• NCDPI ELA Question Stems
    Grade 3 Reading Literature Standards

    Key Ideas & Evidence

    RL.3.1 Question Stems

    Ask and answer questions to demonstrate
    understanding of a text, referring explicitly to the
    text as the basis for the answers.

    ● What are the major events that happen in the story?
    ● What happens in the poem?
    ● Who are the characters and how are the characters influenced by the
    major events?
    ● What evidence (words, phrases, illustrations) from the text helps you
    know this?
    ● What is the setting of the story?
    ● What are the most important details?
    ● Which details from the text can you point out that support your ideas?

    RL.3.2 Question Stems

    Recount stories, including fables, folktales, and
    myths from diverse cultures; determine the
    central message, lesson, or moral and explain
    how it is conveyed through key details in the text.

    ● Is this a myth, fable or folktale? How do you know?
    ● What happens in the beginning, middle and end of the story?
    ● What is the central message, lesson or moral of the story? What details
    from the text does the author use to convey this?

    RL.3.3 Question Stems

    Describe characters in a story and explain how
    their actions contribute to the sequence of
    events.

    ● What are the traits of the main character and/or characters in the story?
    What does the author want you to know about _______
    (motivations/feelings)?
    ● What is the problem the main character is trying to solve?

    ● What are the actions of ________that help resolve the problem in the
    story? How do the characters respond?
    ● How does _______ (character’s feeling) about _______contribute to
    the story?
    ● What are the sequence of events in the story?

    Craft & Structure

    RL.3.4 Question Stems

    Determine the meaning of words and phrases as
    they are used in a text, identifying words that
    impact the meaning in a text.

    ● What words do you know in the sentence that can help you figure out
    the meaning of that word or phrase?
    ● What clues does the author provide?
    ● What are the most important words and phrases in this text? How do
    these words influence the meaning of the text?
    RL.3.5 Question Stems

    Refer to parts of stories, dramas, and poems
    when writing or speaking about a text, using
    terms such as chapter, scene, and stanza;
    describe how each successive part builds on
    earlier sections.

    ● What are the elements of stories, poems, and dramas and how do the
    elements function?
    ● If you were recounting a story, what parts would you speak or write
    about to tell about the beginning, middle, and end?
    ● What happens in the first scene in a drama? How does each scene
    build on the previous one and move the action forward?
    ● What is the poem about from the first stanza?
    ● How do the stanzas build on one another to create meaning?

    RL.3.6 Question Stems

    Distinguish their own point of view from that of
    the narrator or those of the characters.

    ● Who is telling the story?
    ● What is the main character’s story and what is he/she like?
    ● What is the main character’s point of view _______ (in particular
    chapters, or the whole text)? What details help you know this?
    ● How is the narrator’s or main character’s point of view different than
    yours?
    ● Are there other characters that share your point of view?

    Integration of Ideas & Analysis

    RL.3.7 Question Stems

    Explain how specific aspects of a text’s
    illustrations contribute to what is conveyed by the
    words in a story.

    ● What is the story about?
    ● What do the illustrations tell you about the characters, the setting, the
    plot?
    ● How do the illustrations help create mood?
    ● How do the illustrations contribute to what the words are saying in the
    story?
    ● What do the illustrations tell you that the words do not?


    RL.3.9 Question Stems

    Compare and contrast the themes, settings, and
    plots of stories written by the same author about
    the same or similar characters.

    ● How are the themes in the stories similar? How are they different?
    ● How are the setting and plots in the stories similar? How are they
    different?
    ● Do you come away with the same or similar feelings about the
    characters in each story?

    Range of Reading & Level of Complexity

    RL.3.10 Question Stems

    By the end of grade 3, read and understand
    literature at the high-end of the 2-3 text
    complexity band proficiently and independently
    for sustained periods of time. Connect prior
    knowledge and experiences to text.

    ● Are you reading a range of literary texts – stories, dramas, and poetry?
    ● What prior knowledge do you have about _______?
    ● How does what you know connect to what is happening in the text?
    ● What support do you need to read and comprehend this text on your
    own?
    ● What strategies, prior knowledge and experiences would be helpful for
    reading and comprehending a more challenging text on your own?

     

    NCDPI ELA Question Stems
    Grade 3 Reading Informational Standards

    Key Ideas & Evidence

    RI.3.1 Question Stems

    Ask and answer questions to demonstrate
    understanding of a text, referring explicitly to the
    text as the basis for the answers.

