Selections: 2 poems, 2 content selections (science and social studies), 2 fictional
selections, 1 non-fiction, 1 consumer selection (map, recipe, table, graph), 1 drama (play)
# of MC Questions: 56
Time: 115 minutes
Question Stem Categories: Connections, Critical Stance, Cognition, & Interpretation
Thinking Skills: Knowing, Organizing, Applying, Analyzing, Generating, Integrating, Evaluating
Note: Thinking skills are identified below based on a general classification and is subjective. Exceptions can be applied with valid explanations.

Connections: 5% of assessment questions
Go beyond the text. Apply knowledge of links and connections from text to text or from the text to the world.

• Knowing questions focus on clarifying, recalling, naming, and listing
  • Which resources would be most likely to give you more information about...?
• Organizing questions focus on arranging information, comparing similarities/differences, classifying, and sequencing
  • Which experience is most similar to...'s experience in the selection?
  • In what way are these selections 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, identifying attributes/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 elaborating with details
  • How would this experience help... the next time s/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....
• 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 selection could be true in real life?
    

Critical Stance: 25% of assessment questions
Evaluate the author's craft. Analyze by determining the impact of literary elements/word choice/purpose/decisions, comparing and contrasting, and evaluating the accuracy of information and ideas.

• Knowing questions focus on clarifying, recalling, naming, and listing
  • Which words used in the selection were designed to arouse emotion? Which emotion?
• Organizing questions focus on arranging information, comparing similarities/differences, classifying, and sequencing
• How is... different from...?
• What do... and... have in common?
• Which word would have been a better word choice 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, dialect, informal speech, formal speech)
  • What supporting evidence does... give for her/his 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 (quotation marks, italics, bold, etc.)?
• Analyzing questions focus on examining parts, identifying attributes/relationships/patterns, and main idea
  • How does... change from the beginning to the end of the selection? (Also considered an interpretation)
  • What is the effect of beginning the selection with... (simile)?
  • 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)
  • The way that this character is described suggests that s/he is ....
  • What technique does the author use to make his selection colorful? (precise details, short sentences, dialect, figurative language)
  • 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 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... as a symbol for...?
  • What could the author have added that would make his/her position stronger?
  • How is the selection organized?
  • Why did the author choose to use dialect 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 his/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?
• Evaluating questions focus on reasonableness and quality of ideas, criteria for making judgments, and confirming accuracy of claims
  • Which ... does the author believe is the most important reason for...?
  • Which details are most relevant to the author's point of view?
  • What could the author have added to make her/his opinion more valid?
  • Which detail is irrelevant to the author's judgment?
  • With which statement would the author most likely agree?

Cognition: 30% of assessment questions
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
  • Based on the context of paragraph ..., what does... mean? (vocabulary in context)
  • Which best describes...? (clearly stated in the selection)
  • What metaphor does the author use to compare... to...?
  • Which word would best be substituted for the word... in paragraph/line...?
  • When and where did this event occur?
  • What is the selection supposed to help you do?
  • What does the word... mean in paragraph...?
  • Which clue helped you determine the meaning of the word... as it is used in this selection?
  • What is the purpose of guidewords?
  • How is the text organized?
  • When the author uses the word..., which meaning does s/he want you to associate with it?
  • What is the plot of this selection?
  • How would you describe...?
  • What is another meaning for the word...?
  • What is the purpose of the stage directions?
  • What kind of source would you use to find information about...?
  • What is the rhyme scheme?
  • Who is the speaker in this selection?
• Organizing questions focus on arranging information, comparing similarities/differences, classifying, and sequencing
  • Which detail best completes the graphic organizer?
  • The author compares... to...?
  • What are some words the author uses that are clues to his/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 is an example of figurative language?
  • Which details support her/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 are the most important reasons 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 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: 40% of the assessment questions
Dig deeper. Clarify, explain by making inferences, drawing conclusions, making generalizations and predictions, determining 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 has a more positive connotation?
  • How did the plot develop?
  • 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...?
• Organizing questions focus on arranging information, comparing similarities/differences, classifying, and sequencing
  • 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 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 selection 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 from his/her experience with...?
  • 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 viable 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 selection 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 relevant?
  • Which statement is true?
  • Which... is most important in this selection?