Keystone Exams: Literature - pdesas.org Assessment... · Keystone Exams: Literature Assessment...
Transcript of Keystone Exams: Literature - pdesas.org Assessment... · Keystone Exams: Literature Assessment...
Keystone Exams: LiteratureAssessment Anchors and Eligible Content
with Sample Questions and Glossary
Pennsylvania Department of Education
www.education.state.pa.us
January 2013
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 2
PENNSYLVANIA DEPARTMENT OF EDUCATION
General Introduction to the Keystone Exam Assessment Anchors
Introduction
Since the introduction of the Keystone Exams, the Pennsylvania Department of Education (PDE) has been working to create a set of tools designed to help educators improve instructional practices and better understand the Keystone Exams. The Assessment Anchors, as defined by the Eligible Content, are one of the many tools the Department believes will better align curriculum, instruction, and assessment practices throughout the Commonwealth. Without this alignment, it will not be possible to significantly improve student achievement across the Commonwealth.
How were Keystone Exam Assessment Anchors developed?
Prior to the development of the Assessment Anchors, multiple groups of PA educators convened to create a set of standards for each of the Keystone Exams. Enhanced Standards, derived from a review of existing standards, focused on what students need to know and be able to do in order to be college and career ready. (Note: Since that time, PA Common Core Standards have replaced the Enhanced Standards and reflect the college- and career-ready focus.) Additionally, the Assessment Anchors and Eligible Content statements were created by other groups of educators charged with the task of clarifying the standards assessed on the Keystone Exams. The Assessment Anchors, as defined by the Eligible Content, have been designed to hold together, or anchor, the state assessment system and curriculum/instructional practices in schools.
Assessment Anchors, as defined by the Eligible Content, were created with the following design parameters: Clear: The Assessment Anchors are easy to read and are user friendly; they clearly detail which
standards are assessed on the Keystone Exams.
Focused: The Assessment Anchors identify a core set of standards that can be reasonably assessed on a large-scale assessment; this will keep educators from having to guess which standards are critical.
Rigorous: The Assessment Anchors support the rigor of the state standards by assessing higher-order and reasoning skills.
Manageable: The Assessment Anchors define the standards in a way that can be easily incorporated into a course to prepare students for success.
How can teachers, administrators, schools, and districts use these Assessment Anchors?
The Assessment Anchors, as defined by the Eligible Content, can help focus teaching and learning because they are clear, manageable, and closely aligned with the Keystone Exams. Teachers and administrators will be better informed about which standards will be assessed. The Assessment Anchors and Eligible Content should be used along with the standards and the Curriculum Framework of the Standards Aligned System (SAS) to build curriculum, design lessons, and support student achievement.
The Assessment Anchors and Eligible Content are designed to enable educators to determine when they feel students are prepared to be successful in the Keystone Exams. An evaluation of current course offerings, through the lens of what is assessed on those particular Keystone Exams, may provide an opportunity for an alignment to ensure student preparedness.
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How are the Assessment Anchors organized?
The Assessment Anchors, as defined by the Eligible Content, are organized into cohesive blueprints, each structured with a common labeling system that can be read like an outline. This framework is organized first by module, then by Assessment Anchor, followed by Anchor Descriptor, and then finally, at the greatest level of detail, by an Eligible Content statement. The common format of this outline is followed across the Keystone Exams.
Here is a description of each level in the labeling system for the Keystone Exams: Module: The Assessment Anchors are organized into two thematic modules for each of the
Keystone Exams. The module title appears at the top of each page. The module level is important because the Keystone Exams are built using a module format, with each of the Keystone Exams divided into two equal-size test modules. Each module is made up of two or more Assessment Anchors.
Assessment Anchor: The Assessment Anchor appears in the shaded bar across the top of each Assessment Anchor table. The Assessment Anchors represent categories of subject matter that anchor the content of the Keystone Exams. Each Assessment Anchor is part of a module and has one or more Anchor Descriptors unified under it.
Anchor Descriptor: Below each Assessment Anchor is a specific Anchor Descriptor. The Anchor Descriptor level provides further details that delineate the scope of content covered by the Assessment Anchor. Each Anchor Descriptor is part of an Assessment Anchor and has one or more Eligible Content statements unified under it.
Eligible Content: The column to the right of the Anchor Descriptor contains the Eligible Content statements. The Eligible Content is the most specific description of the content that is assessed on the Keystone Exams. This level is considered the assessment limit and helps educators identify the range of the content covered on the Keystone Exams.
PA Common Core Standards: In the column to the right of each Eligible Content statement is a code representing one or more Pennsylvania Common Core Standards that correlate to the Eligible Content statement. Some Eligible Content statements include annotations that indicate certain clarifications about the scope of an Eligible Content.
“e.g.” (“for example”)—sample approach, but not a limit to the Eligible Content
“Note”—content exclusions or definable range of the Eligible Content
How do the K–12 Pennsylvania Common Core Standards affect this document?
Assessment Anchor and Eligible Content statements are aligned to the PA Common Core Standards; thus, the former enhanced standards are no longer necessary. Within this document, all standard references reflect the PA Common Core Standards.
Standards Aligned System—www.pdesas.org
Pennsylvania Department of Education—www.education.state.pa.us
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 4
MODULE 1—FICTION
Keystone Exams: Literature
ASSESSMENT ANCHOR
L.F.1 Reading for Meaning—Fiction
Anchor Descriptor Eligible Content
PA Common
Core
Standards
L.F.1.1 Use appropriate strategies to analyze an author’s purpose and how it is achieved in literature.
L.F.1.1.1 Identify and/or analyze the author’s intended purpose of a text.
CC.1.3.9–10.A
CC.1.3.9–10.B
CC.1.3.9–10.C
CC.1.3.9–10.EL.F.1.1.2 Explain, describe, and/or analyze examples
of a text that support the author’s intended purpose.
L.F.1.1.3 Analyze, interpret, and evaluate how authors use techniques and elements of fi ction to effectively communicate an idea or concept.
Sample Exam Questions
Standard L.F.1.1.1
What is the author’s purpose in writing the passage?
A. to explain how a place got its name
B. to describe the personality of one ruler
C. to teach an important lesson about life
D. to describe a place in the season of winter
Standard L.F.1.1.1
Explain what the author’s purpose is for writing the passage. Use information from the passage to support your explanation.
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Keystone Exams: Literature
MODULE 1—FICTION
Sample Exam Questions
Standard L.F.1.1.2
Which addition to the passage could best support the author’s purpose?
A. a description of Mrs. Tolowski’s apartment in the city
B. an explanation of why Dr. Ellenworth became a veterinarian
C. a conversation between Dr. Ellenworth and Mrs. Tolowski
D. an explanation of Mrs. Tolowski’s behavior toward Dr. Ellenworth
Standard L.F.1.1.3
Read the sentence from the poem.
“The yellow flowers turned their happy faces toward the sun and smiled.”
How does the poet’s use of personification help to communicate an idea in the poem?
A. It establishes the speaker’s feelings about fl owers.
B. It conveys the speaker’s recollection of a memory.
C. It shows the speaker’s observations about nature.
D. It indicates the speaker’s need for acceptance.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 6
MODULE 1—FICTION
Keystone Exams: Literature
ASSESSMENT ANCHOR
L.F.1 Reading for Meaning—Fiction
Anchor Descriptor Eligible Content
PA Common
Core
Standards
L.F.1.2 Use appropriate strategies to determine and clarify meaning of vocabulary in literature.
L.F.1.2.1 Identify and/or apply a synonym or antonym of a word used in a text.
CC.1.3.9–10.I
CC.1.3.9–10.J
L.F.1.2.2 Identify how the meaning of a word is changed when an affi x is added; identify the meaning of a word with an affi x from a text.
L.F.1.2.3 Use context clues to determine or clarify the meaning of unfamiliar, multiple-meaning, or ambiguous words.
L.F.1.2.4 Draw conclusions about connotations of words.
Sample Exam Questions
Standard L.F.1.2.1
Which word is a synonym for enact?
A. accomplish
B. promote
C. understand
D. concentrate
Standard L.F.1.2.2
The prefix “in-” helps the reader know that “inexplicable” means
A. explained again.
B. explained incorrectly.
C. not able to be explained.
D. over explained.
Standard L.F.1.2.3
Read the sentence from the passage.
“Carl helped Mr. Henderson pick up the books to alleviate the clutter in the room.”
What does the word alleviate mean as used in the sentence?
A. lessen
B. produce
C. compile
D. expand
Standard L.F.1.2.4
Read the sentence from the passage.
“As Rafael read the first chapter of the book, he became famished to know the ending.”
Which feeling is being suggested by the use of the word famished?
A. eagerness
B. compassion
C. selfi shness
D. confusion
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Keystone Exams: Literature
MODULE 1—FICTION
ASSESSMENT ANCHOR
L.F.1 Reading for Meaning—Fiction
Anchor Descriptor Eligible Content
PA Common
Core
Standards
L.F.1.3 Use appropriate strategies to comprehend literature during the reading process.
L.F.1.3.1 Identify and/or explain stated or implied main ideas and relevant supporting details from a text.Note: Items may target specifi c paragraphs.
CC.1.3.9–10.A
CC.1.3.9–10.B
L.F.1.3.2 Summarize the key details and events of a fi ctional text, in part or as a whole.
Sample Exam Questions
Standard L.F.1.3.1
Based on information in the passage, why does Mrs. Allen visit different places in town each day?
