EOG Update Handouts Grades 3-5 End-of-Grade …gibsonaeswiki.wikispaces.com/file/view/EOG+Handout.pdfEOG Update Handouts Grades 3-5 ELA Handouts NCDPPI Grades 3-5 End-of-Grade Reading

EOG UpdateHandouts

Grades 3-5 ELA HandoutsNCDPPI

Grades 3-5End-of-Grade ReadingComprehension Test:

Update and InstructionalConnections

February 10, 2003

Deb Houpe

Rockwell School Cafeteria Instructional Staff ~ Grades 3-5 8:00-11:00 Instructional Staff ~ Grade 4 12:30-3:30 Instructional Staff includes: Teachers, Instructional Teacher Assistants, Reading Tutors, Music Specialists, Art Specialists, and Media Specialists

Grades 3-5 ELANCDPI

Grades 3-5 VideoconferenceGrades 3-5 Reading Comprehension Test: Update and Instructional

ConnectionsHandouts

Handout 1 AgendaHandout 2 Reading EOG SummaryHandout 2 What Are Students Asked to Do?Handout 3 Genre TypesHandout 2 Summary of Format ChangesHandout 4 Category SummaryHandouts 5-7 Objectives by Categories: Grades 3-5Handout 8 Unpacking the QuestionsHandout 9 NC Thinking Skills MatrixHandout 10 OwlsHandout 11 Leveled Questions by Thinking SkillsHandout 12 Owls EOG QuestionsHandout 13 North Carolina Thinking Skills Planning GuideHandout 14 QAR Summary ChartHandout 15 QAR Chart for StudentsHandout 16 QAR BookmarksHandout 17 Stop and ThinkHandout 18 Read for Success CardsHandout 19 Read for Success Question StemsHandout 20 Good Readers BookmarkHandout 21 EOG VocabularyHandout 22 EOG Vocabulary SortHandout 23 What the Research Says About Comprehension

Reading Selections and QuestionsSpudSpud QuestionsMummy Slept LateMummy Slept Late QuestionsHome Is Where the Heart IsHome Is Where the Heart Is Questions

Handout 1

Grades 3-5 VideoconferenceGrades 3-5 Reading Comprehension Test: Update and Instructional

Connections

January 29, 2003

Agenda

Overview of Reading Comprehension EOG Test

Test Structure

Linking the NC Curriculum and the EOG

Instructional Connections

Unpacking the Questions

North Carolina Thinking Skills

Questioning

Maintaining Student Engagement

Vocabulary Strategies

Developing Strategic ReadersQuestions and Answers________________________________________________Developers/Presenters

• Mary Rogers Rose, DPI• Linda Bassetti, Randolph Co. Schools• Pan Allen, Charlotte Mecklenburg Schools• Katy Dula, Charlotte Mecklenburg Schools• Kathy Bumgardner, Gaston Co.Schools• Sharon Collins,Wake Co. Public Schools• Beth Ware, Wake Co. Public Schools• Frances Fincher, Raleigh, NC

Grades 3-5 ELA Handout 2NCDPI

Grades 3-5: End-of-Grade Reading Comprehension Test Summary

The 2003 End-of-Grade Test measures reading comprehension by focusing oncompetency objectives from Goals 1-3 in the Grades 3-5 English Language ArtsStandard Course of Study. This multiple-choice test is designed to assess growth inreading comprehension each year.

• The North Carolina reading test emphasizes reading comprehension and requires theapplication of reading strategies.

• Vocabulary is assessed through the application and understanding of terms withinthe context of the selections and questions.

• The new version of the Reading EOG will contain 8 Total selections 50 Items (expected)

• Selections include both literary (60%) and informational (40%) texts.LITERARY SELECTIONS (60%):

2 Fiction selections (e.g., short stories, fairy tales, myths, pourquois) 1 Non fiction selection (e.g., biography, essays, letters, journals) 1 Drama selection (e.g., plays, skits, monologues) 1 Poetry selection

INFORMATIONAL SELECTIONS (40%): 2 Content selections (science, social studies, art, music, etc.) 1 Consumer / directions selection (recipes, how-to’s, applications,

schedules, etc.)

• The variety of selections allows for assessment of reading for various purposes :

To experience literature To gain information To perform tasks To apply critical analysis and evaluation

• These multiple-choice questions are aligned to the North Carolina Thinking Skills( adapted from Marzano’s Dimensions of Thinking ) and are intended to broadly measurehigher-level thinking skills.• The new Reading Comprehension EOG is organized by category. The four categories

are COGNITION, INTERPRETATION, CRITICAL STANCE, andCONNECTIONS.


Grades 3-5: End-of-Grade Reading Comprehension Test:

What Are Students Asked to Do?

The Grades 3-5 EOG Test• Assesses NCSCOS (Goals 1-3 reading objectives)• Emphasizes comprehension• Uses the North Carolina Thinking Skills• Requires students to read selections from a variety of text types• Assesses vocabulary through application and understanding of terms in context• Engages students in complex, comprehensive reading and thinking• Involves critical analysis and evaluation

NC End-of Grade Test in Reading Grades 3-5 2003asks students to do the following:• Apply reading strategies• Define key vocabulary by examining context• Organize details• Paraphrase the main idea• Read and interpret different genres (text types)• Determine purposes of selections and portions of selections• Determine meaning of figurative language• Draw conclusions/Make inferences• Determine mood, tone, style• Interpret information in reference materials• Critically analyze and evaluate text• Examine authors’ craft• Make text-to-text and text-to-world connections


Grades 3-5: End-of-Grade Reading Comprehension Test Summary:

Format Changes

Format ChangesFormat changes in the 2003 End-of-Grade Reading Test for Grades include thefollowing:• No not or except questions are used.• Purpose setting statements are printed in plain text.• Most selections are printed in familiar two column format.• Drama is printed across the page in standard drama format.• Selection paragraphs are numbered if a question refers to a paragraph and the

selection is more than four paragraphs long.• Poem lines are numbered in standard poem numbering (every five lines) if a question

refers to lines.• Poem lines quoted in questions are indicated with backward slash marks.

Example:/Roses are red/

• Analogies are used in Grades 5-8 and are printed with the colon. Note the followingexample:

Which of the following relationships is most similar to the relationship below?fruit : apple

A car : busB cookie : ice creamC tree : pineD vegetable : cow

Questions on each form are classified as follows:• Category,• Thinking skill level,• ELA curriculum objective,• Difficulty level.


Texts Types: EOG Reading TestGrades 3 – 5

The genres listed below are EXAMPLES of the types of text selections that students mayencounter on the End-of-Grade Reading Comprehension Test for Grades 3-5. This list representsa sampling of text types and may not be totally inclusive. Some text types may be included in morethan one category depending on the content or format of the selection.

