ELA TAKS Warm-Ups (Grades 6-11)

ELA TAKS Warm-ups (Grades 6-11)
Suggestions: From the stems below, create quick questions to tie content learning to the TAKS
Reading objectives. Warm-up lessons should be displayed on the whiteboard, presentation
station or overhead as students move into class and should last about 5 minutes. The stems are
taken directly from the TAKS release tests. You may want to offer answer choices or leave them
open ended. Your questions may come from a selection that the students have read the previous
day or earlier that day.
Objective 1: Basic Understanding

(vocabulary, main ideas, details, summary)
The word ___________ communicates a feeling of ______________.
In paragraph ______ the word _____ helps the reader understand
In paragraph ______ the description ___________ means
Read the dictionary entry. Which definition represents the meaning of ________ as used in
paragraph _____?
___ (character) ____ did ____ (action) _____ because
Which of these best summarizes _______________?
__________ makes ______________ feel ____________ because
What are paragraphs _____-_____ mainly about?
Objective 2: Literary Elements

(characterization, plot, setting, problem/solution)
The author includes flashback in paragraph ________ to show
Paragraphs _________ and _____________ are important because they show
In paragraph ______ why does ___________ feel _____________?
Which statement reflects _______________s attitude in the story?
The author uses _____________ throughout the story to symbolize _________?
The author tells this story from ________________s point of view to help the reader understand
In paragraph _____ what does the narrator mean when he says he felt
___________________?
Paragraph _____ is important to the story because
The setting of _________________ is important because
Objective 3: Using Strategies to Analyze

Why does the author include the introduction to ________________?
Why does __________ feel/think ______________?
Which statement completes the diagram? (Use with graphic organizer)
Look at the outline of information about ________. Which of the following statements belongs
on line _______? (Use with outline)
Which main idea belongs in the box? (Use with graphic organizer)
This selection could not have been written before _______ because
The author probably wrote this selection to
Which of the following information could be added to the chart showing differences between the
two selections? (Use with paired passages and graphic organizer)
Objective 4: Inference
The authors choice of words in paragraph _____ creates a mood of
From information about __________ provided in the story, the reader can conclude that
Which sentence in the story shows the reader that__________________?
The tone of paragraph _____ can be described best as
The reader can tell from this story that life____________ was.
Which of the following best describes the organization of paragraphs _____ and _____?
Which statement from ___________ represents an opinion?
In paragraphs _____ and _____ the author uses questions to
An important idea present in both selections is (Use with paired passages)
Short-Answer Response:
Using any text(s) you have been working with use (use paired passages and triplets) one question
stem per day to answer and discuss. Remember to have your students support their answers with
text evidence. In the instance of dual passages, student must give support from BOTH texts.
In _____, what does _____ learn from his/her experiences with _____?
Why do you think the author and _____ decided to _____?
How is the idea of _____ important in both _____ and _____?
What is the major conflict that _____ experiences in _____?
How does the authors attitude toward _____ change over the course of _____?
How is the concept of _____ important in BOTH _____ and _____?
In _____, what do(es) _____ learn from his/her/their experiences?
Based on your reading of _____, do you think _____ made the right decision for _____?
How is the _____ in _____ similar to ______ in _____?
In _____, which character do you think is ______?
In _____, how does the authors attitude toward _____ change from beginning to the end of
the selection?
Do _____ in _____ and ______ in _____ share a similar concern?
How does _____ change from the beginning to the end of _____?
In _____, who do you think is more successful, _____ or ______?
Which of the characters from _____ and _____ would you like to have as a friend?
What is one conflict that _____ faces in _____?
What are the memories of _____ important to ______?
How is the power of _____ an important theme in BOTH _____ and _____?
In _____, why does _____ keep _____ for _____?
Why is _____ a good title for this selection?
What is one characteristic shared by ______ in _____ and _____ in _____?
Viewing/Representing:
TAKS uses a variety of print ads, fliers, cartoons, and movie ads. Use any visual ad to answer
the following questions. Begin with the five critical questions for media:
Who created this message?
For what purpose and why>
What techniques were used to engage and hold the readers attention?
What point of view is represented? How do you know?
What was left out of the message?
Below are some sample ads and questions.
The primary purpose of this chart is to _____?

One assumption in the text of this ad is that _____?
What can the reader conclude about Media Traffic?
What can the reader conclude

about Dr.Pepper in 1934?
The ad designer uses young
people to _______.
What generalization can you
make about Dr.Pepper?
This ad implies that _____.
The photographer chose to

photograph a man in order to
_____.
This photo is an example of how
to _____.
The underlying message of this ad
is _____.
The attitude of the man in the cartoon

can best be described as ______.
What is the primary purpose of this
cartoon?
What generalization can you make
about this cartoon?
Additional question stems for Viewing/Representing

The photographer chooses to photograph a _____ in order to _____.
This photo is an example of how to _____.
The fact that most words in the background are out of focus suggests _____.
What are the drawings of _____ an essential part of the chart?
Which of the ______ can be used as _____?
The primary purpose of this chart is to ______?
The reader can tell that the movies primary purpose is to _____.
The reader can conclude that the movies intended audience is _____.
The movie producer chose this photo because it shows _____.
The underlying message of this flier/ad is _____.
One assumption in the text of the flier/ad is that most people _____.
What can the reader conclude about _____ featured in the ad?
The ad designer uses photos to _____.
The attitude of the _____ in the cartoon can best described as _____.
What is the primary purpose of this cartoon?
What generalization can you make about _____?

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ELA TAKS Warm-ups (Grades 6-11)

Objective 1: Basic Understanding

Objective 2: Literary Elements

Objective 3: Using Strategies to Analyze

The primary purpose of this chart is to _____?

What can the reader conclude

The photographer chose to

The attitude of the man in the cartoon

Additional question stems for Viewing/Representing

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