A. She has to complete many errands.
B. She has forgotten her journal.
C. She wishes to meet many people in town.
D. She buys new clothes at different stores in town.
Standard L.F.1.3.2
Read the incomplete summary of the passage.
• Seagraves walks down toward the oxen. • He lies down on the ground and watches
the different animals at work and at play. • Seagraves hears the neighbors as they go
about their daily lives. •
Which sentence best completes the summary?
A. Seagraves hears the cry of birds.
B. Seagraves is inspired by the scenes of the land.
C. Seagraves is nervous about the surrounding activity.
D. Seagraves hears the sound of wagons.
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MODULE 1—FICTION
Keystone Exams: Literature
ASSESSMENT ANCHOR
L.F.2 Analyzing and Interpreting Literature—Fiction
Anchor Descriptor Eligible Content
PA Common
Core
Standards
L.F.2.1 Use appropriate strategies to make and support interpretations of literature.
L.F.2.1.1 Make inferences and/or draw conclusions based on analysis of a text.
CC.1.3.9–10.B
L.F.2.1.2 Cite evidence from a text to support generalizations.
Sample Exam Questions
Standard L.F.2.1.1
What does Samuel most likely do at the end of the passage after he looks at the landscape?
A. He eats dinner with Rob.
B. He visits his neighbors.
C. He goes out to the fi eld to do some work.
D. He goes to the meadow to watch the gophers.
Standard L.F.2.1.1
Read the statement from the passage.
“ . . . silence was the only speech amid such splendors.”
Explain the significance of this statement to the passage. Use information from the passage to support your explanation.
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Keystone Exams: Literature
MODULE 1—FICTION
Sample Exam Question
Standard L.F.2.1.2
Which sentence from the passage best supports the generalization that beauty comes in many forms?
A. “The lark’s infrequent whistle, piercingly sweet, broke from the longer grass in the swales nearby.”
B. “It was the second year of the town’s existence, and Carl had not yet grown restless under its monotony.”
C. “Many a night, Carl lay in his bunk against the side of his cabin and refl ected on the past.”
D. “The rattle of wagons and the voices of men speaking to their teams multiplied.”
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MODULE 1—FICTION
Keystone Exams: Literature
ASSESSMENT ANCHOR
L.F.2 Analyzing and Interpreting Literature—Fiction
Anchor Descriptor Eligible Content
PA Common
Core
Standards
L.F.2.2 Use appropriate strategies to compare, analyze, and evaluate literary forms.
L.F.2.2.1 Analyze how literary form relates to and/or infl uences meaning of a text.
CC.1.3.9–10.G
CC.1.3.9–10.H
L.F.2.2.2 Compare and evaluate the characteristics that distinguish fi ction from literary nonfi ction.
L.F.2.2.3 Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts.
L.F.2.2.4 Compare and evaluate the characteristics that distinguish narrative, poetry, and drama.
Sample Exam Questions
Standard L.F.2.2.1
How does the author’s use of fiction as a literary form influence the meaning of the passage?
A. It allows the author to present facts about life in the Midwest.
B. It allows the reader to learn about the author’s family life.
C. It allows the author to use persuasive techniques to create an argument.
D. It allows the reader to understand how the main character feels.
Standard L.F.2.2.2
Which characteristic of the passage best indicates to readers that it is fiction rather than informational nonfi ction?
A. the use of active verbs
B. the development of tone
C. the description of the confl ict
D. the organization of the text
Standard L.F.2.2.3
In which way are the poem and the passage similar?
A. Both examine the value of nature in bringing serenity to life.
B. Both suggest that family always supports its members.
C. Both examine how hard life can be living in a big city.
D. Both reveal that experience brings clarity to one’s thoughts.
Standard L.F.2.2.4
How does the reader know that the passage is narrative prose rather than drama?
A. The author uses the elements of plot.
B. The author uses paragraphs.
C. The author uses dialogue.
D. The author uses fi gurative language.
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Keystone Exams: Literature
MODULE 1—FICTION
ASSESSMENT ANCHOR
L.F.2 Analyzing and Interpreting Literature—Fiction
Anchor Descriptor Eligible Content
PA Common
Core
Standards
L.F.2.3 Use appropriate strategies to compare, analyze, and evaluate literary elements.
L.F.2.3.1 Explain, interpret, compare, describe, analyze, and/or evaluate character in a variety of fi ction: Note: Character may also be called narrator or speaker. • the actions, motives, dialogue, emotions/feelings, traits,
and relationships between characters within fi ctional text • the relationship between characters and other
components of a text • the development of complex characters and their roles
and functions within a text
CC.1.3.9–10.A
CC.1.3.9–10.C
CC.1.3.9–10.D
CC.1.3.9–10.E
CC.1.3.9–10.F
L.F.2.3.2 Explain, interpret, compare, describe, analyze, and/or evaluate setting in a variety of fi ction: • the relationship between setting and other components of
a text (character, plot, and other key literary elements)
L.F.2.3.3 Explain, interpret, compare, describe, analyze, and/or evaluate plot in a variety of fi ction: Note: Plot may also be called action. • elements of the plot (e.g., exposition, confl ict, rising
action, climax, falling action, and/or resolution) • the relationship between elements of the plot and other
components of a text • how the author structures plot to advance the action
L.F.2.3.4 Explain, interpret, compare, describe, analyze, and/or evaluate theme in a variety of fi ction: • the relationship between the theme and other components
of a text • comparing and contrasting how major themes are
developed across genres • the refl ection of traditional and contemporary issues,
themes, motifs, universal characters, and genres • the way in which a work of literature is related to the
themes and issues of its historical period
L.F.2.3.5 Explain, interpret, compare, describe, analyze, and/or evaluate tone, style, and/or mood in a variety of fi ction: • the relationship between the tone, style, and/or mood and
other components of a text • how voice and choice of speaker (narrator) affect the
mood, tone, and/or meaning of a text • how diction, syntax, fi gurative language, sentence variety,
etc., determine the author’s style
L.F.2.3.6 Explain, interpret, compare, describe, analyze, and/or evaluate point of view in a variety of fi ction: • the point of view of the narrator as fi rst person or third
person point of view • the impact of point of view on the meaning of a text as a
whole
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 12
MODULE 1—FICTION
Keystone Exams: Literature
Sample Exam Questions
Standard L.F.2.3.1
Which word best describes Maria in the passage?
A. supportive
B. conceited
C. refl ective
D. stubborn
Standard L.F.2.3.2
Which sentence best describes the relationship of the setting to the plot in the passage?
A. The setting provides the main source of confl ict.
B. The setting makes it easy for a problem to be solved.
C. The setting is unimportant to the climax.
D. The setting explains the rising action.
Standard L.F.2.3.3
Which sentence from the passage best represents the conflict?
A. “It was about fi ve o’clock on a day in late June . . . ”
B. “Teams were moving here and there across the sod . . . ”
C. “ ‘It is necessary to act this way!’ he exclaimed.”
D. “ ‘Say, ain’t y’ comin’ t’ eat?’ he asked impatiently.”
Standard L.F.2.3.4
Which universal theme is most reflected in the passage?
A. Family is the most important element of life.
B. Family always provides a warm welcome to its members.
C. Being years away from family creates a longing to return home.
D. Being years away from family can build one’s independence.
Standard L.F.2.3.5
How does the author’s style help to create the mood of the passage?
A. The descriptive language creates a relaxing mood.
B. The objective language creates an indifferent mood.
C. The complex language creates a formal mood.
D. The sarcastic language creates an irritated mood.
Standard L.F.2.3.6
Why is an omniscient narrator most likely used to describe events in the passage?
A. to develop a biased attitude toward Allysa
B. to provide further understanding of both sisters’ feelings
C. to explain why Allysa had been away from home for so long
D. to describe the conditions on the family farm
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Keystone Exams: Literature
MODULE 1—FICTION
Standard L.F.2.4.1
Based on the passage, which American cultural idea is most emphasized?
A. frugality
B. independence
C. love for land
D. respect for rights
ASSESSMENT ANCHOR
L.F.2 Analyzing and Interpreting Literature—Fiction
Anchor Descriptor Eligible Content
PA Common
Core
Standards
L.F.2.4 Use appropriate strategies to interpret and analyze the universal signifi cance of literary fi ction.
L.F.2.4.1 Interpret and analyze works from a variety of genres for literary, historical, and/or cultural signifi cance.
CC.1.3.9–10.H
Sample Exam Question
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MODULE 1—FICTION
Keystone Exams: Literature
ASSESSMENT ANCHOR
L.F.2 Analyzing and Interpreting Literature—Fiction
Anchor Descriptor Eligible Content
PA Common
Core
Standards
L.F.2.5 Use appropriate strategies to identify and analyze literary devices and patterns in literary fi ction.
L.F.2.5.1 Identify, explain, interpret, describe, and/or analyze the effects of personifi cation, simile, metaphor, hyperbole, satire, foreshadowing, fl ashback, imagery, allegory, symbolism, dialect, allusion, and irony in a text.
CC.1.3.9–10.E
CC.1.3.9–10.F
L.F.2.5.2 Identify, explain, and analyze the structure of poems and sound devices.
L.F.2.5.3 Identify and analyze how stage directions, monologue, dialogue, soliloquy, and dialect support dramatic script.
Sample Exam Questions
Standard L.F.2.5.1
Read the sentence from the passage.
