Sean Taylor M.Ed. Reading Sage: Advocating for Every Child to Read, Reason, and Thrive

Wednesday, May 2, 2018

Monday, April 30, 2018

Creating and Sustaining a Culture of Student Achievement

CREATING A TEAM LIFE MINDSET! Team Life derives from

No, Chocolate is Not Part of the Plan!

the Navy Seals leadership philosophy. Courage, Confidence, Perseverance, and Resilience are the elite traits that personify the Navy Seals. Schools systems that seek to create and sustain a culture of outstanding achievement need to look to the organizations that have mapped out the path to exceptional success and unparalleled achievement. What are some of the key performance principals, tactics, strategies, and systems that help develop Seal Mindset and instill a Team Life Ethic?

“You’ve only got three choices in life: Give up, give in, or give it all you’ve got.”

“If you work together as a team and put out as hard as you can for short period of time, you’ll get to rest while everyone else pays for not working so hard.”

Team Life Mission #1 Commitment to Self and Family
Community, Team Commitment, Belonging, Respect, and Loyalty! COMMITMENT to Your Tribe "Family" is Mission # ONE! (what is your purpose, shared goals, necessity, your reason for being "raison d'etre") | Students and families that do not feel they're part of a loyal and respectful school family, will opt-out, quit, and never engage fully with school life and academics. School and family communities with little or no hope, belief in themselves, or belief in their school systems see not participating or quitting as the best or easiest option. Administrators, educators, families, and students need come together to focus on shared goals and solutions. Top-down planning and goals that do not incorporate a family-school-community partnership are doomed to fail. POOR or Zero family-school-community partnership result in week community roots, and no root, no fruit. Never Quite on Your Team!

If you believe in yourself and have dedication and pride - and never quit, you'll be a winner. The price of victory is high but so are the rewards. Paul Bryant

"As an LD student, I spent my entire school career feeling that I did not belong in school! I had no hope, purpose, passion, or peace of mind. School was full of fear, hate, doubt, shame, and humiliation with no real perceived purpose because I never measured up to others standard of academic success! I QUIT ON MYSELF DAILY. I JUST QUIT TRYING" -Sean..

Team Life Mission #2 Training!
Eat the Elephant! How do you eat your elephant? One bite at a time. Do the hard things first! Do the hard training with your team, create a real team spirit, and makes eating your elephant easier!

Developing physical and mental toughness!

1. Set (and achieve) micro-goals daily. Physical and Mental “Small Wins and eventual BIG Victories”
2. Visualize success (overcoming weakness and or pushing through failure). Test your metal daily. You must change, grow, and stretch yourself before you can change the world.
3. Convince yourself you can do the imposable with micro-goals, perseverance, teamwork, and rigorous training.
4. Control your fear (self-doubt). Push and Stretch yourself and your team beyond their comfort zone! Self-control, self-aware, and mindfulness!

Team Life Mission #3 Communication
Seek First to listen and understand (Seek knowledge and wisdom with a beginners mind that is unpolluted with opinions) Learn first, then seek to be understood. Communication is the most important skill in life. Seeking first to understand is about knowing you will never have all the answers and all ideas are valuable. We need others to challenge our thinking.

Team Life Mission #4 Leadership
Leading downwards and upwards, “Exceptional Strategies and Tactics, Tested Systems, and Flexible Performance Principals” School institutions need a real shared vision of positive growth and change to lead teachers, students, and families. A vision of achievement must be more than words to truly impact and improve student outcomes! A shared vision of achievement by all stakeholders must be reviewed, overhauled, retooled, and or discarded/deleted on continuing bases. Many vision statements seem to be based on the platitudes of a few! All parts of any “Exceptional Leadership System” should hold up in a real trial of efficacy! Many leadership ideas and ideals are implemented on a whim, due in part to ego, not what is in the best interest of students.

"The effective manager/leader learns to find out what is important to the people in their circle of influence and communicates to them in terms of what matters, rather than directly stating their own needs." Andrew Bryant

“I lead by example in all situations.”

