more valid? 
5. Which detail is irrelevant to the author's judgment? 
6. With which statement would the author most likely agree? 

Cognition: Develop an initial understanding. Identify purpose, main ideas, supporting details, vocabulary in context, parts of books.

Knowing questions focus on clarifying, recalling, naming and listing

1. Based on the context of paragraph..., what does... mean? (vocabulary in context)
2. Which best describes...? (clearly stated in the selection)
3. What metaphor does the author use to compare... to...?
4. Which word would best be substituted for the word... in paragraph/line...?
5. When and where did this story occur?
6. What is the selection supposed to help you do?
7. What does the word... mean in paragraph...?
8. Which clue helped you determine the meaning of the word... as it is used in this selection?
9. What is the purpose of guide words?
10. How is the text organized?
11. When the author used the word..., which meaning does she want you to associate with it?
12. What is the plot of the story?
13. Based on this story, how would you describe...?
14. What is another meaning for the word...?
15. What is the purpose of the stage directions?
16. What kind of source would you use to find information about...?
17. What is the rhyme scheme?
18. Who is the speaker in this selection?
19. What can you tell from the conversation about ... ?

Organizing question focus on arranging information, comparing similarities/ differences, classifying, and putting in order

1. Which detail best completes the graphic organizer? 
2. The author compares... to...? 
3. What are some words the author uses that are clues to her feelings? 
4. What is the difference between a primary source and a secondary source? 
5. What are the characteristics of this specific genre that make it different from others? 
6. Applying questions focus on prior knowledge to solve a problem 
7. What is the purpose of the... subheading in the selection? 
8. Which details support his opinion? 
9. What is the extended metaphor the author uses? 
10. What did the author want you to consider as you read this selection?

Analyzing questions focus on examining parts, identifying attributes/ relationships/ patterns, and main idea

1. Why does the selection include illustrations/a list of materials, etc.? 
2. What is the main idea of the selection? (purpose, summary) 
3. What piece of information is missing from the selection? 
4. What is the author's purpose? 
5. Which is the most important reason for... ? 
6. What is the author's message? 
7. Which is the best statement of the theme of this selection? 
8. What significance does the title have? 
9. What is the main problem or conflict in the selection? 
10. What does... symbolize in this selection? 
11. If this skit was performed, what costumes would the characters wear? 

Generating questions focus on producing new information, inferring, predicting, and elaborating with details

1. What can you tell from the dialogue/conversation about...? 
2. Why did the author write this selection? 

Integrating questions focus on connecting/ combining/ summarizing information, and restructuring existing information to incorporate new information

1. Why did the author write this selection? 
2. Based on the information in the selection, how would you describe...? 
3. Which is the best summary for this selection? 
4. What is the author's general attitude about...? 
5. What are the multiple effects of...? 
6. What does the author think about this topic? 

Evaluating questions focus on reasonableness and quality of ideas, criteria for making judgments, and confirming accuracy of claims

1. Which is the most important reason for...? 

Interpretation: Dig deeper. Clarify, explain by making inferences, drawing conclusions, making generalizations and predictions, determining the meaning of figurative language.

1. Knowing questions focus on clarifying, recalling, naming, and listing 
2. During the selection, the mood changes from... to... 
3. Which word means the same as...? 
4. Based on the selection, which is the best definition of...? 
5. Which words can the author use that have a more positive connotation? 
6. How did the plot develop, from the beginning to the end? 
7. What does... think about...? 
8. What is... (part of the selection) supposed to help you do? 
9. How did... feel at the end of this selection? 
10. Why did...? 
11. Which is an example of figurative speech? 

Organizing questions focus on arranging information, comparing similarities/differences, classifying, and putting in order 

1. How is... different from...? 
2. Which detail belongs in the empty circle? 
3. People who... are most likely to have which characteristics? 
4. How are... (e.g., a modern fable) and... (e.g., an ancient fable) different? 
5. Applying questions focus on prior knowledge to solve a problem 
6. What is the tone/mood of this selection? 
7. How did... solve the problem? 
8. What will be the result of this step in the directions? 
9. In what ways are these ideas important to the topic/theme? 
10. How does the setting impact the mood or tone? 
11. Why does the author compare this problem to...? 
12. How does the author's use of... (irony, humor, personification) contribute to...? 
13. Which... is an example of...? 
14. How is informational text organized differently from a narrative text? 
15. What are strategies for reading...? 
16. What is the result of...? 
17. In which part of the selection does the author give information about what happened before the story began? 