“Javier’s fancy white shirt and blue-striped silk tie with a gold-rimmed gem shone brightly as he sat down at the dinner table among his commonly dressed family.”
What is the effect of the imagery used to describe Javier’s clothes?
A. It shows Javier feels superior to his family.
B. It implies Javier feels uncomfortable around his family.
C. It emphasizes the differences between Javier and his family.
D. It suggests the time of year that Javier visits his family.
Standard L.F.2.5.2
What is the rhyme scheme of the first stanza of the poem?
A. a b c b
B. a b a b
C. a b c a
D. a b c d
Standard L.F.2.5.3
Which stage direction from the passage best reveals insight into James’ personality?
A. “(He rises from the chair.)”
B. “(as he walks toward the door)”
C. “(with a certain solemnity)”
D. “(He turns and recites the words.)”
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Keystone Exams: Literature
MODULE 2—NONFICTION
ASSESSMENT ANCHOR
L.N.1 Reading for Meaning—Nonfi ction
Anchor Descriptor Eligible Content
PA Common
Core
Standards
L.N.1.1 Use appropriate strategies to analyze an author’s purpose and how it is achieved in literature.
L.N.1.1.1 Identify and/or analyze the author’s intended purpose of a text.
CC.1.2.9–10.C
CC.1.2.9–10.E
CC.1.2.9–10.F L.N.1.1.2 Explain, describe, and/or analyze examples
of a text that support the author’s intended purpose.
L.N.1.1.3 Analyze, interpret, and evaluate how authors use techniques and elements of nonfi ction to effectively communicate an idea or concept.
L.N.1.1.4 Explain how an author’s use of key words or phrases in text informs and infl uences the reader.
Sample Exam Questions
Standard L.N.1.1.1
What is the author’s purpose in writing the passage?
A. to share the facts of the events of the war
B. to give an account of a specifi c time in her life
C. to compare herself to the other working nurses
D. to describe the way the hospital is managed
Standard L.N.1.1.2
Which additional information would best support the author’s purpose?
A. dialogue between the author and people he meets
B. details about why the author has traveled to Australia
C. the names of people the author meets in Australia
D. an explanation of where the author has traveled before
Standard L.N.1.1.3
Read the sentence from the passage.
“Sydney Harbor is shaped somewhat like an oak leaf—a roomy sheet of lovely blue water, with narrow off-shoots of water running up into the country on both sides between long fi ngers of land . . . ”
How does the author’s use of imagery in the sentence help to communicate an idea?
A. It gives a vivid description that suggests vastness of landscape.
B. It gives details that portray a rich city life.
C. It gives a bland description that suggests a dull population.
D. It gives information that indicates great wealth.
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Keystone Exams: Literature
MODULE 2—NONFICTION
Sample Exam Questions
Standard L.N.1.1.4
Which statement best describes how the author’s use of the phrase “the hen laid hardboiled eggs” infl uences the reader?
A. The phrase suggests that there are many chickens in Australia.
B. The phrase implies that Australia was not as hot as the author’s home.
C. The phrase indicates how hot Australia could be in the summer.
D. The phrase shows that the author was surprised at how sunny it was in Australia.
Standard L.N.1.1.4
Read the sentence from the passage.
“New York’s compact geography and increasingly robust bicycle infrastructure make it ideally situated to reap significant transportation benefits from a bike-share program.”
Explain how the author’s use of the words “compact geography” influences the reader. Use information from the passage to support your explanation.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 17
Keystone Exams: Literature
MODULE 2—NONFICTION
ASSESSMENT ANCHOR
L.N.1 Reading for Meaning—Nonfi ction
Anchor Descriptor Eligible Content
PA Common
Core
Standards
L.N.1.2 Use appropriate strategies to determine and clarify meaning of vocabulary in literature.
L.N.1.2.1 Identify and/or apply a synonym or antonym of a word used in a text.
CC.1.2.9–10.J
CC.1.2.9–10.K
L.N.1.2.2 Identify how the meaning of a word is changed when an affi x is added; identify the meaning of a word with an affi x from a text.
L.N.1.2.3 Use context clues to determine or clarify the meaning of unfamiliar, multiple-meaning, or ambiguous words.
L.N.1.2.4 Draw conclusions about connotations of words.
Sample Exam Questions
Standard L.N.1.2.1
Which word is a synonym for forbearance?
A. profi t
B. defi ciency
C. glory
D. restraint
Standard L.N.1.2.2
The suffix “-tion” helps the reader know that the word “abstraction” means
A. a person who forms an idea.
B. the result of forming an idea.
C. the belief in forming an idea.
D. without forming an idea.
Standard L.N.1.2.3
Read the sentence from the passage.
“Growing up in a family that liked adventure equipped her with the skills to be gregarious in social situations.”
What does the word gregarious mean as it is used in the sentence?
A. illogical
B. ethical
C. dignifi ed
D. outgoing
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 18
Keystone Exams: Literature
MODULE 2—NONFICTION
Sample Exam Questions
Standard L.N.1.2.4
Read the sentence from the passage.
“I look up at the birds as they glide in unison on the wind.”
What is being suggested by the use of the word glide?
A. strength
B. effort
C. grace
D. speed
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 19
Keystone Exams: Literature
MODULE 2—NONFICTION
ASSESSMENT ANCHOR
L.N.1 Reading for Meaning—Nonfi ction
Anchor Descriptor Eligible Content
PA Common
Core
Standards
L.N.1.3 Use appropriate strategies to comprehend literature during the reading process.
L.N.1.3.1 Identify and/or explain stated or implied main ideas and relevant supporting details from a text.Note: Items may target specifi c paragraphs.
CC.1.2.9–10.A
CC.1.2.9–10.B
CC.1.2.9–10.C
L.N.1.3.2 Summarize the key details and events of a nonfi ctional text, in part or as a whole.
L.N.1.3.3 Analyze the interrelationships of ideas and events in a text to determine how one idea or event may interact and infl uence another.
Sample Exam Questions
Standard L.N.1.3.1
According to the passage, what was Franklin’s first job upon arriving in Philadelphia?
A. baker
B. sailor
C. printer
D. teacher
Standard L.N.1.3.2
Read the incomplete summary of the passage.
• Apples are a commonly eaten fruit with many health benefits.
• Apples are good for the heart since they contain antioxidants, fiber, and flavonoids.
• Studies have shown that apples can provide protection against asthma.
•
Which sentence best completes the summary?
A. Cloudy apple juice is better for the body than clear apple juice.
B. People should eat three medium-sized apples per week to get their key benefi ts.
C. The apple is actually a member of the rose family.
D. The apple tree originally came from Europe and Asia.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 20
Keystone Exams: Literature
MODULE 2—NONFICTION
Sample Exam Question
Standard L.N.1.3.3
Based on information in the passage, how does the fiber in apples relate to improved heart health?
A. Fiber can help protect the walls of blood vessels from damage.
B. Fiber helps the oxygen in blood work more effi ciently.
C. Fiber can help keep bad cholesterol levels under control.
D. Fiber helps keep blood platelets from clumping together.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 21
Keystone Exams: Literature
MODULE 2—NONFICTION
ASSESSMENT ANCHOR
L.N.2 Analyzing and Interpreting Literature—Nonfi ction
Anchor Descriptor Eligible Content
PA Common
Core
Standards
L.N.2.1 Use appropriate strategies to make and support interpretations of literature.
L.N.2.1.1 Make inferences and/or draw conclusions based on analysis of a text.
CC.1.2.9–10.B
L.N.2.1.2 Cite evidence from a text to support generalizations.
Sample Exam Questions
Standard L.N.2.1.1
Based on information in the passage, what conclusion can be made about apples?
A. They should be eaten every day.
B. They are usually sweet in fl avor.
C. They are expensive since many are grown in other countries.
D. They have substances that benefi t many organs of the body.
Standard L.N.2.1.2
Which statement from the passage best supports the generalization that the sport of curling requires careful strategy?
A. “The weight of a thrown rock affects the amount of curl, but a rock’s progress can be altered by judicious sweeping to polish the ice in front of it . . . ”
B. “You have to think several rocks ahead to make sure that, at the completion of each end of 16 rocks, your rocks are closest to the button, the center of the house.”
C. “The team receives one point for each of their rocks that is within the house and is closer to the center than any of the opposition’s rocks.”
D. “Added complications are that there are rocks in positions that block your access to the center of the target . . . ”
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 22
Keystone Exams: Literature
MODULE 2—NONFICTION
ASSESSMENT ANCHOR
L.N.2 Analyzing and Interpreting Literature—Nonfi ction
Anchor Descriptor Eligible Content
PA Common
Core
Standards
L.N.2.2 Use appropriate strategies to compare, analyze, and evaluate literary forms.
L.N.2.2.1 Analyze how literary form relates to and/or infl uences meaning of a text.
CC.1.2.9–10.G
L.N.2.2.2 Compare and evaluate the characteristics that distinguish fi ction from literary nonfi ction.
L.N.2.2.3 Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts.
Sample Exam Questions
Standard L.N.2.2.1
How does the author’s use of autobiography as a literary form influence the meaning of the passage?
A. The autobiography form requires the use of fi gurative language.
B. The autobiography form suggests the use of facts to support opinions.
C. The autobiography form permits instructions to be conveyed clearly.
D. The autobiography form allows for a focus on the person’s life events.
Standard L.N.2.2.2
Which characteristic most identifies the passage as nonfiction rather than fiction?