Sunday, April 29, 2018

NC Released Test Answer Keys 2018-2019

NC EOG Released Test Answer Keys 2018-2019

NC EOG Released Reading, Writing, and Math Test Questions 2018-2019 | GRADE 3, 4, 5, 6, 7, and 8 | NC EOG PDF printable paper Test Grades 3-8 Reading and Math

NC EOG End-of-Grade ELA/Reading Released Forms
ELA/Reading Grade 3
ELA/Reading Grade 3
ELA/Reading Grade 3
ELA/Reading Grade 4
ELA/Reading Grade 4
ELA/Reading Grade 4
ELA/Reading Grade 5
ELA/Reading Grade 5
ELA/Reading Grade 5
ELA/Reading Grade 6
ELA/Reading Grade 6
ELA/Reading Grade 6
ELA/Reading Grade 7
ELA/Reading Grade 7
ELA/Reading Grade 7
ELA/Reading Grade 8
ELA/Reading Grade 8
ELA/Reading Grade 8

NC End-of-Grade Mathematics Released Forms
Mathematics Grade 3
Mathematics Grade 3
Mathematics Grade 4
Mathematics Grade 4
Mathematics Grade 5
Mathematics Grade 5
Mathematics Grade 6
Mathematics Grade 6
Mathematics Grade 7
Mathematics Grade 7
Mathematics Grade 8

Mathematics Grade 8

Philosophical Traditions | Socratic Seminars and Discussions!

Teaching Western and/or Eastern Philosophy to Students!

Stoicism, Cynicism, Buddhism, ZEN Buddhism, TAOISM, Apollonian and Dionysian, and JEDI Wisdom and Philosophy: Learning and teaching Western and/or Eastern Philosophical Traditions can be transformative for students! Using Socratic Seminars and Discussions is a quick way to open up a dialog and start the higher order thinking.

What is wisdom?
What is philosophy?
Why could reading about multiple philosophical traditions be the best way to learn about wisdom?
What would be some alternative meanings of wisdom?
What is another way to look at Wisdom vs. Philosophy?
Would you explain why it is necessary or beneficial, and who benefits from learning about or adopting a ZEN, TAOISM, or Jedi philosophy?
What are some of the strengths and weaknesses of the different philosophical traditions?
What is the point of view. a theme, an idea being presented in the... quote?

"you're going to find that many of the truths we cling to depend greatly on our own point of view." Obi-Wan Kenobi

“Doing nothing is better than being busy doing nothing.”
Lao Tzu
"No! Try not! Do or do not, there is no try." YODA
"The best teachers are those who show you where to look, but don't tell you what to see."Alexandra K.Trenfor

"Attachment leads to jealously. The shadow of greed, that is." YODA
It is under the greatest adversity that there exists the greatest potential for doing good, both for oneself and others.

“If you define yourself by the power to take life, the desire to dominate, to possess…then you have nothing.” Obi-Wan Kenobi
Teachers who are able to move mountains are the ones who start by carrying away the smallest stones.

3. All great teachers open doors for students, but the student must enter by themselves.

The Buddha in the Classroom Quotes ― Donna Quesada

“When you blame, you open up a world of excuses, because as long as you're looking outside, you miss the opportunity to look inside, and you continue to suffer.”

“The effects you will have on your students are infinite and currently unknown; you will possibly shape the way they proceed in their careers, the way they will vote, the way they will behave as partners and spouses, the way they will raise their kids.”
“Courage is often associated with aggression, but instead should be seen as a willingness to act from the heart.”

“What we can change is our perceptions, which have the effect of changing everything.”

“Each situation is a blossom to be picked with a curious spirit.”

A life full of laughter and learning is richer than a palace full of sadness.“Trying to understand is like straining through muddy water. Have the patience to wait! Be still and allow the mud to settle.” Lao Tzu

Even when we stumble and fall down, it doesn’t mean we’ve chosen the wrong path.If no mistake have you made, yet losing you are… a different game you should play. YODA

Always look on the bright side of life (Monty Python). If you don't understand this, polish what is dull in your life until it begins to shine.

Conquer anger with non-anger.
Conquer badness with goodness.
Conquer meanness with generosity.
Conquer dishonesty with truth.
~ The Buddha

A thousand-mile journey begins with just one step.

Never be afraid of going slowly, be scared of stopping.