Literary 60%Fiction Nonfiction Poetry Drama

Short storiesNarrativesNovel excerptsFantasy excerptsFairy talesLegendsMythsPourquoi tales

Advice columnsAutobiographiesBiographiesInformational articlesDiaries/JournalsEditorialsEssaysEye-witness accountsFeature articlesInterviewsLettersRetellsTrue experiencesReviewsSports stories

CinquainConcrete poemsHaikuLimericksLyric poemsNarrative poemsProverbsRiddles

MonologuesPlaysSkits

Informational 40%Content Areas ConsumerSocial studiesScienceMathematicsArtMusicComputer/Web based materialsHeathful LivingReference materials

Procedures/InstructionsCharts/Graphs/ TablesRecipesForms (applications, order forms, etc.)MapsBrochuresSchedules/Calendars/TimelinesQuestion-Answer selectionsWant ads

Grades 3-5 ELA Handout 4

NCDPI

Grades 3-5 Reading Comprehension EOG Test

CategoriesCOGNITION- refers to the

initial strategies a reader uses to

understand the selection. It is

about purpose and organization

of the selection. It considers the

text as a whole or in a broad

perspective. Cognition includes

strategies like using context

clues to determine meaning or

summarizing to include main

points. Key concepts and

features include determining

purpose, identifying organization,

locating supporting details,

applying knowledge of text

features.

Develop an InitialUnderstanding• Identify purpose

• Determine main idea

• Identify/Examine supporting

details

• Summarize main points

• Identify meaning of

vocabulary in context

• Note multiple meanings of

words

• Apply knowledge of text

features and book parts

• Read reference materials

INTERPRETATION-requires the student to develop

a more complete understanding.

It may ask students to clarify,

to explain the significance of,

to extend, and /or to adapt

ideas/concepts. Interpretation

means digging deeper within the

text to make inferences, to

draw conclusions, to form

generalizations, to identify

tone/mood, to determine the

meaning of figurative language,

and to make predictions.

Dig Deeper• Make inferences

• Draw conclusions

• Make generalizations

• Identify tone/mood

• Determine meaning of

figurative language

• Make predictions

CRITICAL STANCE-refers

to tasks that ask the student to

stand apart from the selection

and consider it objectively. It

involves processes like

comparing/contrasting and

understanding the impact of

literary elements. Critical

stance involves analyzing the

effect of an author’s word

choice, purpose, and other

decisions. It requires evaluation

of the accuracy and relevance of

information and ideas.

Evaluate Author’s Craft• Determine the impact of

literary elements

• Determine the effect of

author’s word choice,

purpose, and decisions

• Compare and contrast

(within the text)

• Evaluate the accuracy of

information and ideas

CONNECTIONS-refers to

connecting knowledge from the

selection with other information

and experiences. It involves the

students being able to relate

the selection to events beyond/

outside the selection. In

addition, the students will make

associations outside the

selection and between

selections.

Go Beyond the Text Apply knowledge of connections

• Text to text

• Text to world

Grades 3-5 ELA Handout 4

NCDPI

Grades 3-5 Reading Comprehension EOG TestSample QuestionsCognition Interpretation Critical Stance ConnectionsWhat is the main idea of the

selection? (purpose,

summary)

Based on the context of

paragraph 3, what does XXX

mean?

(vocabulary in context)

What is the purpose of the

first subheading in the

selection?

Which of the following best

describes Joe? (clearly

stated in the selection)

Why does the selection

include illlustrations/a list of

materials, etc.?

What is the significance of

Joe’s decision to buy the

bicycle?

What is the tone/mood of

the selection?

Based on the selection, what

will most likely happen next?

Which of the following best

describes Joe? (not clearly

stated in the selection)

Which quotation from the

selection tells the most

about--?

Which statement about -----

is supported by the

selection?

Which conclusion is best

supported by information in -

---?

How is X different from Y?

How does Joe change from

the beginning to the end of

the selection?

What is the effect of

beginning the selection with

______?

What is the most likely

reason the ___ is included in

the selection?

Why does the author most

likely begin and end the

selection by saying “-----“?

With which statement would

the author most likely agree?

Based on the information in

the selection, which of the

following relationships is most

similar to the relationship

below?

X:Y

(All relationships found in the

text)

Which experience is most

similar to Joe’s experience in

the selection?

How would this experience

help Joe the next time he

buys a bicycle?

People who play this game

would most likely have which

of the following

characteristics?

Which experience most likely

helped the author write this

___?

What part of this selection

could be true in real life?

Based on the information in

the selection, which of the

following relationships is

most similar to the

relationship below?

X:Y

( Initial relationships from text,

others from outside experience)

Linking the NC Standard Course of Study to the Reading EOG Categories

English Language Arts, Grade 3Goals 1, 2, and 3

Cognition

Interpretation

Critical Stance

Connections

1.01 Apply phonics and structural analysis to decode words.

1.02 Apply meanings of common prefixes and suffixes to decode words in text to assistcomprehension.1.03 Integrate prior experiences and all sources of information in the text whenreading orally and silently.1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary.1.05 Use word reference materials to confirm decoding skills, verify spelling, andextend meanings of words.1.06 Read independently daily from self-selected materials.

2.01 Use metacognitive strategies to comprehend text.

2.02 Interact with the text before, during, and after reading by setting a purpose,previewing the text, making predictions, asking questions, locating information forspecific purposes, making connections, and using story structure and text organizationto comprehend.2.03 Read a variety of texts including fiction, nonfiction, poetry, and drama.

2.04 Identify and interpret elements of fiction and nonfiction and support byreferencing the text to determine author’s purpose, conflict, plot, resolution, sequence,cause/effect, main idea/supporting details, fact/opinion, lesson, figurative language,and point of view.2.05 Draw conclusions, make generalizations, and gather support by referencing thetext.2.06 Summarize main idea from texts using succinct language.

2.07 Explain choice of reading materials congruent with purposes.

2.08 Listen actively by facing the speaker, making eye contact, and asking questions.

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, andevaluative processes.3.02 Identify and discuss similarities and differences in events and characters, withinand across selections and support them by referencing the text.3.03 Use text and own experiences to verify facts, concepts, and ideas.

3.04 Make informed judgments about television productions.

3.05 Compare and contrast printed and visual information (graphs, charts, maps).

3.06 Conduct research for assigned and self-selected projects.

Handout 5



Cognition

Interpretation

Critical Stance

Connections

1.01 Use word identification strategies appropriately and automatically whenencountering unknown words.1.02 Infer word meanings from taught roots, prefixes, and suffixes to decode words intext to assist comprehension.1.03 Identify key words and discover their meanings and relationships through a varietyof strategies.1.04 Increase reading vocabulary and writing vocabulary.