A. the thematic message
B. the use of paragraphs
C. the use of active verbs in forming sentences
D. the use of statistics from research studies
Standard L.N.2.2.3
In what way are the two passages most similar?
A. Each presents challenges experienced during Georges Bizet’s childhood.
B. Each focuses on the same period of time in Georges Bizet’s life.
C. Each presents details about Georges Bizet’s formal music education.
D. Each focuses on how other musicians infl uenced Georges Bizet’s work.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 23
Keystone Exams: Literature
MODULE 2—NONFICTION
ASSESSMENT ANCHOR
L.N.2 Analyzing and Interpreting Literature—Nonfi ction
Anchor Descriptor Eligible Content
PA Common
Core
Standards
L.N.2.3 Use appropriate strategies to compare, analyze, and evaluate literary elements.
L.N.2.3.1 Explain, interpret, compare, describe, analyze, and/or evaluate character in a variety of nonfi ction: Note: Character may also be called narrator, speaker, or subject of a biography. • the actions, motives, dialogue, emotions/feelings, traits,
and relationships between characters within nonfi ctional text
• the relationship between characters and other components of a text
• the development of complex characters and their roles and functions within a text
CC.1.2.9–10.A
CC.1.2.9–10.C
CC.1.2.9–10.D
L.N.2.3.2 Explain, interpret, compare, describe, analyze, and/or evaluate setting in a variety of nonfi ction: • the relationship between setting and other components
of a text (character, plot, and other key literary elements)
L.N.2.3.3 Explain, interpret, compare, describe, analyze, and/or evaluate plot in a variety of nonfi ction: Note: Plot may also be called action. • elements of the plot (e.g., exposition, confl ict, rising
action, climax, falling action, and/or resolution) • the relationship between elements of the plot and other
components of a text • how the author structures plot to advance the action
L.N.2.3.4 Explain, interpret, compare, describe, analyze, and/or evaluate theme in a variety of nonfi ction: • the relationship between the theme and other
components of a text • comparing and contrasting how major themes are
developed across genres • the refl ection of traditional and contemporary issues,
themes, motifs, universal characters, and genres • the way in which a work of literature is related to the
themes and issues of its historical period
L.N.2.3.5 Explain, interpret, compare, describe, analyze, and/or evaluate tone, style, and/or mood in a variety of nonfi ction: • the relationship between the tone, style, and/or mood
and other components of a text • how voice and choice of speaker (narrator) affect the
mood, tone, and/or meaning of a text • how diction, syntax, fi gurative language, sentence variety,
etc., determine the author’s style
L.N.2.3.6 Explain, interpret, compare, describe, analyze, and/or evaluate point of view in a variety of nonfi ction: • the point of view of the narrator as fi rst person or third
person point of view • the impact of point of view on the meaning of a text as a
whole
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 24
Keystone Exams: Literature
MODULE 2—NONFICTION
Sample Exam Questions
Standard L.N.2.3.1
Which word best describes the author of the passage?
A. arrogant
B. jealous
C. dedicated
D. animated
Standard L.N.2.3.2
What is the relationship between the setting and the characterization of Florence Nightingale?
A. Florence Nightingale is born in Italy and is eager to have adventures traveling in Europe.
B. Florence Nightingale grows up in England but has a calling to be a nurse in Turkey.
C. Florence Nightingale grows up in Italy but becomes dissatisfi ed with small town life.
D. Florence Nightingale is born in England and is satisfi ed to live there for her entire life.
Standard L.N.2.3.3
Which sentence best describes the conflict of the events in the passage?
A. Florence wants to write poetry, but her teacher thinks she has little talent.
B. Florence wants to go to Italy, but her parents believe she is too young to travel alone in another country.
C. Florence wants to move to Russia, but her sister thinks it is too far away from home.
D. Florence wants to study mathematics, but her parents think the subject is unsuitable for girls.
Standard L.N.2.3.4
Which sentence best states a theme in the passage?
A. Family endures many trials and troubles.
B. Greatness requires indifference to the opinions of others.
C. There are few friends who will make extreme sacrifi ces.
D. Happiness comes from a productive life.
Standard L.N.2.3.5
How does the author’s style contribute to the tone of the passage?
A. The author’s use of positive language creates an admiring tone.
B. The author’s use of negative language creates a bitter tone.
C. The author’s use of objective language creates an impartial tone.
D. The author’s use of fi gurative language creates a humorous tone.
Standard L.N.2.3.6
What is the effect of the first person point of view in the passage?
A. It gives an objective description of Franklin’s actions.
B. It provides a historical perspective of Franklin’s contributions.
C. It gives an entertaining account of Franklin’s infl uence on others.
D. It provides a thorough understanding of Franklin’s opinions.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 25
Keystone Exams: Literature
MODULE 2—NONFICTION
ASSESSMENT ANCHOR
L.N.2 Analyzing and Interpreting Literature—Nonfi ction
Anchor Descriptor Eligible Content
PA Common
Core
Standards
L.N.2.4 Use appropriate strategies to identify and analyze text organization and structure in literary nonfi ction.
L.N.2.4.1 Identify, analyze, and evaluate the structure and format of complex informational texts.
CC.1.2.9–10.C
CC.1.2.9–10.E
L.N.2.4.2 Identify, explain, compare, interpret, describe, and/or analyze the sequence of steps in a list of directions.
L.N.2.4.3 Explain, interpret, and/or analyze the effect of text organization, including headings, graphics, and charts.
L.N.2.4.4 Make connections between a text and the content of graphics and charts.
L.N.2.4.5 Analyze and evaluate how graphics and charts clarify, simplify, and organize complex informational texts.
Sample Exam Questions
Standard L.N.2.4.1
What is the main organizational structure of the passage?
A. sequence of events
B. problem and solution
C. cause and effect
D. compare and contrast
Standard L.N.2.4.2
According to the passage, what should be done first when getting ready to photograph a person outside?
A. Zoom in all the way on the person’s face.
B. Arrange the scene so that the sun is behind the person.
C. Take the picture so that the background is as far away as possible.
D. Take the picture in the early morning.
Standard L.N.2.4.3
What effect does the text organization have on the passage?
A. It allows the reader to understand the nature of Nightingale’s relationship with her family.
B. It helps the reader to understand the sequence of events in Nightingale’s life.
C. It helps the reader to understand Nightingale’s unusual childhood by comparing it to others of her time.
D. It helps the reader to understand solutions to problems that Nightingale found during her travels.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 26
Keystone Exams: Literature
MODULE 2—NONFICTION
Sample Exam Questions
Standard L.N.2.4.4
Based on information in the chart and the passage, what conclusion can be made about butterfl ies?
A. Many species of butterfl ies eat nectar from the same types of fl owers.
B. Butterfl ies sometimes perch on fl owers to warm up their wings.
C. Butterfl ies tend to live in areas of the country where it is cooler.
D. Many species of butterfl ies eat more nectar from herbs than from fl owers.
Standard L.N.2.4.5
How does the chart help to clarify information in the passage?
A. It provides information on how to take a photograph with a digital camera.
B. It lists brands of digital cameras that are available within a certain price range.
C. It gives tips on how to use a digital camera to take the best photographs.
D. It lists important specifi cations to consider when buying a digital camera.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 27
Keystone Exams: Literature
MODULE 2—NONFICTION
ASSESSMENT ANCHOR
L.N.2 Analyzing and Interpreting Literature—Nonfi ction
Anchor Descriptor Eligible Content
PA Common
Core
Standards
L.N.2.5 Use appropriate strategies to identify and analyze essential and nonessential information in literary nonfi ction.
L.N.2.5.1 Differentiate between fact and opinion. CC.1.2.9–10.H
L.N.2.5.2 Explain, interpret, describe, and/or analyze the use of facts and opinions in a text.
L.N.2.5.3 Distinguish essential from nonessential information.
L.N.2.5.4 Identify, explain, and/or interpret bias and propaganda techniques in nonfi ctional text.
L.N.2.5.5 Explain, describe, and/or analyze the effectiveness of bias (explicit and implicit) and propaganda techniques in nonfi ctional text.
L.N.2.5.6 Explain, interpret, describe, and/or analyze the author’s defense of a claim to make a point or construct an argument in nonfi ctional text.
Sample Exam Questions
Standard L.N.2.5.1
Which sentence from the passage contains an opinion?
A. “However, what is less known about this amazing woman is her love of mathematics . . . ”
B. “Nightingale’s elder sister had been born in Naples the year before.”
C. “The early education of Parthenope and Florence was placed in the hands of governesses . . . ”
D. “One of the people who also infl uenced Nightingale was the Belgian scientist Quetelet.”
Standard L.N.2.5.2
Read the sentence from the passage.
“ . . . her zeal, her devotion, and her perseverance would yield to no rebuff and to no diffi culty.”
What does the opinion used in the sentence contribute to the passage?
A. It indicates that some people have a negative opinion of Florence Nightingale.
B. It implies that Florence Nightingale was concerned with what others thought of her.
C. It suggests that Florence Nightingale is dedicated to the success of her work.
D. It shows that some people admire the use of mathematics by Florence Nightingale.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 28
Keystone Exams: Literature
MODULE 2—NONFICTION
Sample Exam Questions
Standard L.N.2.5.3
Which detail is least essential to the overall understanding of the passage?
