Text Structure
Identify the text structure: A paragraph that lists the steps to make a sandwich in order from first to last
Sequence (or chronological/order)
What is a prefix? Give one common prefix and its meaning
Prefix = added to front of a word; example: un- (not)
Identify the part of speech that names a person, place, thing, or idea.
Noun
What is a stanza in a poem?
A stanza is a grouped set of lines in a poem (like a paragraph).
What does it mean to use textual evidence?
Using textual evidence = quoting or paraphrasing parts of the text to support an answer.
Which text structure compares two subjects by showing similarities and differences?
Compare and contrast.
What is a suffix? Give one common suffix and its meaning.
Suffix = added to end of a word; example: -ful (full of).
What part of speech modifies (describes) a verb, adjective, or other adverb?
Adverb
Define rhyme and give an example with two words that rhyme.
Rhyme = repetition of similar ending sounds; example: cat / hat.
When asked to "quote from the text," what punctuation marks should you use to show the quoted words in your answer?
Use quotation marks " " for quoted text.
Name the signal words often used for cause and effect (give two examples).
Signal words: because, therefore, since, so, as a result.
The word unhappy is made from the root word happy and a prefix. Identify the prefix and explain how it changes the meaning.
Prefix = un-; it reverses or negates meaning (unhappy = not happy).
In the sentence “The quick dog chased the ball,” label the part of speech for each word.
The(art.), quick(adj.), dog(noun), chased(verb), the(art.), ball(noun).
Name two examples of figurative language often found in poetry (e.g., simile). Give a short example of one.
Examples: simile, metaphor, personification, alliteration. Simile example: "as brave as a lion."
Given a short sentence from a passage, state one explicit detail and one inference a reader might make from that sentence
Example: Text sentence: "He closed his umbrella and smiled." Explicit detail: He closed his umbrella. Inference: The rain stopped or he felt happy.
Read this example: “Scientists noticed the river level rose after the heavy rains; as a result, the bridge closed.” Which text structure is this and what is the cause and what is the effect?
Cause-effect; cause = heavy rains, effect = bridge closed.
Using the root "spect" (meaning “look”), give two words that use this root and briefly define them
Examples: inspect (to look at), spectator (one who watches); define accordingly.
Explain how to tell the difference between an adjective and an adverb using examples.
Adjectives modify nouns; adverbs modify verbs/adjectives/adverbs. Example: "She is quick" (adj.); "She runs quickly" (adv. — adds how she runs).
Read this couplet: “The moonlight danced upon the lake / As frogs composed a summer wake.” Identify the figurative language and explain its effect.
Figurative language = personification ("moonlight danced") and possibly imagery; effect: creates vivid image and mood.
Explain how to find evidence in a nonfiction passage to support the main idea. List the steps you would take.
Steps: read whole passage, locate topic sentence, highlight sentences that explain or support topic, note facts/statistics/quotations, paraphrase evidence and cite location.
Given a short informational paragraph that explains a problem and then several solutions, explain how to outline the paragraph into main idea and supporting details (describe the steps you would take).
Steps: identify topic sentence/main idea, underline problem statement, list solution sentences as supporting details, number steps or create bullet points showing solution(s) and evidence.
Define the term "multiple-meaning word" and give one example from grade-level texts. Then explain two strategies to determine which meaning is intended from context.
Multiple-meaning word = a word with two or more meanings (e.g., bark = tree covering or dog sound). Strategies: use surrounding sentences for context clues; check part of speech/grammar to choose correct meaning.
Rewrite this sentence to fix pronoun-antecedent agreement: “Each of the students turned in their paper.” Explain your correction.
“Each of the students turned in his or her paper.” Explanation: "Each" is singular so the pronoun must be singular; alternatives: "All of the students turned in their papers."
Explain how stanza breaks, line length, and punctuation in a poem can affect the poem’s meaning and rhythm. Provide a brief example (2–3 lines) demonstrating one of these effects.
Explanation: stanza breaks create pauses/sections; short lines can speed rhythm; punctuation controls pauses. Example: Line 1: Rain—
Line 2: taps the window
What is RACE?
Restate the question
Answer all parts
Cite text evidence
Explain your thinking