1.05 Use word reference materials to identify and comprehend unknown words.

1.06 Read independently daily from self-selected materials.

2.01 Use metacognitive strategies to comprehend text and to clarify meaning ofvocabulary.2.02 Interact with the text before, during, and after reading by setting a purpose,making predictions, formulating questions, locating relevant information, and makingconnections with previous experiences, information, and ideas.2.03 Read a variety of texts including fiction, nonfiction, poetry, and drama.

2.04 Identify and interpret elements of fiction and nonfiction and support byreferencing the text to determine plot, theme, main idea/supporting details, andauthor’s choice of words.2.05 Make inferences, draw conclusions, make generalizations, and support byreferencing the text.2.06 Summarize main points from fiction and nonfiction texts to clarify and retaininformation and ideas.2.07 Determine usefulness of information and ideas consistent with purpose.

2.08 Verify the meaning or accuracy of the author’s statements by referencing thetext or other resources.2.09 Listen actively by asking questions, paraphrasing what was said, interpretingspeaker’s verbal and nonverbal messages, and interpreting speaker’s purposes or intent.3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, andevaluative processes.3.02 Analyze characters, events, and plots from different selections and citesupporting evidence.3.03 Consider the ways language and visuals bring characters to life, enhance plotdevelopment, and produce a response.3.04 Make informed judgments about television and film/video productions.

3.05 Integrate information from two or more sources to expand understanding of text.

3.06 Conduct research for assigned and self-selected projects.

Handout 6



Cognition

Interpretation

Critical Stance

Connections

1.01 Expand and refine vocabulary through knowledge of prefixes, suffixes, roots,derivatives, and etymologies (word origins) to assist comprehension.1.02 Select key vocabulary critical to the text and apply appropriate meanings asnecessary for comprehension.1.03 Increase reading vocabulary and writing vocabulary.

1.04 Use word reference materials to identify and comprehend unknown words.

1.05 Read independently daily from self-selected materials.2.01 Use metacognitive strategies independently and flexibly to monitor comprehensionand extend vocabulary.2.02 Interact with the text before, during, and after reading by making predictions,formulating questions, supporting answers from textual information, previousexperiences, and/or other sources, drawing on personal, literary, and culturalunderstandings, and seeking additional information.2.03 Read a variety of texts including fiction, nonfiction, poetry, and drama.

2.04 Identify elements of fiction and nonfiction and support by referencing the text todetermine plot development, author’s choice of words, and effectiveness of figurativelanguage such as personification or flashback.2.05 Evaluate inferences, conclusions, and generalizations and provide evidence byreferencing the text.2.06 Analyze choice of reading materials congruent with purposes.

2.07 Evaluate the usefulness and quality of information and ideas based on purpose,experiences, text(s), and graphics.2.08 Explain and evaluate relationships that are causal, hierarchical, temporal, andproblem-solution.2.09 Listen actively and critically by asking questions, delving deeper into the topic,elaborating on the information and ideas presented, evaluating the information andideas, making inferences and drawing conclusions, and making judgments.2.10 Identify strategies used by a speaker or writer to inform, entertain, or influenceand audience.3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, andevaluative processes.3.02 Make connections between texts by recognizing similarities and differences basedon a common lesson, theme, or message.3.03 Justify evaluation of characters and events from different selections by citingsupporting evidence in the text(s). .3.04 Make informed judgments about television, radio, film/video productions, andother mediums and/or formats.3.05 Integrate main idea and supporting details from multiple sources to expandunderstanding of the texts.3.06 Conduct research for assigned and self-selected projects.

3.07 Make informed judgments about bias, propaganda, stereotyping, and mediatechniques.

Handout 7


Unpacking Questions in the North Carolina End-of-Grade Format

What is involved in unpacking a question?1. Read the question and all the answer choices.2. Examine the question stem.3. Highlight vocabulary that is unfamiliar to the students or is likely to be confusing

in its meaning.4. Determine any knowledge/understanding that the student must bring to the

question in order to understand and respond to the question correctly.5. Consider each answer, one at a time, and analyze whether it is the correct/best

answer or is an incorrect/not the best answer by consulting the text.6. Explain why each of the incorrect answers is wrong or not the best choice.7. Explain why the correct answer is correct or the best choice.

For teachers, unpacking the question should include the following:1. Determine which of the North Carolina Thinking Skills are involved in answering

the question.2. Determine the North Carolina Standard Course of Study goal and objectives

involved in answering the question.

It is helpful to students if teachers construct questions often in the EOG format.Teachers need to keep track of the kinds of questions they pose (including specifictesting vocabulary) and the thinking skills that are required in choosing the correctresponse. In this way, they can ensure that students will have practice with all thetypes of questions they will meet on the End-of-Grade Test.

Keeping Records of What Teachers and Students “Discover”As teachers and students unpack questions, it is helpful to keep records of questionsstems, vocabulary, thinking skills, etc. that are found. Even though the teacher mayalready know what will be on these records (e.g., testing vocabulary), students need tobe led to discover for themselves what challenges they will meet and add items, oneby one, to the classroom lists.

NC Thinking SkillsLevels of Reasoning

KnowingDefining, recalling

OrganizingArranging information

ApplyingDemonstrating priorknowledge withinnew situation

AnalyzingExamining parts andrelationships

GeneratingProducing newinformation,meaning, or ideas

IntegratingConnecting andcombininginformation

EvaluatingAssessing quality orreasonableness

ListNameLabelRecallIdentifyMatchChoose

CategorizeGroupClassifyCompareContrast

ApplyMakeShowRecordConstructDemonstrateIllustrate

OutlineDiagramDifferentiateAnalyze

ConcludePredictExplainElaborateInfer

CombineSummarizeDesignImagineGeneralize

JudgeEvaluateRateVerifyAccessDefine criteria

When was…?Who did it?Define the word_____.What is a ___?Label the following.Identify the ___ inthe ____.Who is the narrator ofthe story?

What conclusion have youreached about ___?Explain the main idea.Illustrate it.What do the charactershave in common?What traits bestdescribe the hero in thestory?In your own words, tell______.How else might you say______?What is the purpose of____?Which picture shows______?Describe. Show how ….Compare….Tell what you think….Is ____greater than_____?Why is it called ___?Explain why ___ caused___?

What is ___?What evidence is therethat ___?In what way might___?Give some instanceswhich ____?Which of these words…?How would you use thisinformation to start aprogram yourself?Write what you havelearned and how youcan use thisinformation in yourlife?

