1. STAAR POWER: Why you shouldn’t be afraid of Minnie and Fran…or their test!

2. SHHHHH! These are the secrets Minnie and Fran don’t want you to know… NOTICE key words and circle them READ everything first before you answer SHOW all of your strategies ALWAYS GO BACK in the passage FIND the answers and underline them THINK before you answer, then check again TAKE YOUR TIME

3. PART 1: Vocabulary & Important Ideas

4. How to tackle VOCABULARY Use context clues to help you Think about synonyms & antonyms Apply prefixes and suffixes Use the root words and base words Notice any multiple-meaning words or similar terms LOOK IT UP in a thesaurus

5. VOCABULARY EXAMPLE What does the word suggestions mean in paragraph 12? A problems B questions C ideas D reasons Locate the question stem words GO BACK in the passage Use your context clues Use a substitution in place of the word

6. Determining the IMPORTANT DETAILS Find the text’s main idea Find the supporting details Summarize the key points (B/M/very E) PLAN a story mountain (Fiction) or summary tree (non-fiction)

7. MAIN IDEAS EXAMPLE Paragraph 26 is mostly about- A how Monica works hard on her poem B what Monica decides to write in her poem C how Monica’s brother is playful with her D where Monica completes her homework Locate the paragraph referenced REREAD Think BIG- the gist- not small details! Look for words in the answers that prove the main idea Ask: what is most important to know from this paragraph/passage?

8. DETAILS EXAMPLE According to the passage, why does Monica’s dad asks her to go along to the grocery store? A He knows she will need more paper B He thinks they’ll find an idea for her poem on the way there C He knows she is done with her chores D He thinks he might need help with the groceries NOTICE what the question is asking Find the answer in the text, point or star it Find all the WRONG answer choices

9. SUMMARY EXAMPLE Which of these is the best summary of the passage? A When trying to do her assignment, Monica remembers that her teacher says a poem can be written about anything. B After struggling and seeking help, Monica is finally able to write a poem. C Monica’s class has been reading poems, and now she has to write one. D Although Monica sees many things on the way to the store, she doesn’t know what to say about them in a poem. NOTICE what the question is asking Find the answer in the text, point or star it Find the Beginning, Middle, Very End

10. PART 2: Literary Elements

11. How to climb LITERARY ELEMENTS Find the plot of the story and think about it Name the character traits Figure out the character motivations Notice how the characters change and WHY Find the setting and why it’s important Use your schema before, during, and after you read Notice the Problem and Resolution

12. PLOT EXAMPLE Monica tries to get her brother’s help by offering to- A go to the store for him B let him listen to her music C write a poem for him D do his chores Locate the question stem words Notice that it’s asking for an event GO BACK and find this part in the passage Reread carefully Look at the choices and decide what does and does not actually happen

13. PLOT EXAMPLE Monica tries to get her brother’s help by offering to- A go to the store for him B let him listen to her music C write a poem for him D do his chores X Did not happen in the story M Did happen in the story X Did not happen in the story

14. SETTING EXAMPLE The ending of the passage takes place- A at school B at a grocery store C on an empty field D at the kitchen table Notice key words: ending, takes, place Locate the END of the story Reread the paragraphs quickly for location evidence KNOW that “the ending” means the very last setting mentioned Use your schema to identify and name the setting (if not directly stated)

15. CONFLICT EXAMPLE What is Monica’s problem in the passage? A she does not think she can write a poem B she does not get along with her brother C she does not remember what her assignment is D she does not want to do her chores Notice key words: Monica’s problem Think about what the BIG problem is, not the little ones! Look at the text structure, title, and text feature clues Which “problem” covers the entire story?

16. RESOLUTION EXAMPLE Which event helps Monica solve her problem? A She calls her friend Sara B She tries to trade chores with her brother C She goes on an errand with her dad D She volunteers in class Notice key words: event, helps, solve, problem KNOW that “solving” events will happen in the middle – end, NOT the beginning Identify the “wrong” words in the answer choices (she offers, not trades chores!) Think: did the problem end after that?