    ● Who is this text about?
    ● What happens in this text?
    ● What specific details in the text help you understand the main topic?
    ● How do the words, pictures, and headings help you understand the
    text?

    RI.3.2 Question Stems

    Determine the main idea of a text; recount the
    key details and explain how they support the
    main idea.

    ● What is the main idea of this text?
    ● What key details support the main idea?
    ● What do you need to include in a recounting of the key details?
    ● How do the key details support the main idea?
    RI.3.3 Question Stems

    Describe the relationship between a series of
    historical events, scientific ideas or concepts, or
    steps in technical procedures in a text, using
    language that pertains to time, sequence, and
    cause/effect.

    ● Is the text you are reading about people and/or events in history, does
    it explain a scientific idea or topic, or outline steps in a process or
    procedure?
    ● What is the first, second, third step in this procedure?
    ● How are these two ideas (events, scientific concepts) related/different?
    ● What was the result of _______?
    ● What were the contributing factors that led to _______?

    ● How are _______ and _______ connected?
    ● Which keywords does the author use to signal _______ (time,
    sequence, or cause/effect)?

    Craft & Structure

    RI.3.4 Question Stems

    Determine the meaning of general academic and
    domain-specific words and phrases in a text
    relevant to a grade 3 topic or subject area.

    ● What is this text mainly about?
    ● How can the photos and captions help you understand the text?
    ● How can other text features such as titles, bolded words, and headings
    help you figure out what is happening in the text?
    ● Can you read the sentences around the _______ (word/phrase) to help
    you understand the meaning?
    ● Can you read the words surrounding the _______ (word/phrase) to
    help you understand its meaning?
    ● Is there a part of the word you already know?
    ● Did the author use any clues such as providing an example or a
    synonym for the word?

    RI.3.5 Question Stems

    Use text features and search tools to locate
    information relevant to a given topic efficiently.

    ● What specific information do you need to know? What is the purpose
    for reading this text?
    ● Can you identify important words that will help you find the information
    for your topic?
    ● How can you use organizational features such as the table of contents,
    headings, subheadings and the index to locate information?
    ● How can you use informational features such as diagrams, charts,
    maps, illustrations, captions, bold, italics, and colored print, and the
    glossary to help locate information?

    ● How can you use electronic features such as a menu, sidebar, icons,
    search terms, and hyperlinks to help locate information?

    RI.3.6 Question Stems

    Distinguish their own point of view from that of
    the author of a text.

    ● What is the topic of this text?
    ● Why do you think the author wrote this text?
    ● How does the author feel about the topic?
    ● How do you feel about this topic?
    ● Do you agree or disagree with the author? Why or why not?

    Integration of Ideas & Analysis

    RI.3.7 Question Stems

    Use information gained from illustrations and the
    words in a text to demonstrate understanding of
    the text.

    ● What is the topic of this text?
    ● What visual information is used in the text? How does it give you a
    better understanding than the text alone gives?
    ● How do the visual information and the text work together to help you
    understand when, where, why, and how events happen?

    RI.3.8 Question Stems

    Describe how the author connects ideas between
    sentences and paragraphs to support specific
    points in a text.

    ● What is the topic of this text?
    ● What are the main ideas the author wants you to consider in this text?
    ● How did the author organize the text?
    ● How does the author connect the sentences and paragraphs?

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    ● Can you identify which words in the text help you know that the text is
    organized by cause/effect? Using comparison? Sequential?

     

    RI.3.9 Question Stems

    Compare and contrast the most important points
    and key details presented in two texts on the
    same topic.

    ● What is the topic of this text?
    ● What are the most important points in each text?
    ● Where can you look to support your ideas about what is important?
    ● What are the similarities about the most important points?
    ● What are the differences about the most important points?

    Range of Reading & Level of Complexity

    RI.3.10 Question Stems

    By the end of grade 3, read and understand
    informational texts at the high-end of the 2-3 text
    complexity band proficiently and independently
    for sustained periods of time. Connect prior
    knowledge and experiences to text.

    ● Are you reading a range of informational texts – biographies;
    autobiographies; texts about social studies, history, science, the arts,
    and technical texts?
    ● What prior knowledge do you have about_____?
    ● How does what you know connect to what is happening in the text?
    ● What support do you need to read and comprehend this text on your
    own?
    ● What strategies, prior knowledge and experiences would be helpful for
    reading and comprehending a more challenging text on your own?

        

       

       

     

                                                                                    

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