What part of thiscould be real? Makebelieve?What would be a goodtitle for..?What are the functionsof …?Categorize the ____of ____?Sort the ___.What is the order ofthe steps in ___?Compare ____ to____. How are theyalike? Different?Now that we havestudied this, what canbe concluded about___?

If you had been… whatwould you have donedifferently?How many ways can youthink of to …….?What would happen if__?Predict what would betrue if ____?How can you explain…?Hypothesize whatwould happen if ….

How many ways canyou think of …?Conclude what theresult would be if …..Summarize the storyin your own words.Devise a plan to …..

What would you do ?Judge what would bethe best way…Evaluate whether youwould….Should _____ bepermitted to …? Whyor why not?Is _____ accurate?Why do you think? Yesor no?Was it right or wrongfor …? Explain.How well did …?What is the mostimportant ?Why?Which of thefollowing….?How effective was …?What could have beendifferent?Based on your previousanswer, do you thinkyou could have… Tellhow.

Handout 9

Grades 3-5 ELA Handout 10NCDPI Katy Dula

Throughout history, owls have been the subject of many superstitions andfancies. They have been portrayed as a species to be feared as well asadmired. Probably, the most popular representation has been that of thewise, old owl.

The features of owls make them easily recognizable. Owls have large,round heads and huge, forward-facing eyes. They have sharp downward-facing beaks and soft cryptically colored plumage. Male and female owls aresimilar in appearance, although females are often up to 25% larger.

Most owls are nocturnal which means they are active at night.Contrary to popular belief, owls have excellent vision in the daylight and atnight. At night, the pupils are huge to let in lots of light, and during the daythe pupils shrink to the size of a pinpoint. Owls have phenomenal hearingcapabilities. They can hear sounds ten times fainter than the human ear caneven detect. These characteristics allow owls to be excellent hunters.Couple these characteristics with powerful talons and beaks, plus the abilityto fly silently and you have a formidable predator, using stealth to hunt downprey. They feed on a variety of animal species from insects, small mammalsand reptiles, to the occasional fish. One barn owl can eat as many as athousand mice in one year.

Owls have some peculiar habits. Undigested parts of prey arecompressed into pellets and regurgitated. Usually two pellets areregurgitated per day. It takes between six and seven hours after a meal forthe pellet to come up. The pellets are clean and sanitary and can bedissected to determine what the bird has eaten. Pellets can contain teeth,parts of bone, fur, feathers, and claws.

Owls do not build their own nests. Instead, owls make use of old hawknests, buildings, human constructed areas, or natural openings.

Sadly, these mysterious and fascinating creatures are disappearing.

OWLS


OwlsKnowing

1. Identify two ways that owls have been portrayed.2. What does nocturnal mean?

Organizing1. What traits best describe owls?2. What evidence is there that owls are not totally self sufficient?

Applying1. How could you use this information to help start a program to save the owls?2. Write what you have learned about owls and how this information could be helpful to you.

Analyzing1. For what reasons might owls have been the subject of superstitions

throughout history?2. Why might owls be considered wise?

Generating1. Predict what might happen if owls were extinct?2. How many ways can you think of that owls are beneficial to man?

Integrating1. Summarize the facts that you learned about owls.2. Devise an owl awareness plan for your classmates.

Evaluating1. Should owls be a part of preservation programs? Support your position.2. Do you think that owls are a friend to man? Tell how.

Sample Questions UsingNorth Carolina Levels ofThinking and Reasoning

Grades 3-5 ELA Handout 12NCDPI Katy Dula

Sample EOG Format Questions

Category: CognitionThinking Skill: KnowingObjective: 2.02

1. According to the selection, how have owls been portrayed?A. a species to be feared as well as admiredB. a species that eats only leavesC. a species that builds huge nestsD. a species that is overpopulating the forest

Category: Critical StanceThinking Skill: AnalyzingObjective: 3.01

2. What is the most likely purpose of the last sentence?A. to the summarize the last paragraphB. to describe owlsC. to inform the reader about owls disappearingD. to show how owls are beneficial to man

Category: CognitionThinking Skill: KnowingObjective: 1.03

3. What does the word “nocturnal” tell the reader about owls?A. Owls are active during the day.B. Owls fly higher than most other birds.C. Owls have peculiar habits.D. Owls are active at night.

Category: IntrerpretationThinking Skill: AnalysisObjective: 2.05

4. Based on the information in the selection, why might owls have been the subjectof superstitions throughout history?

A. They hunt at night and have peculiar habits.B. They do not build their own nests.C. They have excellent vision during the day and during the night.D. They can be easily recognized.

NCDPI Handout 13

A Planning Guide for Including NC Thinking Skills in Classroom Questioning

Text/Lesson: __________________________________________________________

Knowledge: (Who/What/When/Where /List….Retell/Repeat what just happened….List the names of the maincharacter….Define/Report/Name/ Label/Identify/Define the word….)____________________________________________________________________________________________________________________________________________________________________

Organizing: (Sequence….What evidence is there…?What conclusions can you reach…?Show how….Compare the____of these two texts ….Put in order….Differentiate between __and __. Classify/Graph….What conclusion…?)_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Applying: (How is __an example of __? What evidence is there…?How do you know….?How can you use thisinformation…? Why is ___significant? Identify the results of___. How is ___related to ___?Show/Solve/Relate/Dramatize/Demonstrate/Examine/Illustrate/Complete/Apply)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Analyzing: (Identify the components….What part is real /fantasy? Explain. Examine to see….What would be agood title? Break the story into different parts to …. What are the functions of__? Categorize/Sort/Separate)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Generating: (If you had been___what would you have done?Predict how/what….Imagine/Create/Elaborateon/Tell me more…. Anticipate / Predict / Speculate / Conclude /Deduce / Hypothesize)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Integrating: (Summarize….How would you use this with____?.... Tell/Show me….. What would be the results?How can you use this new information to improve/change ___? What might happen if you__?Modify/Substitute/Plan/Design/Invent/Prepare/How else would you?/Revise/What ideas can you add?)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Evaluating: (What would you do…?Should _____be permitted?...Explain…..How well did____? Evaluate whetherthis is….Select/Choose…. Judge/Argue/Recommend/Assess/Debate/Defend/Decide….)_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________GCS/KB/03

Grades 3-5 ELANCDPI Handout 14

Q A RQuestion Answer Relationships

(Students need to be able to understand the questions so that they will better know how to find the best answers for them.)

In the Book In My HeadRIGHT THERE- Literal

CATEGORIES: Cognition

The answer is RIGHT THERE in the text.It is usually easy to find. The question often uses

the same words as the text.

The answer is RIGHT THERE in the text!

Look for KEY WORDS

in the questions and in the text!

