This STAAR mega bundle includes nine task card sets covering all STAAR stems.
Making Inferences Task Cards covers a range of inferencing skills from all genres with 148 total task cards, STAAR-aligned, fiction, poetry, literary nonfiction, informational texts, expository, biography, and more!
Making inferences on author's purpose, literary texts and setting.
Making predictions, character analysis, and STAAR informational texts.
STAAR released stems for literary nonfiction, sensory language, and visualizing strategies.
Whether you're teaching whole-class, reviewing for STAAR reading, meeting with a small group or setting up reading stations, this mega bundle has you covered for weeks...even months of reading practice all focused on drawing conclusions!
We bundled 9 drawing conclusions task cards sets together and added BONUS cards!
These reading task cards use scaffolding to focus students on using text evidence to support conclusions.
STAAR Informational texts focused on science, matter, and energy.
STAAR-aligned, biographies, and black history month all in one task card bundle.
You can teach skills, hold guided reading groups, and execute the best literacy stations all day. Yet, sometimes students still struggle with the STAAR reading test!
There are two variables that have a major impact on STAAR reading scores:
All of our reading task cards have STAAR released question stems. In some cases the stems are scaffolded with easier open-ended questions. The scaffolded questions build on easier reading skills to bridge the gap up to STAAR rigor.
STAAR reading passages follow a concise set of plot lines, biographical profiles, and informational topics. We embed all of our STAAR task cards with these same topics and structures.
Using the same plot lines, biographical profiles, and informational topics directly builds student background knowledge. This has a massive impact on reading comprehension, as measured by STAAR reading.
It's no secret, background knowledge is crucial for reading success, and our results prove it! Your students will love you for it too!
Which sentence states the main theme of the story?
What does __ learn in this story?
What is the theme of the selection?
What is the main message of the story?
What theme is best supported by the details in this selection?
What lesson does the narrator share in this text?
This paragraph is mostly about –
The section titled ___ is mainly about –
What does this paragraph help you understand about ___ ?
What is the main idea of this paragraph?
What best completes the graphic organizer?
What would be the best heading for this section?
The photograph is included to show -
Which idea is supported by the timeline?
The caption under the photograph explains -
Why does the author include this graphic?
The new ELAR TEKS are here, and we're ready for them. All of 2018 STAAR teaching resources are aligned to the new TEKS. Of course, our newest products are aligned as well.
Of the seven new TEKS strands, we build our STAAR resources around the priority standards, the readiness TEKS. That doesn't mean there aren't supporting standards in our resources. They just don't comprise the majority of the tasks.
What are the priority strands?
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
(A) establish purpose for reading assigned and self-selected texts;
(B) generate questions about text before, during, and after reading to deepen understanding and gain information;
(C) make, correct, or confirm predictions using text features, characteristics of genre, and structures;
(D) create mental images to deepen understanding;
(E) make connections to personal experiences, ideas in other texts, and society;
(F) make inferences and use evidence to support understanding;
(G) evaluate details read to determine key ideas;
(H) synthesize information to create new understanding; and
(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
The new TEKS no longer separate the comprehension skills from the rest of the TEKS. You will no longer find Figure 19.
Instead, those comprehension skills are embedded throughout the 7 ELAR strands.
A) infer basic themes supported by text evidence;
(B) explain the interactions of the characters and the changes they undergo;
(C) analyze plot elements, including the rising action, climax, falling action, and resolution; and
(D) explain the influence of the setting, including historical and cultural settings, on the plot.
(A) demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, legends, myths, and tall tales;
(B) explain figurative language such as simile, metaphor, and personification that the poet uses to create images;
(C) explain structure in drama such as character tags, acts, scenes, and stage directions;
(D) recognize characteristics and structures of informational text and (I) argumentative texts
The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
This strand is the link between reading and writing and some of the student expectations will be tested on STAAR Reading.
The response skills will not be tested as readiness TEKS, but they are essential.
You will find them in our open-ended tasks. They include making connections, retelling, paraphrasing, summarizing, and using text evidence.
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