“Fear is the path to the dark side. Fear leads to anger; anger leads to hate; hate leads to suffering. I sense much fear in you.” Yoda

Don’t speak if it doesn’t improve on silence. Better to remain silent and be thought a fool than to speak and remove all doubt.“When you talk, you are only repeating what you already know. But if you listen, you may learn something new.” Dalai Lama XIV

It’s better to be a teacher for a day than to be a shadow for a 1,000 days.

As the Zen Master served tea to his new student, the student carried on talking about his own opinions, theories, and ideas. The Zen Master remained silent as he poured more tea into his guest’s teacup and even after it was full, the Zen Master continued pouring!

The student watched the tea overflow and spill onto the table. He could no longer hold it in and burst out, “Stop! Can’t you see that it is full? No more tea can go in!”

“Exactly.” The Zen Master agreed. “You are like this tea-cup, full of your own opinions, assumptions, and theories. You have come for teaching but how can I show you wisdom if you don’t first empty your cup?"

The temptation to give up will be much stronger just before you reach your goal.

[PDF]Western and Eastern Educational Philosophies PART 1: Introduction ...The Comparison between Western and Eastern Education. Philosophies ... Students of the Westerneducation philosophy appear as active learners in the.

[PDF]Western and Eastern Education Philosophies - Durham University ...by A Hassan - ‎Cited by 16 - ‎Related articlesOn the other hand, the teaching and learning process through Eastern education philosophy stresses on the major outcomes from the teachers. It means that, teachers are fully responsible on the class effectiveness, by preparing and planning all the activities for their students.

PDF]The Meditations of the Emperor. Marcus Aurelius. Antoninus. Translated by Francis Hutcheson and James Moor. Edited and with an Introduction by James ...

[PDF]Readings in Eastern Philosophy - Philosophy Course
Readings in Eastern Philosophy: An Open Source Text. Edited by Lee ...... cies of inculcating virtue in people by the example of tradition and the jen of the superior ...... Second, the document was processed to reader.pdf (where eastern.dsl is a.

[PDF]Key Concepts in Eastern Philosophy - Vedic Illuminations
is between the different Eastern philosophical traditions, which are often genuinely linked both historically and culturally. Yet it has to be acknowledged that ...

[PDF]Eastern and Western philosophy 128. Eastern and ... - Bart Nooteboom
large and widespread effect from Eastern on Western philosophy and culture. ... variety, in denial oftraditional notions from Western philosophy such as ...

[PDF]COMPARATIVE PHILOSOPHY: ITS AIMS AND METHODS
philosophers would argue that comparative philosophy (especially a comparison of Eastern and Western philosophical ideas, theories, systems, traditions) is ...

[PDF]EASTERN PHILOSOPHIES OF EDUCATION
philosophical tradition. 1. The Indian philosophical schools have developed more a synthetic outlook. There is no separate treatment of ontology (Theory of.

[PDF]The Philosophy of Philosophies: Synthesis through Diversity - MDPI
- philosophical roots and tradition but to promote development of authentically new ... theEastern philosophical tradition is very limited and superficial. .... 128129-GTC-AR-2012%EF%80%a213.pdf (accessed on 16 May 2015).

[PDF]a comparison of eastern and western epistemology
Intuition, Eastern epistemology, philosophy and religion in education ..... Indian and Westernphilosophical traditions are so diverse that it makes having to.

[PDF]Man, nature and technology eastern philosophy, global issues and ...
ect that investigates the relationship of man and nature in. Eastern traditional art and philosophy via contemporary digital visualistion technology and transposes ...

Sunday, April 15, 2018

FSA Released Test Answer Keys 2018-2019

FSA Released Reading, Writing, and Math Test Questions 2018-2019 | GRADE 3, 4, 5, 6, 7, 8 and High School | FSA PDF printable paper Test Grade 3-10 Reading and Math

Tuesday, April 10, 2018

FCAT Released Test Answer Keys

FCAT 2.0 Released Test Answer Keys 2018-2019

FCAT Released Reading and Math Test Questions 2018-2019 | GRADE 3, 4, 5, 6, 7, 8 and High School | FCAT PDF printable paper Test Grade 3-10 Reading and Math

FCAT 2.0 Grade 3 Reading

Test Book (PDF)
Answer Key Book (PDF)
Grade 3 Mathematics
Test Book (PDF)
Answer Key Book (PDF)