AUTHOR AND ME - Intepretive

CATEGORIES: Interpretation , Critical Stance, Connections

The answer is NOT written down

in the actual text. You use interpretation.

You have to think about what YOU already

know and what the AUTHOR is talking about in the text.

You put this all together to

find the best answer.

THINK AND SEARCH- IntepretiveCATEGORIES: Cognition, Interpretation

The answer IS in the text, but it is NOT

right there. You may need to look in different

parts of the text and put the information together

with prior knowledge to find the correct answer.

The answer may have more than one part to it.

Look for KEY WORDS in the questions and in the text!

ON MY OWN- AppliedCATEGORIES: Interpretation, Critical Stance, Connections

The answer is NOT in the text.

It comes from applying your own prior

knowledge about the subject in the

text from your own experiences

and background. You have to

THINK about what YOU know!

Adapted for Instructional Usefrom various sources

GCS/02

In the Book

In and Around the Book

Between the Lines

Beyond the Book

You mustInfer !

Youmust

Infer andEvaluate

QAR’s – Question / Answer Relationships

In the Book(On the Page)

In My Head(In My Brain)

RIGHT THERE AUTHOR and ME

THINK and SEARCH ON MY OWN

You can put yourfinger right on

the answer

You must read thetext to findthe answer.

It is in more thanone place.

The answer is NOTdirectly in the text.You have to read and

FIGURE IT OUT !

The answer is NOT inthe text. You have to

think aboutwhat YOU know.

QAR’sWhere do I look for

answers to thequestions?

In the Text : #1- RIGHT THERE

You can put yourfinger right on theanswer in the text.

# 2– THINK andSEARCH

You have to read tofind the answer in

more than one placein the text.

In My Head:# 3– AUTHOR and

METhe answer is not

directly in the text.You have to

FIGURE IT OUT.

# 4– ON MY OWNThe answer is NOT

in the text. You haveto think about what

YOU know. KB/GCS









METhe answer is not


FIGURE IT OUT.


in the text. You haveto think about what

YOU know.KB/GCS









METhe answer is not


FIGURE IT OUT.


in the text. You haveto think about whatYOU know. KB/GCS

Stop and Think

• Good readers are active when they read by interacting with the text.They may interact with the text by thinking as they read, agreeingwith the text, predicting, or questioning the text. (Strickland, et al.page 143)

• Good readers monitor their comprehension as they read.• Palinscar and Brown state that students are more effective readers

when they engage in activities such as questioning, visualizing,gathering, or synthesizing information while they read.

• Stop and Think is a deliberate activity to teach students to monitortheir comprehension. The modeling and scaffolding of this processwill help students use these strategies and become more proficientreaders.

Stop and ThinkThis activity is similar to Palinscar and Brown’s Reciprocal Teaching.

1. The teacher selects a piece of text and identifies appropriate stopping places.

2. The teacher reads the text aloud to the students and stops at themarked places to think about what was read. The teacher maysummarize the text up to that point; pose a question about what wasread; make a prediction about what will come next; or, clear up aconfusing part in the text.

3. The teacher continues reading the text and modeling this process ateach stopping point.

4. The next lesson, the teacher and the students do the processtogether.

5. Finally, the teacher releases all control to the students who completethe process on their own.

Activities to support Stop and Think• What Is the Big Idea? This activity was taken from Strickland’s

book Supporting Struggling Readers and Writers – Strategies forClassroom Intervention 3 – 6. The teacher prepares a sheet for thestudents that asks the question – What is the big idea? After thequestion is a page number or paragraph number that corresponds to

Handout 17

the assigned text. As the students read the text, they stop at theassigned place and write a statement of the “big idea” in the sectionjust read. At the end of the selection, they read over the “big ideas”that they have written and come up with a big idea for the entireselection.

• Thinkmark – This activity comes from Fountas and Pinnell’s GuidingReaders and Writers Grades 3 – 6 in Appendix 16. The teachermakes copies of the Thinkmark and distributes them to the students.The teacher assigns selected points or pages for the students to stopand write. Students write their thoughts about content andprocesses.

• Stop and Think – Students are told to put a dot at the end of every2nd or 3rd paragraph in a piece of text before they read. As theyread, when they come to the dot, they stop and think about what theyhave read up to this point. This is a good student strategy for usewhen reading the EOG selections.

Handout 17

Read for Success

QuestionAsk questions about the story/text asyou are reading.

ClarifyExplain how you figured out aconfusing part or unknown word.

SummarizeTell in your own words the key eventsor key points you have read.

PredictTell what you think will happen next orwhat you will learn next.

Read for Success





Read for Success





Handout 18

Read for Success

QuestionWhat connections can I make?How does this support my thinking?

ClarifyI did not understand the part where …I need to know more about …

SummarizeThe important ideas in what I read are…

PredictI think … I bet …I wonder … I imagine …I suppose … I predict …

Read for Success





Read for Success





Handout 19

Good readers think aboutwhat they are reading whilethey are reading. Whenyou read,

• Put a mark on thetext every time theauthor tells yousomethingimportant.

• Stop at the end ofeach section andthink about what youhave read. Come upwith a shortsummary, make aprediction, or thinkof a question youwant answered.

• Highlight, underline,or write on a stickynote things that areconfusing.

Handout 20

Grades 3-5 ELA Handout 21NCDPI Beth Ware

EOG Vocabulary: Speaking the Same LanguageSometimes teachers notice that students don’t demonstrate their skills andknowledge, because they are confused by the language of testing. In orderto be sure that doesn’t happen to your students, try teaching and using thistest vocabulary throughout the year. Below are some suggestions forintroducing and reviewing the EOG vocabulary.

Use the vocabulary in everyday instruction. Most of the terminology listed inthis EOG vocabulary comes straight from the Standard Course of Study. Teaching theseterms to your students will help you address the curriculum objectives. Refer to the list ofverbs used in the questions stems (such as compare, explain, identify, organize, summarize).Include these verbs in your daily directions and activities. Then students will becomfortable with these types of thinking processes.

Introduce the vocabulary in small meaningful chunks. Students will notremember a long list of vocabulary taught to them all at once and with no connections towhat they are learning. Teach only a few terms at a time and teach similar vocabularytogether. Post the taught words in the room and refer back to them throughout the year.

Match the vocabulary to your curriculum map. When you are studying a unit onnonfiction, introduce and use the language of nonfiction. Introduce the terms of textfeatures that distinguish nonfiction. When your students are reading and writing poetry,introduce them to terms such as speaker and stanza. Don’t wait until two weeks beforetesting to teach all of the EOG vocabulary. Match it to your daily instruction.

