STAAR Grade 5 Reading Language Arts

An inference is an educated guess based on text evidence combined with background knowledge. Authors do not always state everything directly. Readers must read between the lines to understand implied meaning.

To make an inference: identify what the text states directly, consider what you already know, combine text evidence with background knowledge, and draw a logical conclusion.

On the STAAR test, inference questions often ask: What can the reader conclude? Based on the passage, the reader can infer that... What does the author suggest? Which statement is best supported by the passage?

Drawing conclusions is similar to making inferences but often involves synthesizing multiple pieces of evidence to arrive at a broader understanding. A conclusion answers the question "What does all of this evidence mean together?"

To draw conclusions: gather all relevant evidence from the text, look for patterns or connections, determine what the evidence points to when considered as a whole, and state the conclusion.

A summary is a brief restatement of the most important ideas in a text, written in the reader's own words. A good summary includes only main ideas and key details, not minor details or personal opinions.

Steps for summarizing: identify the topic, find the main idea or central message, note the most important supporting details, combine these elements into a brief statement, and use your own words.

For fiction, summarize by identifying the main character, the problem or conflict, key events, and the resolution.

For nonfiction, identify the topic, the author's main point or central idea, and the key supporting details.

A summary should be much shorter than the original text and should not include the reader's opinions.

Paraphrasing means restating specific information from the text in your own words while keeping the original meaning. Unlike summarizing, paraphrasing may address a specific sentence or paragraph rather than the whole text.

The main idea is the most important point the author makes about the topic. It is what the author wants readers to understand or remember. The topic is the subject; the main idea is what the author says about that subject.

Supporting details are facts, examples, reasons, or descriptions that explain, prove, or expand on the main idea. Not all details are equally important. Key supporting details directly relate to the main idea; minor details provide additional information.

To find the main idea: identify the topic by asking "What is this mostly about?", look at the first and last sentences of paragraphs (often contain main ideas), ask "What is the most important point about this topic?", and check that supporting details connect to this idea.

Cause is the reason something happens. Effect is what happens as a result. A single cause can have multiple effects. A single effect can have multiple causes. Effects can become causes of further effects, creating a chain.

Signal words for cause: because, since, due to, as a result of, caused by, reason, if... then.

Signal words for effect: so, therefore, thus, consequently, as a result, led to, resulted in, effect.

On the STAAR test, questions may ask students to identify causes, effects, or the relationship between events.

Comparing identifies similarities between two or more things. Contrasting identifies differences.

Signal words for comparing: both, alike, same, similarly, in the same way, also, like, just as.

Signal words for contrasting: but, however, although, unlike, on the other hand, whereas, while, different, in contrast.

Students may be asked to compare and contrast characters, settings, events, ideas, themes across texts, or an author's treatment of similar topics.

Sequencing means identifying the order of events or steps. Understanding sequence helps readers follow narratives and processes.

Signal words for sequence: first, second, third, next, then, after, before, finally, last, meanwhile, during, while, later, following, prior to.

In fiction, sequence helps readers follow the plot. In nonfiction, sequence may show chronological events, steps in a process, or order of importance.

Questions may ask students to identify what happened first, next, or last, or to arrange events in correct order.

A fact is a statement that can be proven true or false through evidence, observation, or research. Facts are objective.

An opinion is a statement of belief, feeling, or judgment that cannot be proven true or false. Opinions are subjective.

A prediction is an educated guess about what will happen next or how something will turn out, based on text evidence and prior knowledge.

To make predictions: pay attention to clues in the text (foreshadowing, character behavior, patterns), consider what you know about how stories typically unfold, make a logical guess, and be ready to revise your prediction as you gather new information.

Good predictions are supported by evidence, not random guesses.

Good readers check their understanding as they read. When meaning breaks down, they use fix-up strategies.

Fix-up strategies: reread confusing sections, slow down, read aloud, visualize what is happening, summarize what you have read so far, look up unfamiliar words, ask questions about the text, connect to prior knowledge, and read ahead for clarification.

Self-monitoring questions: Does this make sense? What just happened? What is the author's point? Are there words I do not understand? How does this connect to what I already read?

Text evidence consists of specific words, phrases, sentences, or passages from the text that support a reader's answer, inference, or conclusion.

To cite text evidence: make your claim or answer, find specific words or sentences that support it, and explain how the evidence supports your point.

Evidence can be quoted directly or paraphrased. When using direct quotes, use quotation marks.