Grade 4 Reading
Test Book (PDF)
Answer Key Book (PDF)
Grade 4 Mathematics
Test Book (PDF)
Answer Key Book (PDF)

Grade 5 Reading
Test Book (PDF)
Answer Key Book (PDF)
Grade 5 Mathematics
Test Book (PDF)
Answer Key Book (PDF)

Grade 6 Reading
Test Book (PDF)
Answer Key Book (PDF)
Grade 6 Mathematics
Test Book (PDF)
Answer Key Book (PDF)

Grade 7 Reading
Test Book (PDF)
Answer Key Book (PDF)

Grade 8 Reading
Test Book (PDF)
Answer Key Book (PDF)

Grade 9 Reading
Test Book (PDF)
Answer Key Book (PDF)

Grade 7 Math
Test Book (PDF)
Answer Key Book (PDF)

Grade 10 Reading
Test Book (PDF)
Answer Key Book (PDF)

Grade 8 Math
Test Book (PDF)
Answer Key Book (PDF)

Wednesday, March 14, 2018

Grade 2 Class 2 Reading Comprehension Passages

Grade 2 Targeted Reading Comprehension Passages

Free Reading Comprehension assessment passages for 2nd Grade with answer keys and targeted tutorials. Free second-grade reading comprehension resources, online reading readiness activities, and fun reading skills activities. Fun free online reading activities for developing academic reading skills needed to succeed in 2nd grade!

Grade 2 Class 2

[PDF]Grade 2 ELA Released Test Questions - Standardized Testing and ...This is a sample of California Standards Test questions. ... The Reading portion of the Grade 2California English-Language Arts Standards Test has three ...

[PDF]ELPAC Practice Test Grade 2The standards have been labeled to indicate Part I, Part II, or Part III (PI, PII, PIII); the .... ELPACPractice Test—Grade 2. Reading. Reading Overview. The goal of the ...... http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.

[PDF] Grades 2-3 Nonfiction Passages.pdfMany students can benefit from reading more nonfiction but finding good examples of nonfiction ...passages. This book provides 24 grade-appropriate nonfiction texts in a wide variety of genres, from .... snapped up her second album,. Oops!

1ST GRADE READING PACK

[PDF]Grade 3 FSA ELA Reading Paper-Based Practice TestGrade 3. FSA ELA Reading. Practice Test Questions. Directions for Answering the. ELA Reading Practice Test Questions. If you don't understand a question, ask ...
[PDF]Second Grade Teacher Reading Academy - Comprehension During reading instruction and practice, help students focus on important steps ... Choose books that are personal favorites, books that other second grade ...

[PDF]Grade 2 - Macmillan/McGraw-HillGrade 2. Reading Comprehension: Character and Setting Chart . . . . . . . . . . . . . 3 ...... SecondRead. –. = 5 ... reading principal math. David's New Friends. Book 2.1/Unit 1. 6. At Home: Write six to eight words and have your child put.

[PDF]2nd Grade Comprehension Stories2nd-grade comprehension stories pdf. - Reading Comprehension. Worksheets for 2nd Grade. Here is a collection of passages ...

[PDF] grade Comprehension Skills 2 - Kyrene School District
Comprehension Skills: 40 Short Passages for Close Reading, Grade 2 .... The passages and comprehension questions in this book are designed to help you ...

[PDF] Grades 2-3 Nonfiction Passages.pdf

[PDF] Reading Comprehensionseries offers nonfiction reading passages ... Literal comprehension questions ... in second grade with Early Reading Comprehension Book A and move through ...

[PDF]Grade 2 - Macmillan/McGraw-HillGrade 2. Practice. Book. O ...... Second Read ... At Home: Help your child read the passage, paying ...reading principal math. David's New Friends. Book 2.1/Unit 1. 6. At Home: Write .... At Home: For each question above, have your child make.
..
[PDF] 2 Grade Fluency FolderMastery is being able to read each word in a second (see it, say it). ... Reading Passages: The same story will be read 3 times per evening, Monday-Thursday for ... In addition to fluency practice, your child will answer one to two questions.