Create an EOG Word Wall. After a new vocabulary word has been taught andpracticed, post that word on an EOG Word Wall. You may choose to format this type ofword wall by categories instead of alphabetically. (See the sorted EOG vocabulary.) Oncethe word is posted in the room, use it as a reference in lessons and instruction.

Use the vocabulary in word sorts. As a review, place the taught vocabulary onindex cards and ask students to sort them. You can either give the students the categoriesor ask them to label each group of words.

Play vocabulary review games. Play “I’m Thinking of a Word..” game where you giveclues and the students must tell you the word you are thinking of. For example, I’m thinkingof what you call the actors in a play. The answer is cast of characters. This is a great oneminute time filler during transitions. Make other games for review like EOG VocabularyBINGO. Place these games in a center and your students will be reviewing all year long.

Grades 3-5 ELA Handout 22NCDPI Beth Ware

GENRES TEXT FEATURES POETRY TERMS DRAMA TERMS ANSWER CHOICESPoetryPoetSpeakerStanzaNumbered line

DramaPlaysSkitsMonologuesNarratorSceneActCast of CharactersStage directionsPropsCurtain

RECIPE TERMS FIGURES OF SPEECH

FictionNon-fictionNarrativeEye witness accountDramaPoetryMemoirSummaryOrder formMenuScheduleRecipeMake-believeBiographyAutobiographyArticle

Bold printSubheadingsSubtitlesItalicsParenthesisGraphMapGraphic organizerEmpty boxIllustrationHeadingFoot notesTime lineDiagramFigureTableFlow Chart

RecipeIngredientsUtensilsEquipmentBakeOven

ExaggerationPersonificationSimileMetaphorAlliteration

Most likelyMost similarBest answerBest exampleBest describesMainlyApproximatelyAboutBased onAccording toSome instanceSimilar toDifferent fromResults of

CONCEPTS PROCESSES OTHER TERMS VERBS MORE VERBSCause and EffectSignificanceImpactMain IdeaPurposeOpinionMoodToneCharacteristicsFactDetailsMain pointInfluenceInformationTo entertainTo informMain problem

AnalogyRelationshipsDecisionPurposeStrategiesEvidenceConnectionsKnowledgeEventsAssociations

SelectionAuthorReferenceWordPhraseSentenceParagraphMarginExperienceVocabularyQuotation marksBracketsDefinitionSituation

ApplyAssumeChooseClarifyCommunicateCompareContrastConcludeConstructConvinceDefineDevelopDiscussElaborateEmphasizeEvaluateExplainIdentify

ImagineInferInvestigateJustifyListOrganizePredictPresentPretendReactRelateRepresentSelectSolveStateSummarize

EOG VOCABULARY


What the Research SaysEffective Teachers: How They Teach Comprehension• Provide authentic, engaging literacy activities for students.• Establish classroom management routines, which enable students to

become independent learners.• Employ flexible grouping to meet individual student needs.• Maintain high levels of student engagement.• Employ coaching vs. telling as an interaction style.• Convey high expectations for student learning and behavior.• Provide time for students to talk about their reading—in small groups and

large groups.• Encourage and provide opportunities for wide reading—variety of texts,

variety of genres, variety of topics, variety of purposes.• Emphasize all levels of comprehension; especially higher order

comprehension and writing in response to reading.• Encourage student-generated questions about texts at all levels.• Provide large amounts of time for text reading.• Structure opportunities for peer and collaborative learning.

Supportive Environment for Comprehension• Opportunity: large amounts of time for actual text reading• Authenticity: reading real texts for real reasons• Range: reading THE range of text genres• Talk: talking about text, with a teacher and with one another• Words: Conceptually driven vocabulary development• Enabling Skills: solid base of decoding, monitoring, and fluency• Writing: writing texts for others to comprehend and in response to

reading• Connections:• text to self• text to text• text to world

Sources: David Pearson, Nell Duke, and Michael Pressley

SpudGrades 3-5 EOG Reading Sample SelectionNCDPI

In this drama selection, a boy tells about school memories and his friend Spud.Read the selection and answer the questions that follow.

Spudby Theordore Zapel

Well, this is it. Today is the class party. That was Spud’s idea. As long asI’ve known him, he’s always had big ideas, and most of the time, I’ve regrettedlistening to any of them. You see, me and Spud have been friends since that firstday at Miss Mertie’s Kindercare when he pushed me into the wall and tried totake my Star Wars laser sword. Now you know, I’m nota pushy guy, but nobody touches my laser sword, even today. I knocked himdown and held him until Miss Mertie came over and put us both in a corner. Likeit or not, we got pretty close.

I remember the time Spud talked me into crossing the street to McDonald’sfor aHappy Meal during snack time. Miss Mertie turned her back to give Kimmie acookie and out the door we went, through the hole in the fence, and across thestreet. We were munching on our fries, when I saw Miss Mertie marching acrossthe street with blood in her eyes.

Another time, we found some matches and some old newspapers and built agigantic bonfire out by the swing set. We wanted to roast some hot dogs, but . . .well, the only thing that got roasted was . . . (Pauses and rubs behind.) Like Isaid, most of the time I regretted listening to Spud.

Next year, Spud and I will be going to different schools. So I guess this willbe the last time we get together. I’ll be going to Lakeland Middle School andSpud . . . well . . . it looks like Spud will be going to some military school up north.In a way, I guess he is finally getting what he always wanted . . . a sword of hisown.


1. How does the narrator mostlikely feel about Spud leaving?

A He is happy because Spudcauses trouble.

B He is afraid that Spud willget in trouble at the party.

C He is upset because hewill miss Spud.

D He is looking forward tovisiting Spud at school.

Outcome: InterpretationObjective (G3): 3.01Thinking Skill: GeneratingDifficulty Level: MediumKey: C

2. What word best describes thetwo friends?

A smartB naughtyC handsomeD responsible

Outcome: InterpretationObjective (G3): 3.02Thinking Skill: AnalyzingDifficulty Level: MediumKey: B

3. When the speaker describesSpud s ideas, he says, . . . I veregretted listening to any ofthem. What does the speakermost likely mean?

A Spud s ideas always gotthe speaker in trouble.

B Spud s ideas were notpopular with the class.

C Spud s ideas were notwhat the speaker wantedto do.

D Spud s ideas always werethe same.

Outcome: InterpretationObjective (G3): 2.05Thinking Skill: IntegratingDifficulty Level: HardKey: A


4. What does the phrase withblood in her eyes tell thereader aboutMiss Mertie?

A It shows that Miss Mertiewas hurt.

B It shows that Miss Mertiewas angry.

C It shows that Miss Mertiewas afraid.

D It shows that Miss Mertiewas worried.