A. the footnote explaining the piano soundboard
B. the year the piano was invented by a harpsichord maker
C. the instrument from which the piano was derived
D. the pitches the different strings on the piano represent
Standard L.N.2.5.4
Which persuasive technique does the author use by including the results of a survey?
A. emotional appeal
B. stereotype
C. bandwagon
D. appeal to statistics
Standard L.N.2.5.5
Read the sentence from the speech.
“If you choose to use your status and influence to raise your voice on behalf of those who have no voice; if you choose to identify not only with the powerful, but also with the powerless; if you retain the ability to imagine yourself into the lives of those who do not have your advantages, then it will not only be your proud families who celebrate your existence, but thousands and millions of people whose reality you have helped change.”
Why is the propaganda technique used in the sentence effective?
A. It convinces the reader that merely imagining change will make it a reality.
B. It persuades the reader to be friends with only those who have power.
C. It convinces the reader that everyone has a responsibility to help others.
D. It persuades the reader to want to please relatives by achieving success.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 29
Keystone Exams: Literature
MODULE 2—NONFICTION
Sample Exam Questions
Standard L.N.2.5.6
Why does the author use a personal anecdote about failure?
A. to gain sympathy for the failures she has endured
B. to show how failure and imagination are related
C. to emphasize that young people should embrace failure
D. to prove a point about the role of failure in building success
Standard L.N.2.5.6
Analyze how the author constructs the argument in the passage. Use examples from the passage to support your analysis.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 30
KEYSTONE LITERATURE ASSESSMENT ANCHORS
KEY TO SAMPLE MULTIPLE-CHOICE ITEMS
Literature
Eligible Content Key
L.F.1.1.1 C
L.F.1.1.2 D
L.F.1.1.3 C
L.F.1.2.1 A
L.F.1.2.2 C
L.F.1.2.3 A
L.F.1.2.4 A
L.F.1.3.1 C
L.F.1.3.2 B
Eligible Content Key
L.F.2.1.1 A
L.F.2.1.2 A
L.F.2.2.1 D
L.F.2.2.2 C
L.F.2.2.3 A
L.F.2.2.4 B
L.F.2.3.1 C
L.F.2.3.2 B
L.F.2.3.3 D
L.F.2.3.4 D
L.F.2.3.5 A
L.F.2.3.6 B
L.F.2.4.1 C
L.F.2.5.1 C
L.F.2.5.2 A
L.F.2.5.3 C
Eligible Content Key
L.N.1.1.1 B
L.N.1.1.2 B
L.N.1.1.3 A
L.N.1.1.4 C
Eligible Content Key
L.N.1.2.1 D
L.N.1.2.2 B
L.N.1.2.3 D
L.N.1.2.4 C
L.N.1.3.1 C
L.N.1.3.2 B
L.N.1.3.3 C
Eligible Content Key
L.N.2.1.1 D
L.N.2.1.2 B
L.N.2.2.1 D
L.N.2.2.2 D
L.N.2.2.3 D
L.N.2.3.1 C
L.N.2.3.2 B
L.N.2.3.3 D
L.N.2.3.4 D
L.N.2.3.5 C
L.N.2.3.6 D
L.N.2.4.1 D
L.N.2.4.2 B
L.N.2.4.3 B
L.N.2.4.4 A
L.N.2.4.5 D
L.N.2.5.1 A
L.N.2.5.2 C
L.N.2.5.3 B
L.N.2.5.4 D
L.N.2.5.5 C
L.N.2.5.6 D
Key
ston
e Ex
ams:
Lit
erat
ure
Gl
ossa
ry to
the
As
sess
men
t Anc
hor &
Elig
ible
Con
tent
Th
e Ke
ysto
ne G
loss
ary
incl
udes
ter
ms
and
defin
itio
ns a
ssoc
iate
d w
ith
the
Keys
tone
Ass
essm
ent
Anc
hors
and
El
igib
le C
onte
nt. T
he t
erm
s an
d de
finit
ions
incl
uded
in t
he g
loss
ary
are
inte
nded
to
assi
st P
enns
ylva
nia
educ
ator
s in
bet
ter
unde
rsta
ndin
g th
e Ke
ysto
ne A
sses
smen
t A
ncho
rs a
nd E
ligib
le C
onte
nt. T
he g
loss
ary
does
not
def
ine
all
poss
ible
ter
ms
incl
uded
on
an a
ctua
l Key
ston
e Ex
am, a
nd it
is n
ot in
tend
ed t
o de
fine
term
s fo
r us
e in
cla
ssro
om
inst
ruct
ion
for
a pa
rtic
ular
gra
de le
vel o
r co
urse
.
Penn
sylv
ania
Dep
artm
ent o
f Edu
cati
on
ww
w.e
du
cati
on.s
tate
.pa.
us
Janu
ary
2013
K
eyst
one
Exam
s: L
iter
atu
re
Ass
essm
ent
An
chor
& E
ligi
ble
Con
ten
t G
loss
ary
Jan
uar
y 2
01
3
Penn
sylv
ania
Dep
artm
ent o
f Edu
cati
on
Pa
ge 2
Ja
nuar
y 20
13
Aff
ix
One
or m
ore
lett
ers
occu
rrin
g as
a b
ound
form
att
ache
d to
the
begi
nnin
g, e
nd, o
r bas
e of
a w
ord
and
serv
ing
to p
rodu
ce
a de
riva
tive
wor
d or
an
infle
ctio
nal f
orm
(e.g
., a
pref
ix o
r su
ffix
).
Alle
gory
A
form
of e
xten
ded
met
apho
r in
whi
ch o
bjec
ts, p
erso
ns, a
nd a
ctio
ns in
a n
arra
tive
are
equa
ted
with
mea
ning
s th
at li
e ou
tsid
e th
e na
rrat
ive
itsel
f. Th
e un
derl
ying
mea
ning
may
hav
e m
oral
, soc
ial,
relig
ious
, or
polit
ical
sig
nific
ance
, and
ch
arac
ters
are
oft
en p
erso
nific
atio
ns o
f abs
trac
t ide
as s
uch
as c
harit
y, g
reed
, or e
nvy.
Alli
tera
tion
Th
e re
petit
ion
of in
itial
sou
nds
in n
eigh
bori
ng w
ords
.
Allu
sion
A
n im
plie
d or
indi
rect
ref
eren
ce in
lite
ratu
re to
a fa
mili
ar p
erso
n, p
lace
, or e
vent
.
Ana
lysi
s
The
proc
ess
or r
esul
t of i
dent
ifyin
g th
e pa
rts
of a
who
le a
nd th
eir r
elat
ions
hips
to o
ne a
noth
er.
Ant
onym
A
wor
d th
at is
the
oppo
site
in m
eani
ng to
ano
ther
wor
d.
Arg
umen
t/Po
siti
on
The
posi
tion
or c
laim
the
auth
or e
stab
lishe
s. A
rgum
ents
sho
uld
be s
uppo
rted
with
val
id e
vide
nce
and
reas
onin
g an
d ba
lanc
ed b
y th
e in
clus
ion
of c
ount
erar
gum
ents
that
illu
stra
te o
ppos
ing
view
poin
ts.
Aut
hor’
s Pu
rpos
e Th
e au
thor
’s in
tent
eith
er to
info
rm o
r tea
ch s
omeo
ne a
bout
som
ethi
ng, t
o en
tert
ain
peop
le o
r to
pers
uade
or
conv
ince
hi
s/he
r au
dien
ce to
do
or n
ot d
o so
met
hing
.
Bias
Th
e su
btle
pre
senc
e of
a p
ositi
ve o
r ne
gativ
e ap
proa
ch to
war
d a
topi
c.
K
eyst
one
Exam
s: L
iter
atu
re
Ass
essm
ent
An
chor
& E
ligi
ble
Con
ten
t G
loss
ary
Jan
uar
y 2
01
3
Penn
sylv
ania
Dep
artm
ent o
f Edu
cati
on
Pa
ge 3
Ja
nuar
y 20
13
Biog
raph
y A
wri
tten
acc
ount
of a
noth
er p
erso
n's
life.
Char
acte
r A
per
son,
ani
mal
or
inan
imat
e ob
ject
por
tray
ed in
a li
tera
ry w
ork.
Char
acte
riza
tion
Th
e m
etho
d an
aut
hor
uses
to r
evea
l cha
ract
ers
and
thei
r va
rious
trai
ts a
nd p
erso
nalit
ies
(e.g
., di
rect
, ind
irec
t).
Clim
ax
The
turn
ing
poin
t in
a na
rrat
ive;
the
mom
ent w
hen
the
conf
lict i
s at
its
mos
t int
ense
. Typ
ical
ly, t
he s
truc
ture
of s
tori
es,
nove
ls, a
nd p
lays
is o
ne o
f ris
ing
actio
n, in
whi
ch te
nsio
n bu
ilds
to th
e cl
imax
.
Com
pare
/Con
tras
t Pl
ace
toge
ther
cha
ract
ers,
situ
atio
ns, o
r ide
as to
sho
w c
omm
on a
nd/o
r di
ffer
ing
feat
ures
in li
tera
ry s
elec
tions
.
Conf
lict/
Prob
lem
A
str
uggl
e or
cla
sh b
etw
een
oppo
sing
cha
ract
ers,
forc
es, o
r em
otio
ns.
Conn
otat
ion
The
rang
e of
ass
ocia
tions
that
a w
ord
or p
hras
e su
gges
ts in
add
ition
to it
s di
ctio
nary
mea
ning
.
