The Golden Questions
How Non-Fiction Reading Is Assessed on the WASL
BENCHMARK 3 (Grades 8-10)
Golden
Questions 8-10 (88K PDF)
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EALR Component |
Learning Target |
Multiple Choice |
Short Answer |
Extended Response |
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Interpret vocabulary critical to the meaning of the text. |
What is the meaning of (word, phrase or expression) in the article? Why does the author use the word ____ to describe ____? |
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Apply understanding of literary elements (genres; story elements such as plot, character, setting; stylistic devices) and graphic elements and illustrations. |
What is the setting of this story? |
Write two words that tell what type of person the character is. Tell what events from the story make you choose these words. Tell something about what the character says and does that makes you choose these words. |
From what point of view is this story told? How would the story be different if it were told from another character’s point of view? |
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Apply understanding of text features (titles, headings, other information divisions, tables of contents, indexes, glossaries, prefaces, appendices, captions) and graphic features. |
Look at (graphic) and (locate or interpret information). Look at the ___(graphic/text feature) on page ___ and locate ___. Look at the ___ (graphic/ text feature) on page ___ and interpret ___. |
What important information do the (photographs, captions) add to the article? Use the table of contents and the index to decide where to look to locate information about (topic). |
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Summarize with evidence from the reading. |
Which sentence best summarizes what this selection is about? |
Write a paragraph to summarize the main points of this selection in your own words. Be sure to include at least (number) points in your summary. |
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2.1
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Demonstrate understanding of major ideas and supportive details. |
Which sentence gives the most important idea in the (selection)? |
Write two of the most important ideas in the selection. |
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2.1
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Make inferences or predictions based on the reading. |
What conclusion can be drawn from this reading selection? |
Why do you think (character) did (action)? Provide evidence to support your answer. What do you think (character) will do now that (cite circumstances at end of story)? Provide evidence to support your answer. |
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Compare/contrast or make connections between or among texts or synthesize information from a variety of resources. |
After reading both the story and the article, what seems to be the reason for (event)? |
How important was (item) to (event)? Use the story and the article to answer this question. |
Suppose you were to take (position on issue raised in article). Write a paragraph discussing what information from each selection you would use to support your position. Explain how this information provides support. |
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EALR Component |
Learning Target |
Multiple Choice |
Short Answer |
Extended Response |
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2.2 |
Compare/contrast elements of the text or make connections within the text. |
Which sentence tells how ___ are similar? Which sentence explains why (event) happened? |
How are (two elements in the selection) similar and different? Explain why (event) happened? |
Write a paragraph describing how __ are similar and how they are different. Then analyze how this similarity and difference influences (a text-based outcome). Analyze how (events in the selection) cause (culminating event in the selection). Choose two (events) to discuss in depth. |
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2. 2 |
Extend information beyond text (make generalizations beyond the text to a broader idea or concept, or apply information to other texts or situations, or give a response to reading). |
After reading this article, which of the following generalizations can you make? |
Would you have wanted to (cite event from selection)? Support your answer with evidence from the text. |
How could you use what you learned about (subject) in the selection to (do a particular task)? Refer to specific information in the selection to explain your ideas. |
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Analyze author’s purpose and evaluate effectiveness for different audiences (includes facts/opinions, author’s point of view, tone, and use of persuasive devices). |
Which sentence in this advertisement is an example of the author’s use of a "Bandwagon" argument, that is, urging people to do something because everyone else is doing it? |
Who is the audience for this article? How do you know? Support your answer with evidence from the text. What is the author’s purpose in this article? How does he/she achieve this purpose? Support your answer with information from the article. |
Write a paragraph giving (number) of the author’s main arguments for his/her point of view on (issue discussed in selection). How do you think he/she would feel about (related issue)? Support your answer with evidence from the selection. |
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2.3 |
Evaluate reasoning and ideas related to the text. |
What is wrong with making the following generalization after reading the selection? (Give a generalization that is too broad to be drawn from the selection.) |
Evaluate the way in which the advertisement appeals to readers. Is it an effective advertisement? Explain why or why not. Refer to specific elements of the advertisement in your explanation. Is the following a reasonable conclusion that may be drawn from the selection? Why or why not? Use evidence from the selection to support your answer. (Then state a conclusion that may or may not be reasonably drawn from the selection.) After reading the first paragraph of the selection, you might make the generalization that (state one that might be reasonably made from reading the first paragraph). Does the rest of the selection support this generalization? Support your answer with details from the selection. |
Write a paragraph to analyze and evaluate the (strategies) the author uses to get his/her point across in the selection. Consider what (strategies) the writer uses and how effective each (strategy) is. Use evidence from the selection in your response. |