The Mixed-Up Chameleon - Locate Information

Get Up and Go! - Locate Information

Henry and Mudge Under the Yellow Moon - Locate Information

Days With Frog and Toad - Compare and Contrast

Wilson Sat Alone - Narrative Elements (Plot, Setting, Character)

The Enormous Turnip - Sequence

Helping Out - Main Idea

Mr. Putter and Tabby Fly the Plane - Abbreviations

Hedgehog Bakes a Cake - Synonyms

Hedgehog Bakes a Cake - Follow Directions

Johnny Appleseed - Details

The Secret Life of Trees - Follow Directions

Watermelon Day - Make Inferences

Imagine That!

The Day Jimmy's Boa Ate the Wash - Cause and Effect

How I Spent My Summer Vacation - Cause and Effect

Dear Mr. Blueberry - Make Inferences

Cool Ali - Antonyms

Neighborhood News

The Pine Park Mystery - Narrative Elements (Plot, Setting, Character)

Good-bye, Curtis - Contractions

Max Found Two Sticks - Multiple - Meaning Word

Anthony Reynoso: Born to Rope - Summarize/Restate

Chinatown - Details

Travel Time

Beginner`s World Atlas - Locate Information

Montigue on the High Seas - Homophones

3rd-grade reading skills

Officer Buckle and Gloria - Decode Long Words
Pepita Talks Twice - Narrative Elements
Pepita Talks Twice - Use a Dictionary
Nate the Great, San Francisco Detective - Decode Long Words
Allie`s Basketball Dream - Narrative Elements
Turtle Bay - Author`s Purpose

Turtle Bay - Classify and Categorize
Balto, the Dog Who Saved Nome - Word Relationships
Wild Shots, They're My Life - Author's Purpose
Little Grunt and the Big Egg - Word Relationships
Rosie, A Visiting Dog's Story - Decode Long Words
The Stories Julian Tells - Sequence
The Stories Julian Tells - Follow Directions
The Talent Show - Prefixes and Suffixes
The Talent Show - Draw Conclusions
Centerfield Ballhawk - Sequence
Ramona Forever - Prefixes and Suffixes
Sayings We Share - Narrative Elements
Papa Tells Chita a Story - Summarize
Papa Tells Chita a Story - Figurative Language
Coyote Places the Stars - Compare and Contrast
Why Mosquitoes Buzz in People`s Ears - Summarize
Lon Po Po - Compare and Contrast
The Crowded House - Author's Purpose
Leah`s Pony - Fact and Opinion
Yippee-Yay! - Main Idea and Details
Yippee-Yay! - References and Resources
Boom Town - Fact and Opinion
Cocoa Ice - Compare and Contrast
If You Made a Million - Main Idea and Details
I`m in Charge of Celebrations - Summarize
Alejandro`s Gift - Cause and Effect
Rocking and Rolling - Locate Information
Rocking and Rolling - Graphic Aids
The Armadillo from Amarillo - Cause and Effect
Visitors from Space - Locate Information

1st Grade Reading Skills

Free First GradeBasic Skills Book

The Hat - Sequence
Ants - Details
Jack and Rick - Sequence
All That Corn - Sequence
Dan's Pet - Setting
Where Do Frogs Come From? - Details
Try Your Best - Characters
Fun With Fish - Details
Did You See Chip? - Setting
Tomás Rivera - Characters
On the Way to the Pond - Setting
The Fox and the Stork - Characters
A Bed Full of Cats - Alphabetize
A Bed Full of Cats - Contractions
Me on the Map - Classify/Categorize
At Home Around the World - Classify/Categorize
Tell Me a Story - Alphabetize
On the Job with Dr. Martha Smith - Classify/Categorize
Little Bear`s Friend - Alphabetize
The Story of a Blue Bird - Plot
Fishing Bears - Main Idea
How to Be a Nature Detective - Main Idea
The Mixed-Up Chameleon - Main Idea

Tuesday, March 13, 2018

Grade 1 Reading Comprehension Passages

Grade 1 Targeted Reading Comprehension Passages

Free Reading Comprehension assessment passages for 1st Grade

with answer keys and targeted tutorials. Free first-grade reading comprehension resources, online reading readiness activities, and fun reading skills activities. Fun free online reading activities for developing academic reading skills needed to succeed in 1st grade!