Cont
ext
Clue
s
Wor
ds a
nd p
hras
es in
a s
ente
nce,
par
agra
ph, a
nd/o
r w
hole
text
, whi
ch h
elp
reas
on o
ut th
e m
eani
ng o
f an
unfa
mili
ar
wor
d.
Cult
ural
Sig
nific
ance
Th
e ge
nera
lly a
ccep
ted
impo
rtan
ce o
f a w
ork
repr
esen
ting
a gi
ven
cultu
re.
Def
ense
of a
Cla
im
Supp
ort p
rovi
ded
to m
ark
an a
sser
tion
as r
easo
nabl
e.
K
eyst
one
Exam
s: L
iter
atu
re
Ass
essm
ent
An
chor
& E
ligi
ble
Con
ten
t G
loss
ary
Jan
uar
y 2
01
3
Penn
sylv
ania
Dep
artm
ent o
f Edu
cati
on
Pa
ge 4
Ja
nuar
y 20
13
Dia
lect
A
var
iety
of a
lang
uage
dis
tinct
from
the
stan
dard
var
iety
in p
ronu
ncia
tion,
gra
mm
ar, o
r voc
abul
ary.
Dia
logu
e In
its
wid
est s
ense
, dia
logu
e is
sim
ply
conv
ersa
tion
betw
een
char
acte
rs o
r sp
eake
rs in
a li
tera
ry w
ork;
in it
s m
ost
rest
rict
ed s
ense
, it r
efer
s sp
ecifi
cally
to th
e sp
eech
of c
hara
cter
s in
a d
ram
a.
Dic
tion
A
n au
thor
’s c
hoic
e of
wor
ds, p
hras
es, s
ente
nce
stru
ctur
es a
nd fi
gura
tive
lang
uage
, whi
ch c
ombi
ne to
hel
p cr
eate
m
eani
ng a
nd to
ne.
Diff
eren
tiat
e D
istin
guis
h, te
ll ap
art,
and
rec
ogni
ze d
iffer
ence
s be
twee
n tw
o or
mor
e ite
ms.
Dra
ma
The
genr
e of
lite
ratu
re re
pres
ente
d by
wor
ks in
tend
ed fo
r the
sta
ge; a
wor
k to
be
perf
orm
ed b
y ac
tors
on
stag
e, r
adio
, or
tele
visi
on; p
lay.
Dra
mat
ic S
crip
t Th
e w
ritte
n te
xt o
f a p
lay,
whi
ch in
clud
es th
e di
alog
ue b
etw
een
char
acte
rs, s
tage
dir
ectio
ns a
nd o
ften
oth
er e
xpos
itory
in
form
atio
n.
Dra
w C
oncl
usio
n To
mak
e a
judg
men
t or d
ecis
ion
base
d on
reas
onin
g ra
ther
than
dir
ect o
r im
plic
it st
atem
ent.
Elem
ents
of F
icti
on
Trai
ts th
at m
ark
a w
ork
as im
agin
ativ
e or
nar
rativ
e di
scou
rse
(e.g
., pl
ot, t
hem
e, s
ymbo
l).
Elem
ents
of N
onfic
tion
Tr
aits
that
mar
k a
wor
k as
repo
rtor
ial,
anal
ytic
al, i
nfor
mat
ive
or a
rgum
enta
tive
(e.g
., fa
cts,
dat
a, c
hart
s, g
raph
ics,
he
adin
gs).
K
eyst
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Exam
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Eval
uate
Ex
amin
e an
d ju
dge
care
fully
. To
judg
e or
det
erm
ine
the
sign
ifica
nce,
wor
th o
r qu
ality
of s
omet
hing
; to
asse
ss.
Expl
ain
To m
ake
unde
rsta
ndab
le, p
lain
or
clea
r.
Expl
icit
Cl
earl
y ex
pres
sed
or fu
lly s
tate
d in
the
actu
al te
xt.
Expo
siti
on
A n
arra
tive
devi
ce, o
ften
use
d at
the
begi
nnin
g of
a w
ork
that
pro
vide
s ne
cess
ary
back
grou
nd in
form
atio
n ab
out t
he
char
acte
rs a
nd th
eir c
ircu
mst
ance
s.
Fact
A
pie
ce o
f inf
orm
atio
n pr
ovid
ed o
bjec
tivel
y, p
rese
nted
as
true
.
Falli
ng A
ctio
n Th
e pa
rt o
f a li
tera
ry p
lot t
hat i
s ch
arac
teri
zed
by d
imin
ishi
ng te
nsio
ns a
nd th
e re
solu
tion
of th
e pl
ot’s
con
flict
s an
d co
mpl
icat
ions
.
Fict
ion
Any
sto
ry th
at is
the
prod
uct o
f im
agin
atio
n ra
ther
than
a d
ocum
enta
tion
of fa
ct. C
hara
cter
s an
d ev
ents
in s
uch
narr
ativ
es m
ay b
e ba
sed
in re
al li
fe, b
ut th
eir u
ltim
ate
form
and
con
figur
atio
n is
a c
reat
ion
of th
e au
thor
.
Figu
rati
ve L
angu
age
Lang
uage
that
can
not b
e ta
ken
liter
ally
sin
ce it
was
writ
ten
to c
reat
e a
spec
ial e
ffec
t or f
eelin
g.
Firs
t Per
son
The
“firs
t per
son”
or “
pers
onal
” po
int o
f vie
w r
elat
es e
vent
s as
they
are
per
ceiv
ed b
y a
sing
le c
hara
cter
. The
nar
ratin
g ch
arac
ter m
ay o
ffer
opi
nion
s ab
out t
he a
ctio
n an
d ch
arac
ters
that
diff
er fr
om th
ose
of th
e au
thor
.
K
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Exam
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Flas
hbac
k A
n or
gani
zatio
nal d
evic
e us
ed in
lite
ratu
re to
pre
sent
act
ion
that
occ
urre
d be
fore
cur
rent
(pre
sent
) tim
e of
the
stor
y.
Flas
hbac
ks a
re o
ften
intr
oduc
ed a
s th
e dr
eam
s or
reco
llect
ions
of o
ne o
r mor
e ch
arac
ters
.
Focu
s
The
cent
er o
f int
eres
t or
atte
ntio
n.
Fore
shad
owin
g A
n or
gani
zatio
nal d
evic
e us
ed in
lite
ratu
re to
cre
ate
expe
ctat
ion
or to
set
up
an e
xpla
natio
n of
late
r de
velo
pmen
ts.
Gen
eral
izat
ion
A c
oncl
usio
n dr
awn
from
spe
cific
info
rmat
ion
that
is u
sed
to m
ake
a br
oad
stat
emen
t abo
ut a
topi
c or
per
son.
Gen
re
A c
ateg
ory
used
to c
lass
ify li
tera
ry w
orks
, usu
ally
by
form
, tec
hniq
ue o
r co
nten
t (e.
g., p
rose
, poe
try)
.
Hea
ding
s, G
raph
ics
and
Char
ts
Any
vis
ual c
ues
on a
pag
e of
text
that
off
er a
dditi
onal
info
rmat
ion
to g
uide
the
read
er’s
com
preh
ensi
on. H
eadi
ngs
typi
cally
are
wor
ds o
r ph
rase
s in
bol
d pr
int t
hat i
ndic
ate
a to
pic
or th
e th
eme
of a
por
tion
of te
xt; g
raph
ics
may
be
phot
ogra
phs,
dra
win
gs, m
aps
or a
ny o
ther
pic
tori
al r
epre
sent
atio
n; c
hart
s (a
nd ta
bles
or g
raph
s) c
onde
nse
data
into
a
seri
es o
f row
s, li
nes
or o
ther
sho
rten
ed li
sts.
Hyp
erbo
le
An
exag
gera
tion
or o
vers
tate
men
t (e.
g., I
had
to w
ait f
orev
er.)
Imag
ery
D
escr
iptiv
e or
figu
rativ
e la
ngua
ge in
a li
tera
ry w
ork;
the
use
of la
ngua
ge to
cre
ate
sens
ory
impr
essi
ons.
Impl
icit
Th
ough
une
xpre
ssed
in th
e ac
tual
text
, mea
ning
that
may
be
unde
rsto
od b
y th
e re
ader
; im
plie
d.
K
eyst
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Exam
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Infe
renc
e A
judg
men
t bas
ed o
n re
ason
ing
rath
er th
an o
n a
dire
ct o
r exp
licit
stat
emen
t. A
con
clus
ion
base
d on
fact
s or
ci
rcum
stan
ces;
und
erst
andi
ng g
aine
d by
“re
adin
g be
twee
n th
e lin
es.”
Info
rmat
iona
l Tex
t N
onfic
tion
wri
tten
prim
arily
to c
onve
y fa
ctua
l inf
orm
atio
n. In
form
atio
nal t
exts
com
pris
e th
e m
ajor
ity o
f pri
nted
mat
eria
l ad
ults
rea
d (e
.g.,
text
book
s, n
ewsp
aper
s, r
epor
ts, d
irec
tions
, bro
chur
es, t
echn
ical
man
uals
).
Inte
rpre
t To
giv
e re
ason
s th
roug
h an
exp
lana
tion
to c
onve
y an
d re
pres
ent t
he m
eani
ng o
r und
erst
andi
ng o
f a te
xt.