Outcome: InterpretationObjective (G3): 2.04Thinking Skill: AnalyzingDifficulty Level: MediumKey: B

5. The speaker says they wantedto roast hot dogs but . . . theonly thing that got roasted was .. . . What does this mean?

A They burned the hot dogs.B Their behinds got

spanked.C Their bonfire went out.D They ran out of

newspapers.

Outcome: InterpretationObjective (G3): 2.04Thinking Skill: ApplyingDifficulty Level: MediumKey: B

6. The selection says (Pauses andrubs behind). Why are thereparentheses around thesewords?

A because they are actionsB because they are funnyC because they are said by

SpudD because they are said

loudly

Outcome: CognitionObjective (G3): 2.02Thinking Skill: ApplyingDifficulty Level: MediumKey: A


7. In the last paragraph, why arethere three periods before andafter the word well ?

A to show that the speakerraised his voice

B to show that the speaker ispausing

C to show that the speaker iswhispering

D to show that the speakerforgot what he is saying

Outcome: CognitionObjective (G3): 2.02Thinking Skill: AnalyzingDifficulty Level: MediumKey: B

8. What is the most likely purposeof the last sentence?

A to tell what Spud will doB to show that Spud will be

sadC to summarize the last

paragraphD to connect the beginning

and end of the passage

Outcome: Critical StanceObjective (G3): 2.04Thinking Skill: AnalyzingDifficulty Level: MediumKey: D

Mummy Slept Late and Daddy Fixed BreakfastGrade 3-5 EOG Reading Sample SelectionNCDPI

Read the following poem to find out what happens when the speaker’s mothersleeps late. Then answer the questions that follow.

Mummy Slept Late and Daddy FixedBreakfastby John Ciardi

Daddy fixed the breakfast.He made us each a waffle.It looked like gravel pudding.It tasted something awful.

“Ha, ha,” he said, “I’ll try again.This time I’ll get it right.”But what I got was in betweenBituminous and anthracite.*

“A little too well done? Oh well,I’ll have to start all over.”That time what landed on my plateLooked like a manhole cover.

I tried to cut it with a fork:The fork gave off a spark.I tried a knife and twisted itInto a question mark.

I tried it with a hack-saw.I tried it with a torch.It didn’t even make a dent.It didn’t even scorch.

The next time Dad gets breakfastWhen Mummy’s sleeping late,I think I’ll skip the waffles.I’d rather eat the plate.

* Types of coal


1. What is the main purpose of thispoem?

A to tell how a family worksB to give a cooking lessonC to send a strong messageD to tell an amusing story

Outcome: CognitionObjective (Gr. 5): 2.04Thinking Skill: AnalyzingDifficulty Level: EasyKey: D

2. Which word best describes thespeaker’s tone?

A annoyedB caringC meanD playful

Outcome: InterpretationObjective (Gr. 5): 3.01Thinking Skill: KnowledgeDifficulty Level: EasyKey: D

3. To what does the speakercompare the waffles?

A a hack-sawB gravelC old woodD a plate

Outcome: CognitionObjective (Gr. 5): 2.02Thinking Skill: KnowledgeDifficulty Level: MediumKey: B

4. In stanza 2, to what do“bituminous and anthracite”refer?

A how burned the waffle was B how sweet the waffle tasted

C how good the waffle lookedD how strange the waffle

smelled

Outcome: InterpretationObjective (Gr. 5): 2.01Thinking Skill: AnalyzingDifficulty Level: MediumKey: A

5. What strategy does the speakeruse to show the result ofDaddy’s cooking?

A asking questions B describing Daddy’s reaction

C using exaggerationD using personification

Outcome: Critical StanceObjective (Gr. 5): 2.04Thinking Skill: AnalyzingDifficulty Level: HardKey: C


6. How does the narrator mostlikely feel at the end of thispoem?

A hungryB sleepyC stickyD thirsty

Outcome: InterpretationObjective (Gr. 5): 3.01Thinking Skill: GeneratingDifficulty Level: EasyKey A

7. The next time Mummy sleepslate, what will the narratorprobably do for breakfast?

A wait until Mummy wakes upB help Daddy fix breakfastC make waffles for MummyD ask Daddy to make waffles

Outcome: InterpretationObjective (Gr. 5): 2.02Thinking Skill: GeneratingDifficulty Level: MediumKey: A

Home Is Where There Heart IsGrades 3-5 EOG Reading Sample SelectionNCDPI

This selection from a play tells about some immigrants who have just arrived in the United States.Read the selection and answer the questions that follow.

Home Is Where the Heart Is

Act OneScene: A park near the docks in New York City.

(Kirsten and Marta ENTER. Each girl holds a doll and carries a small bundle.They look around curiously.)

KIRSTEN: America! (excitedly) We’re finally here, Marta! In America! I’m so glad to be hereat last.

MARTA: I am, too! And I’m glad to get off that ship!

KIRSTEN: Me, too! (She runs a few steps) Just smell the air. Mmm! It’s so good to smellland again.

MARTA: (following) And to feel land under your feet!

(Kirsten sways a little.)

KIRSTEN: Yes! But Marta, does the land seem to be moving under your feet?

MARTA: Yes! The ground is spinning around me!

(Kirsten and Marta put down their bundles and sit, holding their heads.)

(Mama ENTERS. She laughs at them kindly. She kneels down between them.)

MAMA: Do you feel dizzy? Your legs will have to get used to dry land again after threemonths at sea. (smiling) We will have a lot to get used to here in America!

KIRSTEN: Everything in America will be new to us. (eagerly) May we go look around thecity, Mama?

MAMA: No, Kirsten. You could easily get lost. New York is a big city. Everyone is astranger and you don’t speak English yet. Papa has gone to buy tickets for therest of our journey to Minnesota. Later you may go with him to buy some breadand milk. We’ll wait here in the shade until he gets back.

(Kirsten, Marta and Mama sit on the grass. The girls start to play with their dolls.)

MARTA: (after playing a while) Summer is so hot in America! It’s only June, and the grassis already as dry as straw.


KIRSTEN: Yes, it’s much hotter than Sweden. (She fans herself with her hand.) Evenwithout my quilted petticoats, I’m hot! Will it be this hot in Minnesota, Mama?

MAMA: I don’t know, Kirsten. Minnesota is a long way from here. We have to wait andsee.(Papa ENTERS. He carries a basket full of cherries.)

PAPA: Kirsten! Mama! Look what I have brought! Cherries!

(Papa stoops down to take cherries from the basket for Mama, Kirsten andMarta, who eat with great pleasure.)

MAMA: Oh! I’ve never seen such huge cherries!

KIRSTEN: Mmm! They’re good! And so big!