17. PART 3: interpretations

18. How to see INTERPRETATIONS Recognize the cause (why) Recognize the effect (what happened) Put the events in sequence order Use text clues to draw conclusions and make inferences Know fact from fiction in the text Make predictions based on facts Support every idea with evidence

19. CAUSE/EFFECT EXAMPLE Monica is able to find a subject for her poem because- A she remembers what her teacher tells her B her dad takes her on an errand C her brother writes a poem for her D she wants to read a poem to her class Notice key words: Monica, find, subject, poem, because KNOW that “because” signals cause/effect Think: ______ (happens) because _________ Use each choice as the “cause” and decide if it leads to the “effect” of finding a poem subject

20. CHRONOLOGY EXAMPLE What happens right after Dad tells Monica that she should write about the empty field? A Monica makes notes about what she sees. B Monica practices her poem in her head. C Monica’s brother blows soap bubbles on her. D Monica remembers her teacher’s advice. Notice key words: happened, right, after KNOW that “right after” means finding the question even and reading what happens next Find the event mentioned, reread that paragraph

21. INFERENCE & CONCLUSION EXAMPLE Based on the poem that Monica’s brother writes, the reader can tell that- A she remembers what her teacher tells her B her dad takes her on an errand C her brother writes a poem for her D she wants to read a poem to her class Notice key words: reader, can, tell, that KNOW that the key words mean you need to think deeper than what the text actually says Link other key words like: conclude, infer, probably, predict, assume Use evidence to support your choice PROVE IT!

22. PREDICTION EXAMPLE Which of these will likely happen next? A Monica will receive and award from her teacher B Monica will plant grass and flowers in the empty field C Monica will enjoy sharing her poem with the class D Monica will rewrite her poem Notice key words: will likely, happen, next Summarize just the ending in your mind Focus on the last few paragraphs Pick what is likely to happen, not what is lovely or a nice “happy ending” Pick the answer that’s realistic and could happen immediately after the end

23. FACT/OPINION EXAMPLE Which of these in an opinion in the passage? A Monica told her dad about her big assignment B “I have to write a poem for school,” Monica said. C Monica looked out across the field again. D “You are good with words,” her dad said. Notice key words: which, opinion KNOW that “opinion” signals feelings KNOW that 3 will be direct facts from the text Find the feeling words and prove they happened

24. SUPPORTING EVIDENCE EXAMPLE Which sentence in the last paragraph best shows how Monica feels about the poem she had written? A When her teacher asked for volunteers, Monica’s hand shot up in a flash. B In her head, she practiced reading her poem to the class. C She thought about how her teacher was right. D A poem can be written about anything- even and empty field. Notice key words: sentence, last paragraph, shows, Monica, feels poem, written KNOW that you’ll have to prove your answer with evidence from the passage events Reread the last paragraphs for clues to Monica’s feelings- then, think deeply Eliminate choices that are FACTS Think: what would I do or how would I feel?

25. PART 4: text matters

26. How to appreciate TEXT MATTERS Recognize the author’s purpose Recognize the type of text presented Notice how the information is organized Think: How is the author presenting information? Support every idea with evidence

27. AUTHOR’S PURPOSE EXAMPLE What is the author’s purpose of this passage? A To persuade B To inform C To entertain D To describe Notice key words: author’s, purpose, passage Think: what is the author’s voice style Think: persuade = get me to do something Think: inform = give information Think: entertain = easy read, tell a story Think: describe = lots of details and examples Decide of the passage is FICTION or NONFICTION

28. CREDITS “What Every Elementary Teacher Needs to Know About Reading Tests” Charles Fuhrken Stenhouse Publishers © 2009 PowerPoint: Bethany Thompson M. Robinson Elementary 2013