Iron
y
The
use
of a
wor
d or
phr
ase
to m
ean
the
exac
t opp
osite
of i
ts li
tera
l or u
sual
mea
ning
; inc
ongr
uity
bet
wee
n th
e ac
tual
re
sult
of a
seq
uenc
e of
eve
nts
and
the
expe
cted
resu
lt.
Key/
Supp
orti
ng D
etai
ls
Poin
ts o
f inf
orm
atio
n in
a te
xt th
at s
tron
gly
supp
ort t
he m
eani
ng o
r tel
l the
sto
ry. S
tate
men
ts th
at d
efin
e, d
escr
ibe,
or
othe
rwis
e pr
ovid
e in
form
atio
n ab
out t
he to
pic,
them
e, o
r mai
n id
ea.
Key
Wor
ds
Spec
ific
wor
d ch
oice
s in
a te
xt th
at s
tron
gly
supp
ort t
he to
ne, m
ood,
or m
eani
ng o
f the
text
.
Lite
rary
Dev
ice
Tool
use
d by
the
auth
or to
enl
iven
and
pro
vide
voi
ce to
the
text
(e.g
., di
alog
ue, a
llite
ratio
n).
Lite
rary
Ele
men
t A
n es
sent
ial t
echn
ique
use
d in
lite
ratu
re (e
.g.,
char
acte
riza
tion,
set
ting,
plo
t, th
eme)
.
Lite
rary
For
m
The
over
all s
truc
ture
or
shap
e of
a w
ork
that
freq
uent
ly fo
llow
s an
est
ablis
hed
desi
gn. F
orm
s m
ay r
efer
to a
lite
rary
type
(n
arra
tive,
sho
rt s
tory
) or t
o pa
tter
ns o
f met
er, l
ines
, and
rhy
mes
(sta
nza,
ver
se).
K
eyst
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Lite
rary
Mov
emen
t A
tren
d or
pat
tern
of s
hare
d be
liefs
or
prac
tices
that
mar
k an
app
roac
h to
lite
ratu
re (e
.g.,
Real
ism
, Nat
ural
ism
, Ro
man
ticis
m).
Lite
rary
Non
ficti
on
Text
that
incl
udes
lite
rary
ele
men
ts a
nd d
evic
es u
sual
ly a
ssoc
iate
d w
ith fi
ctio
n to
repo
rt o
n ac
tual
per
sons
, pla
ces,
or
even
ts. E
xam
ples
incl
ude
natu
re a
nd tr
avel
text
, bio
grap
hy, m
emoi
r and
the
essa
y.
Mai
n Id
ea
The
auth
or’s
cen
tral
thou
ght;
the
chie
f top
ic o
f a te
xt e
xpre
ssed
or i
mpl
ied
in a
wor
d or
phr
ase;
the
topi
c se
nten
ce o
f a
para
grap
h.
Met
apho
r
The
com
paris
on o
f tw
o un
like
thin
gs in
whi
ch n
o w
ords
of c
ompa
riso
n (li
ke o
r as
) are
use
d (e
.g.,
The
spee
ch g
ave
me
food
for
thou
ght.
)
Mon
olog
ue
An
exte
nded
spe
ech
spok
en b
y on
e sp
eake
r, e
ither
to o
ther
s or
as
if al
one.
Moo
d Th
e pr
evai
ling
emot
ions
or a
tmos
pher
e of
a w
ork
deriv
ed fr
om li
tera
ry d
evic
es s
uch
as d
ialo
gue
and
liter
ary
elem
ents
su
ch a
s se
ttin
g. T
he m
ood
of a
wor
k is
not
alw
ays
wha
t mig
ht b
e ex
pect
ed b
ased
on
its s
ubje
ct m
atte
r.
Mot
if A
rec
urri
ng s
ubje
ct, t
hem
e, o
r id
ea in
a li
tera
ry w
ork.
Mul
tipl
e-m
eani
ng W
ords
W
ords
that
hav
e se
vera
l mea
ning
s de
pend
ing
upon
how
they
are
use
d in
a s
ente
nce.
Nar
rati
ve
A s
tory
, act
ual o
r fic
tiona
l, ex
pres
sed
oral
ly o
r in
text
.
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Nar
rato
r A
per
son,
ani
mal
, or t
hing
telli
ng th
e st
ory
or g
ivin
g an
acc
ount
of s
omet
hing
.
Non
ficti
on
Text
that
is n
ot fi
ctio
nal;
desi
gned
pri
mar
ily to
exp
lain
, arg
ue, i
nstr
uct o
r des
crib
e ra
ther
than
ent
erta
in. F
or th
e m
ost
part
, its
em
phas
is is
fact
ual.
Opi
nion
A
per
sona
l vie
w, a
ttitu
de, o
r ap
prai
sal.
Pers
onifi
cati
on
An
obje
ct o
r ab
stra
ct id
ea g
iven
hum
an q
ualit
ies
or h
uman
form
(e.g
., Fl
ower
s da
nced
abo
ut th
e la
wn.
)
Plot
Th
e st
ruct
ure
of a
sto
ry. T
he s
eque
nce
in w
hich
the
auth
or a
rran
ges
even
ts in
a s
tory
. The
str
uctu
re o
ften
incl
udes
the
risi
ng a
ctio
n, th
e cl
imax
, the
falli
ng a
ctio
n, a
nd th
e re
solu
tion.
The
plo
t may
hav
e a
prot
agon
ist w
ho is
opp
osed
by
an
anta
goni
st, c
reat
ing
wha
t is
calle
d co
nflic
t.
Poet
ry
In it
s br
oade
st s
ense
, tex
t tha
t aim
s to
pre
sent
idea
s an
d ev
oke
an e
mot
iona
l exp
erie
nce
in th
e re
ader
thro
ugh
the
use
of
met
er, i
mag
ery
and
conn
otat
ive
and
conc
rete
wor
ds. S
ome
poet
ry h
as a
car
eful
ly c
onst
ruct
ed s
truc
ture
bas
ed o
n rh
ythm
ic p
atte
rns.
Poe
try
typi
cally
relie
s on
wor
ds a
nd e
xpre
ssio
ns th
at h
ave
seve
ral l
ayer
s of
mea
ning
(fig
urat
ive
lang
uage
). It
may
als
o m
ake
use
of th
e ef
fect
s of
reg
ular
rhy
thm
on
the
ear
and
may
mak
e a
stro
ng a
ppea
l to
the
sens
es
thro
ugh
the
use
of im
ager
y.
Poin
t of
Vie
w
The
posi
tion
of th
e na
rrat
or in
rel
atio
n to
the
stor
y, a
s in
dica
ted
by th
e na
rrat
or’s
out
look
from
whi
ch th
e ev
ents
are
de
pict
ed (e
.g.,
first
per
son,
thir
d pe
rson
lim
ited,
thir
d pe
rson
om
nisc
ient
, etc
). Th
e pe
rspe
ctiv
e fr
om w
hich
a s
peak
er o
r au
thor
rec
ount
s a
narr
ativ
e or
pre
sent
s in
form
atio
n. T
he a
utho
r’s
man
ner
in re
veal
ing
char
acte
rs, e
vent
s, a
nd id
eas;
the
vant
age
poin
t fro
m w
hich
a s
tory
is to
ld.
Pref
ix
Gro
ups
of le
tter
s pl
aced
bef
ore
a w
ord
to a
lter
its m
eani
ng.
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Exam
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ary
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Prop
agan
da
Info
rmat
ion
aim
ed a
t pos
itive
ly o
r neg
ativ
ely
influ
enci
ng th
e op
inio
ns o
r be
havi
ors
of la
rge
num
bers
of p
eopl
e.
Prop
agan
da T
echn
ique
s
Prop
agan
da te
chni
ques
and
per
suas
ive
tact
ics
are
used
to in
fluen
ce p
eopl
e to
bel
ieve
, buy
or
do s
omet
hing
. Stu
dent
s sh
ould
be
able
to id
entif
y an
d co
mpr
ehen
d th
e pr
opag
anda
tech
niqu
es a
nd p
ersu
asiv
e ta
ctic
s lis
ted
belo
w.
1. N
ame-
calli
ng is
an
atta
ck o
n a
pers
on in
stea
d of
an
issu
e.
2. B
andw
agon
trie
s to
per
suad
e th
e re
ader
to d
o, th
ink
or b
uy s
omet
hing
bec
ause
it is
pop
ular
or
beca
use
“eve
ryon
e” is
doi
ng it
.
3. R
ed h
erri
ng is
an
atte
mpt
to d
istr
act t
he r
eade
r w
ith d
etai
ls n
ot re
leva
nt to
the
argu
men
t.
4. E
mot
iona
l app
eal t
ries
to p
ersu
ade
the
read
er b
y us
ing
wor
ds th
at a
ppea
l to
the
read
er’s
em
otio
ns in
stea
d of
to lo
gic
or re
ason
.
5. T
esti
mon
ial a
ttem
pts
to p
ersu
ade
the
read
er b
y us
ing
a fa
mou
s pe
rson
to e
ndor
se a
pro
duct
or
idea
(for
in
stan
ce, t
he c
eleb
rity
end
orse
men
t).
6. R
epet
itio
n at
tem
pts
to p
ersu
ade
the
read
er b
y re
peat
ing
a m
essa
ge o
ver a
nd o
ver
agai
n.
7. S
wee
ping
gen
eral
izat
ion
(ste
reot
ypin
g) m
akes
an
over
sim
plifi
ed s
tate
men
t abo
ut a
gro
up b
ased
on
limite
d in
form
atio
n.