Grade 1 Class 1

Monday, February 12, 2018

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

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

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

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

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

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

What is the most likely reason... instead of... ?
What part of this story could happen in real life? (Or not happen in real life?)
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.
Knowing questions focus on clarifying, recalling, naming, and listing
Which words aroused emotion? Which emotion?

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

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

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

How does... change from the beginning to the end of the story? (Also considered an interpretation)
What is the effect of beginning the selection with a... (simile/metaphor)?
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)
What technique does the author use to make his selection colorful? (precise details, short sentences, slang, figurative language)
How does the author make the story colorful?
The author alludes to... ... is a symbol of what?
What is the message of this ironic selection?
What is ...'s attitude to...?
What is the most likely reason the... is included in the selection?
What is the impact of the author's word choice?
What words are clue to the author's feelings?
What is the impact of the use of a propaganda technique?
Which statement is the main idea of paragraph...?
What evidence reflects the author's biases?
Why does the author compare... to...?
Why did the author choose this title?
Why does the author use... to stand for...?
What could the author have added that would made his position stronger?
How is the selection organized?
Why did the author choose to use dialect/slang/regional speech in this selection?
What effect does... have on the selection?
What is the purpose of comparing... to...?
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

How does... justify her position?
What impact does the author's use of foreshadowing have on the selection?
In what way could the author make... more believable?
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

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

Which... does the author believe is the most important reason for...?
What is the author's most important reason for ...?
Which details are most relevant to the author's point of view?
What could the author have added to make his opinion more valid?
Which detail is irrelevant to the author's judgment?
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

Which detail best completes the graphic organizer?
The author compares... to...?
What are some words the author uses that are clues to her feelings?
What is the difference between a primary source and a secondary source?
What are the characteristics of this specific genre that make it different from others?
Applying questions focus on prior knowledge to solve a problem
What is the purpose of the... subheading in the selection?
Which details support his opinion?
What is the extended metaphor the author uses?
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

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

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

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

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

Why did the author write this selection?
Based on the information in the selection, how would you describe...?
Which is the best summary for this selection?
What is the author's general attitude about...?
What are the multiple effects of...?
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

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.

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

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

How is... different from...?
Which detail belongs in the empty circle?
People who... are most likely to have which characteristics?
How are... (e.g., a modern fable) and... (e.g., an ancient fable) different?
Applying questions focus on prior knowledge to solve a problem
What is the tone/mood of this selection?
How did... solve the problem?
What will be the result of this step in the directions?
In what ways are these ideas important to the topic/theme?
How does the setting impact the mood or tone?
Why does the author compare this problem to...?
How does the author's use of... (irony, humor, personification) contribute to...?
Which... is an example of...?
How is informational text organized differently from a narrative text?
What are strategies for reading...?
What is the result of...?
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

What is the significance of...'s decision to...?
What was the significance of...?
Which statement about... is supported by the selection?
Which best describes...?(not clearly stated in the selection)
Which quotation from the selection tells the most about...?
This character could be described as...?
What is the main problem?
What caused this event/problem?
Which detail explains the significance of...?
What is the significance of the author's statement that...?
Which particular group is the author targeting?
What caused... to...? Use information from the selection to support your answer.
Which... does the author offer as evidence of the effect of...?
What has been the effect of...'s decision, actions, etc.
What mood does the author create? How?
What is most likely true about...?
In which situation would you use this...?
What is most likely the reason... ?
Which is the most important information about... given in the selection?
What lesson should... have learned about...?
What is the lesson that the reader can learn from this selection?
According to the selection, how does... affect...?
What is the main message of this selection?
What is the main reason...?
Which characteristics are given to...?
Why was... important to...?

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

What conclusion about... can be made from...?
What might be inferred from the fact that...?
Where might the author have gotten the idea for this selection?
What is another possible solution to this problem?
What might be another cause that is suggested but not clearly stated?
What will most likely happen? ...next? If...?
What could you infer about the author from this information?
With which opinion would the author probably agree?
If..., what else would be true?
What was most likely the situation at the beginning of the selection?
What is the story meant to explain?
What does the final paragraph/stanza suggest about...?
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

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

Reading Comprehension

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

Evaluation of the Author's Skills

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

Initial Understanding

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

Interpretation

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

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