Analyzing questions focus on examining parts, identifying attributes/relationships/patterns, and main idea

1. What is the significance of...'s decision to...? 
2. What was the significance of...? 
3. Which statement about... is supported by the selection? 
4. Which best describes...?(not clearly stated in the selection) 
5. Which quotation from the selection tells the most about...? 
6. This character could be described as...? 
7. What is the main problem? 
8. What caused this event/problem? 
9. Which detail explains the significance of...? 
10. What is the significance of the author's statement that...? 
11. Which particular group is the author targeting? 
12. What caused... to...? Use information from the selection to support your answer. 
13. Which... does the author offer as evidence of the effect of...? 
14. What has been the effect of...'s decision, actions, etc. 
15. What mood does the author create? How? 
16. What is most likely true about...? 
17. In which situation would you use this...? 
18. What is most likely the reason... ? 
19. Which is the most important information about... given in the selection? 
20. What lesson should... have learned about...? 
21. What is the lesson that the reader can learn from this selection? 
22. According to the selection, how does... affect...? 
23. What is the main message of this selection? 
24. What is the main reason...? 
25. Which characteristics are given to...? 
26. Why was... important to...? 

Generating questions focus on producing new information, inferring, predicting, and elaborating with details

1. What conclusion about... can be made from...? 
2. What might be inferred from the fact that...? 
3. Where might the author have gotten the idea for this selection? 
4. What is another possible solution to this problem? 
5. What might be another cause that is suggested but not clearly stated? 
6. What will most likely happen? ...next? If...? 
7. What could you infer about the author from this information? 
8. With which opinion would the author probably agree? 
9. If..., what else would be true? 
10. What was most likely the situation at the beginning of the selection? 
11. What is the story meant to explain? 
12. What does the final paragraph/stanza suggest about...? 
13. Which... best expresses...'s attitude toward ... as shown in the beginning of the selection? 

Integrating questions focus on connecting/ combining/ summarizing information, and restructuring existing information to incorporate new information

1. How would the mood change if the setting were...? 
2. How would ...'s actions be different if the setting were...? 
3. Which group of people might this problem impact most? 
4. Why is this information significant to this topic? 
5. What can a reader tell about... from...? 
6. Evaluating questions focus on reasonableness and quality of ideas, criteria for making judgments, and confirming accuracy of claims 
7. What could the author add to this selection to help you understand it better? 
8. Which theme best fits the story? 
9. Which facts and details that support the author's view are important? 
10. Which statement is true? Which... is most important in this story?

Reading Comprehension

1. What resources would give more information about ...?
2. How are ... and ... similar?
3. What other things cause .... ?
4. Who would most likely need ... ?
5. What are some other ways ... could have ... ?
6. .......'s relationship to .... is most like ....
7. What part of the story could happen in real life? (Or not happen in real life?)
8. How do you think .... felt after ....?

Evaluation of the Author's Skills

1. Which words aroused emotion? (Which emotion?)
2. Which word would have been a better word to use in this sentence?
3. Why is ..... in italics? (or underlined?)
4. Why did the author choose this title?
5. What details help you to visualize the story?
6. What is the author's most important reason for ..... ?
7. How does the author make the story colorful? (imagery)
8. Which statement is the main idea of paragraph .......?

Initial Understanding

1. What is the plot of the story?
2. What words are clues to the author's feelings?
3. Which is an example of figurative speech?
4. What is the main problem or conflict in the story?
5. What can you tell from the conversation about ...?
6. Based on this story, how would you describe ........ ?
7. Which is the most important reason for .... ?
8. When and where did this story occur?
9. How would you describe ... ?
10. Who is the speaker in ..... ?

Interpretation

1. How did the plot develop, from the beginning to the end ?
2. How is ..... different from ..... ?
3. How did ..... solve the problem?
4. Why was ..... important?
5. What is another possible solution to this problem?
6. What can a reader tell about ... from .... ?
7. Which .... is most important in this story?
8. What does .... think about ... ?
9. In what part of the story does the author give information about what happened before the story began?
10. 
    
11. What lesson should .... have learned about ....?
12. Why was .... important to ....?
13. If ..... , what else would be true?
14. What is the story meant to explain?