8. C
ircu
lar
argu
men
t sta
tes
a co
nclu
sion
as
part
of t
he p
roof
of t
he a
rgum
ent.
9. A
ppea
l to
num
bers
, fac
ts, o
r st
atis
tics
att
empt
s to
per
suad
e th
e re
ader
by
show
ing
how
man
y pe
ople
thin
k so
met
hing
is tr
ue.
Reso
luti
on
The
port
ion
of a
sto
ry fo
llow
ing
the
clim
ax in
whi
ch th
e co
nflic
t is
reso
lved
. The
reso
lutio
n of
Jane
Aus
ten’
s N
orth
ange
r A
bbey
is n
eatly
sum
med
up
in th
e fo
llow
ing
sent
ence
: “H
enry
and
Cat
heri
ne w
ere
mar
ried,
the
bells
ran
g an
d ev
eryb
ody
smile
d.”
Risi
ng A
ctio
n Th
e pa
rt o
f a s
tory
whe
re th
e pl
ot b
ecom
es in
crea
sing
ly c
ompl
icat
ed. R
isin
g ac
tion
lead
s up
to th
e cl
imax
, or t
urni
ng
poin
t.
K
eyst
one
Exam
s: L
iter
atu
re
Ass
essm
ent
An
chor
& E
ligi
ble
Con
ten
t G
loss
ary
Jan
uar
y 2
01
3
Penn
sylv
ania
Dep
artm
ent o
f Edu
cati
on
Pa
ge 1
1
Janu
ary
2013
Sati
re
A li
tera
ry a
ppro
ach
that
rid
icul
es o
r exa
min
es h
uman
vic
e or
wea
knes
s.
Sent
ence
Var
iety
Va
riou
s se
nten
ce s
truc
ture
s, s
tyle
s, a
nd le
ngth
s th
at c
an e
nhan
ce th
e rh
ythm
of o
r ad
d em
phas
is to
a p
iece
of t
ext.
The
pr
esen
ce o
f mul
tiple
sen
tenc
e st
ruct
ures
in a
text
(sim
ple,
com
plex
, com
poun
d, c
ompo
und-
com
plex
) and
/or v
ario
us
sent
ence
beg
inni
ngs
(e.g
., de
pend
ent a
nd in
depe
nden
t cla
uses
, phr
ases
, sin
gle
wor
ds).
Sequ
ence
of S
teps
A
lite
rary
org
aniz
atio
nal f
orm
that
pre
sent
s th
e or
der
in w
hich
task
s ar
e to
be
perf
orm
ed.
Sett
ing
The
time
and
plac
e in
whi
ch a
sto
ry u
nfol
ds.
Sim
ile
A c
ompa
riso
n of
two
unlik
e th
ings
in w
hich
a w
ord
of c
ompa
riso
n (li
ke o
r as
) is
used
(e.g
., Th
e an
t scu
rrie
d as
fast
as
a ch
eeta
h.)
Solil
oquy
A
dra
mat
ic s
peec
h, r
evea
ling
inne
r th
ough
ts a
nd fe
elin
gs, s
poke
n al
oud
by o
ne c
hara
cter
whi
le a
lone
on
the
stag
e.
Soun
d D
evic
es
Elem
ents
of l
itera
ture
that
em
phas
ize
soun
d (e
.g.,
asso
nanc
e, c
onso
nanc
e, a
llite
ratio
n, r
hym
e, o
nom
atop
oeia
).
Spea
ker
The
voic
e us
ed b
y an
aut
hor
to te
ll/na
rrat
e a
stor
y or
poe
m. T
he s
peak
er is
oft
en a
cre
ated
iden
tity,
and
sho
uld
not
auto
mat
ical
ly b
e eq
uate
d w
ith th
e au
thor
. See
als
o na
rrat
or a
nd p
oint
of v
iew
.
Stag
e D
irec
tion
A
pla
ywri
ght’
s w
ritt
en in
stru
ctio
ns p
rovi
ded
in th
e te
xt o
f a p
lay
abou
t the
set
ting
or h
ow th
e ac
tors
are
to m
ove
and
beha
ve in
a p
lay.
K
eyst
one
Exam
s: L
iter
atu
re
Ass
essm
ent
An
chor
& E
ligi
ble
Con
ten
t G
loss
ary
Jan
uar
y 2
01
3
Penn
sylv
ania
Dep
artm
ent o
f Edu
cati
on
Pa
ge 1
2
Janu
ary
2013
Stru
ctur
e of
Poe
m
The
rhym
ing
patt
ern,
met
er, g
ram
mar
, and
imag
ery
used
by
a po
et to
con
vey
mea
ning
.
Styl
e
The
auth
or’s
cho
ices
reg
ardi
ng la
ngua
ge, s
ente
nce
stru
ctur
e, v
oice
, and
tone
in o
rder
to c
omm
unic
ate
with
the
read
er.
Suff
ix
Gro
ups
of le
tter
s pl
aced
aft
er a
wor
d to
alte
r its
mea
ning
or
chan
ge it
into
a d
iffer
ent k
ind
of w
ord,
from
an
adje
ctiv
e to
an
adv
erb,
etc
.
Sum
mar
ize
To c
aptu
re a
ll of
the
mos
t im
port
ant p
arts
of t
he o
rigi
nal t
ext (
para
grap
h, s
tory
, poe
m),
but e
xpre
ss th
em in
a m
uch
shor
ter s
pace
, and
as
muc
h as
pos
sibl
e in
the
read
er’s
ow
n w
ords
.
Sym
bolis
m
A d
evic
e in
lite
ratu
re w
here
an
obje
ct r
epre
sent
s an
idea
.
Syno
nym
A
wor
d th
at is
sim
ilar
in m
eani
ng to
ano
ther
wor
d (e
.g.,
sorr
ow, g
rief
, sad
ness
).
Synt
ax
The
orde
ring
of w
ords
into
mea
ning
ful v
erba
l pat
tern
s su
ch a
s ph
rase
s, c
laus
es, a
nd s
ente
nces
.
Text
Org
aniz
atio
n/St
ruct
ure
The
auth
or’s
met
hod
of s
truc
turi
ng a
text
; the
way
a te
xt is
str
uctu
red
from
beg
inni
ng to
end
. In
liter
ary
wor
ks, t
he
stru
ctur
e co
uld
incl
ude
flash
back
and
fore
shad
owin
g, fo
r ex
ampl
e. In
non
fictio
n w
orks
, the
str
uctu
re c
ould
incl
ude
sequ
ence
, que
stio
n-an
swer
, cau
se-e
ffec
t, e
tc.
Them
e
A to
pic
of d
iscu
ssio
n or
wor
k; a
maj
or id
ea b
road
eno
ugh
to c
over
the
entir
e sc
ope
of a
lite
rary
wor
k. A
them
e m
ay b
e st
ated
or
impl
ied.
Clu
es to
the
them
e m
ay b
e fo
und
in th
e pr
omin
ent a
nd/o
r re
occu
rrin
g id
eas
in a
wor
k.
K
eyst
one
Exam
s: L
iter
atu
re
Ass
essm
ent
An
chor
& E
ligi
ble
Con
ten
t G
loss
ary
Jan
uar
y 2
01
3
Penn
sylv
ania
Dep
artm
ent o
f Edu
cati
on
Pa
ge 1
3
Janu
ary
2013
Thir
d Pe
rson
A
per
spec
tive
in li
tera
ture
, the
“th
ird
pers
on”
poin
t of v
iew
pre
sent
s th
e ev
ents
of t
he s
tory
from
out
side
of a
ny s
ingl
e ch
arac
ter’
s pe
rcep
tion,
muc
h lik
e th
e om
nisc
ient
poi
nt o
f vie
w, b
ut th
e re
ader
mus
t und
erst
and
the
actio
n as
it ta
kes
plac
e an
d w
ithou
t any
spe
cial
insi
ght i
nto
char
acte
rs’ m
inds
or m
otiv
atio
ns.
Tone
Th
e at
titud
e of
the
auth
or to
war
d th
e au
dien
ce, c
hara
cter
s, s
ubje
ct o
r the
wor
k its
elf (
e.g.
, ser
ious
, hum
orou
s).
Uni
vers
al C
hara
cter
A
cha
ract
er th
at s
ymbo
lical
ly e
mbo
dies
wel
l-kno
wn
mea
ning
s an
d ba
sic
hum
an e
xper
ienc
es, r
egar
dles
s of
whe
n or
w
here
he/
she
lives
(e.g
., he
ro, v
illai
n, in
telle
ctua
l, dr
eam
er).
Uni
vers
al S
igni
fican
ce
The
gene
rally
acc
epte
d im
port
ance
or v
alue
of a
wor
k to
rep
rese
nt h
uman
exp
erie
nce
rega
rdle
ss o
f cul
ture
or t
ime
peri
od.
Voi
ce
The
fluen
cy, r
hyth
m, a
nd li
velin
ess
in a
text
that
mak
e it
uniq
ue to
the
auth
or.
Cover photo © Hill Street Studios/Harmik Nazarian/Blend Images/Corbis.
Keystone Exams: Literature
Assessment Anchors and Eligible Contentwith Sample Questions and Glossary
January 2013
Copyright © 2013 by the Pennsylvania Department of Education. The materials contained in this publication may be
duplicated by Pennsylvania educators for local classroom use. This permission does not extend to the duplication
of materials for commercial use.