PAPA: Everything in America is big! Wait until you see the city! And there will be moretomorrow. I just bought tickets for our trip to Minnesota. We leave in themorning.

MAMA: (worried) Did you find an honest agent? Old Mr. Peterson was cheated of hismoney by a dishonest agent.

PAPA: (firmly) Our agent is a good man. He left Sweden four years ago, and he knowsEnglish well. He helped me change our money at a bank.

MAMA: (sighing) It’s hard, trusting strangers. We are so far from our old home and ourold friends. It has been a long, hard journey from Sweden. Now we must go allthe way to Minnesota.

PAPA: (sits near her) Don’t worry. The agent will guide us. He says we will have totravel only a few weeks more. And now that we’re on land, it will be easier. Wewill feel stronger.

KIRSTEN: Don’t lose heart, Mama. (She hugs Mama.)

MAMA: (smiling) No, I won’t lose heart now. I know we’ll be in our new home soon!

PAPA: (He stands and helps Mama up.) Come with me, Mama, and meet the agent andthe families we will be traveling with.

(Papa and Mama EXIT)

(Kirsten and Marta continue to eat cherries.)

KIRSTEN: Papa said we are leaving for Minnesota tomorrow. Are you and your familygoing tomorrow too, Marta?

MARTA: (sadly) Not until the next day.


KIRSTEN: Oh, no! I was so sure our families would be traveling together!

MARTA: Me, too. Are you going to take another ship now?

KIRSTEN: No, I think we are going to take a train to a place called Chicago. (pauses) Whatdo you think a train looks like?

MARTA: I don’t know exactly. My father says it will make a loud noise and a lot of smoke.We might be afraid of trains.

KIRSTEN: (grinning) Noise won’t hurt us! Papa says a train is like many wagons all travelingtogether. Maybe you’ll get on our train. Wouldn’t that be lucky?

MARTA: Or maybe we won’t ever see each other again.

KIRSTEN: (confidently) But your family is going to Minnesota, just like mine is. We are sureto meet on the way. At least I hope so!

MARTA: I hope so, too. (pauses) I’ll be so lonely without you, Kirsten.

KIRSTEN: (taking her hand) I’ll be lonely, too. Sometimes I wonder if I’ll ever feel at homein America. But I’ll tell you what my grandmother said to me when we leftSweden. She said, “When you’re lonely, look at the sun. Remember that we allsee the same sun.”

MARTA: Do you do that? Do you look at the sun and think of your grandmother?

KIRSTEN: Yes. When I’m homesick, I look at the sun and think of her. Then I’m not ashomesick anymore.

MARTA: (with a small smile) When I get lonely, I’ll look at the sun and think of you. But I’llstill miss you, Kirsten.

KIRSTEN: I’ll miss you too, Marta. But I’ll look at the sun and think of you. Then I’ll say aprayer. I’ll say, “God Bless Marta.”

MARTA: I’ll say a prayer, too. And I’ll be looking for you everywhere!

(From OFFSTAGE, Mama calls)

MAMA’S VOICE: Kirsten! Kirsten! Come here now!

KIRSTEN: I have to go now. Good-bye, Marta!

(Both girls stand up. Kirsten hugs Marta and holds her doll up for Marta to kiss,then EXITS, running.)

MARTA: Good-bye, Kirsten! Good-bye!

(Marta waves and EXITS, other side.)


1. Which word best describes Marta’s andKirsten’s moods in this selection?

A relievedB puzzledC terrifiedD excited

Outcome: InterpretationObjective (Gr. 5): 3.01Thinking Skill: OrganizingDifficulty Level: EasyKey: D

2. What is the setting of this selection?

A a park in New YorkB a ship from SwedenC a building in New York CityD a train in Minnesota

Outcome: CognitionObjective (Gr. 5): 2.02Thinking Skill: KnowledgeDifficulty Level: EasyKey: A

3. Why do Marta and Kirsten feel as if theground is moving beneath their feet?

A They are dizzy from just being inAmerica.

B They were sick when they were on theship.

C They have become used to a ship’smotion.

D The ground beneath their feet is shaking.

Outcome: InterpretationObjective (Gr. 5): 2.05Thinking Skill: AnalyzingDifficulty Level: MediumKey: C

4. What does Kirsten’s mother think aboutMinnesota?

A She does not know much about it.B She thinks it will be a lot like Sweden.C She does not think she will like it there.D She thinks things are the same there as

in New York.

Outcome: CognitionObjective (Gr. 5): 2.02Thinking Skill: KnowledgeDifficulty Level: MediumKey: A

5. Based on the selection, what will most likelybe the first challenge Marta and Kirsten willface in America?

A finding food they like to eatB learning to speak EnglishC getting along with other peopleD seeking out people from Sweden

Outcome: ConnectionsObjective (Gr. 5): 2.08Thinking Skill: AnalyzingDifficulty Level: EasyKey: B


6. When Marta is fearful that she and Kirstenmay not see each other again, Kirsten says,“But your family is going to Minnesota, justlike mine is. We are sure to meet on theway.” What does this suggest about Kirsten?

A She does not know much about the sizeof America.

B She thinks Minnesota is the same asNew York.

C She has a good sense of humor.D She does not want to see Marta again.

Outcome: InterpretationObjective (Gr. 5): 3.01Thinking Skill: AnalyzingDifficulty Level: HardKey: A

7. What does Mama mean when she tellsKirsten, “No, I won’t lose heart now”?

A She will not get sick in America.B She will not go back to Sweden.C She will learn to trust strangers.D She will not get discouraged.

Outcome: InterpretationObjective (Gr. 5): 3.01Thinking Skill: AnalyzingDifficulty Level: MediumKey: D

8. Which word best describes Papa’s attitudetoward the family’s plans?

A curiousB nervousC confidentD relaxed

Outcome: InterpretationObjective (Gr. 5): 2.04Thinking Skill: OrganizingDifficulty Level: MediumKey: C

9. Which character seems most fearful aboutliving in America?

A PapaB MamaC MartaD Kirsten

Outcome: Critical Stance/InterpretationObjective (Gr. 5): 3.01Thinking Skill: OrganizingDifficulty Level: MediumKey: B

10. When Mama says, “I don’t know, Kirsten.Minnesota is a long way from here.” Howwould Mama’s voice most likely sound?

A angryB cautiousC happyD sad

Outcome: InterpretationObjective (Gr. 5): 3.02Thinking Skill: GeneratingDifficulty Level: HardKey: B

Documents

EOG Update Handouts Grades 3-5 End-of-Grade …gibsonaeswiki.wikispaces.com/file/view/EOG+Handout.pdfEOG Update Handouts Grades 3-5 ELA Handouts NCDPPI Grades 3-5 End-of-Grade Reading