FCAT READING QUESTION PATTERNS

FCAT READING QUESTION PATTERNSMiddle School : 

FCAT READING QUESTION PATTERNSMiddle School

Slide 2: 

Learn to ride the FCAT Bull once and for all…Yippeeeee…!!!!!

Instructions : 

Instructions Display slides and ask students to identify the FCAT skills required to answer the question patterns.

VOCABULARY, MAKING INFERENCES FROM CHARTS AND DIAGRAMS, DRAWING CONCLUSIONS : 

VOCABULARY, MAKING INFERENCES FROM CHARTS AND DIAGRAMS, DRAWING CONCLUSIONS What does the author mean when he says _______________? What does the word _______________ mean in this context? What sentence uses the word ______________ as it is used in this excerpt from the passage? What does this sentence from the article mean? What can you infer from __________________? Why does it seem probable that _________________? What does the author imply by saying _________________? What is the meaning of ________________? Which of the words below is characteristic of ________________? What phrase below best describes __________________ as revealed in the sentence above? Which word best describes ______________? What does the author mean by this sentence from the essay? Based on the information in the essay, what might you infer about _______________? On the basis of _______________, what can you conclude about ________________? What word best defines _______________ as it is used in the sentence above?

COMPARE/CONTRAST : 

COMPARE/CONTRAST How are _______________ and _______________ alike? How are _______________ and _______________ different? How is _______________ both similar to and different from _______________? To what does the author compare a _______________? Why does the author make a comparison between _______________? Explain how the author’s comparing _______________ to _______________ gives the reader better understanding. What is the effect of comparing_______________ to _______________? The poet uses a metaphor (quote the metaphor) to describe the _______________. Why does the poet describe the _______________ in this manner? The poet uses a simile (quote the simile) to describe the _______________. Why does this image suggest about the _______________? In the paragraph, the author (character) speaks of _______________. How does this relate to _______________? How does the author’s comparison of _______________ to _______________ help you understand _______________?

MAIN IDEA : 

MAIN IDEA Which sentence best (describes, states, reflects) the main idea of the (article, story)? What is the main idea of this article (passage, story, poem)? What does this article show about _______________? What should the reader hope to understand about (whatever) after reading this article? Which sentence best summarizes what happens in the story? What is (character’s) main goal in life? Which sentence best characterizes (character’s) attitude toward _______________? According to the author, which word best describes _______________? Which writing strategy does the author employ to express views about _______________? How did _______________ contribute to? What is another good title for this passage about _______________? Explain why the author titles the selection_______________. Why does the author arrange the passage in this order? How does the author organize the details in this article? Why does the author organize his article as he does? What effect does this have on the reader? What point does the author want you to understand about _______________? This article is primarily organized around _______________. The author uses (statistics, facts, examples) to support which main idea? What details in the story’s ending show that _______________? How does the author’s use of chronological order support the main idea of the story?

AUTHOR’S PURPOSE/POINT OF VIEW : 

AUTHOR’S PURPOSE/POINT OF VIEW What does the author mean when he writes_______________? What point does the author make in this article? What is the author’s point of view toward_______________? How does the author express this point of view? What is the author’s position, and how does he address opposing points of view? What is the author’s purpose in saying _______________? Why did the author write this passage? Choose the statement that best expresses the author’s point of view. What would the author say about_______________? What is the author’s attitude toward_______________? Which sentence best state’s the author’s purpose? Why does the author pose this question: _______________? Which sentence best describes what the author probably thinks about_______________? Why did the author choose_______________?

INTERPRETING INFORMATION : 

INTERPRETING INFORMATION People who read this article will learn how to _______________. According to _______________, which _______________ would be the best choice for _______________? Which (set of directions, chart, map) would be most helpful to someone who is ____________? The information in this article _______________ could best be used for _______________. Explain how the graph illustrates the point the author is making. According to the (graph, diagram, chart), why was _______________ so important? Based on the information gathered from the text, which statement is the most accurate? Explain how the information in the charts could benefit the reader. How could someone use the information in the charts to plan a _______________? How could studying the graphs help a shopper save money? How does the information in the graph support the main idea?

ANALYZING INFORMATION : 

ANALYZING INFORMATION According to the (passage, article, lesson) which statement is the most accurate? Which statement from the text provides the best evidence of _______________? Which factor has contributed most to _______________? Explain how the new information in the article invalidates the old information. How does the new discovery invalidate the old information? How could _______________ use the information in this article to (determine, better understand) _______________? What details in the article support the claim that _______________? How accurate do you think the (statement, passage, article) about _______________ is? If you were a _______________, how could you use the information in the article to _______________? How does the author ensure the reliability and accuracy of information contained in this passage? How does the author use statistics to support the position that _______________? Based on the information in this article, would you reach a conclusion similar to the one the author outlines in the final paragraph?

SYNTHESIZING INFORMATION : 

SYNTHESIZING INFORMATION What can the reader conclude after reading _______________? What details, facts, or statistics lead you to believe _______________? What does _______________advise _______________ to do? Why does _______________ act this way? What information leads you to this conclusion? What actions do _______________ need this to take in order to resolve _______________? How does the pie chart support the information about _______________? How does the information in the _______________ support the information in the passage? What can you conclude about the effects of _______________? What can you conclude about the role _______________ plays in _______________? Considering what is said in the article, which point of view could you discredit? Considering what is said in the article, which point of view is most accurate? Discuss the main weakness of the argument that _______________.

STORY ELEMENTS : 

STORY ELEMENTS How is ____________’s attitude about _____________ different from ___________’s attitude? When is the central conflict in the story introduced? Which phrase best states the theme in the (story, poem)? Which behavior best reveals _______________’s character? In what other situation might the theme of the story apply? What might the main character do differently if he finds himself in a similar situation again? How does the old saying “_______________” apply to this story? At what point in the story were you certain that _______________ had changed his mind about _______________? How does _______________’s character change from the beginning to the end? What is the central problem in the story? What tone is created by the author’s use of _______________? What statement best reflects the author’s tone in this story? What is the central theme in _______________? How would _______________ be different if the setting were changed to _______________? What impact does the setting have on _______________? What is the relationship between the setting and the mood in the story?

NOTE: : 

NOTE: Students should be able to identify figurative language in poetry and understand how the author or poet uses it to affect the reader. Make certain students are familiar with the use of imagery, personification, and figures of speech (including simile and metaphor) and the use of sound such as rhyme, rhythm, repetition, and alliteration.

COMPARE/CONTRAST2 : 

COMPARE/CONTRAST2 What causes _______________ to _______________? What is the effect of_______________? Why does _______________ happen? What effect did _______________ have on _______________? How did _______________ have an effect on _______________? How did _______________ change after _______________? Why did _______________ change after _______________? What is the result of _______________? As a result of _______________, _______________ will _______________. As a consequence of _______________, _______________ has _______________.

Slide 14: 

This here is a RED BULL I can handle…Yippeeee…!!!!

The End… : 

The End… Edited by Dr. Walker