Language Arts Curriculum Guide Template—Detailed Curriculum Guides files... · Web viewCut into...

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8th Grade Reading State of Idaho 2003Vocabulary McRel Document Word AnalysisLiteral Reading Comprehension State StandardsInterpretive Reading ComprehensionEvaluative Reading Comprehension ISAT Cut ScoresLiterary Analysis

New VocabularyVocabulary Word Analysis Literal Reading

ComprehensionInterpretive Comprehension

Evaluative Comprehension

Literary Analysis

State Standard

and Benchmark

Local Curriculum

Learning Continuum and Other

Performance Objectives

Sample Assessment Question and Sample

Quizzes

Sample Sequenc

e

Minimum Hours Allotted

Sample TeachingStrategy

Sample Resources

Vocabulary Back to Top

743.01.aContext Clues

Learning Continuum

ISAT, ECA

For Learning:Give students a short passage that gives an obscure word that needs to be defined. By the end of the passage students will be able to define word.Of Learning:RIT 201-210RIT 211-220

Build a vocabulary board. Bring in one new word a week.

http://www.wolinsky

web.com/word.htm

743.01.aAntonyms, Homonyms, Synonyms

Learning Continuum

ISAT, ECA

For Learning:Give students a short passage with underlined words to read. After reading have students replace words with synonyms or antonyms.Of Learning:RIT 201-210RIT 211-220

Have students (possible groups) create a list of all of the synonyms or antonyms that they can think of in a given time.

Learning For Learning: Present word list and have

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8th Grade Reading State of Idaho 2003State

Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequenc

e



Sample Resources

743.01.aMultiple Meanings

Continuum

ISAT, ECA

Create a list of grade level words that have multiple meanings. Have students draw a picture or cartoon showing the multiple meanings of words.Of Learning:RIT 201-210

students use a word at home. Write results in journal next day in class. Share some results and discuss various meanings of each word.

Word Analysis Back to Top

743.01.aStructural Analysis

Learning Continuum

ISAT, ECA

For Learning: Give students a list of prefixes, suffixes, and root words and have them combine to form several words. Define. (ex + port, trans + port)Of Learning:RIT 201-210 (Word Components)

Display a root word. Add a common prefix and ask students to share how it affects the word’s meaning. Then add a suffix and analyze the effect on meaning.(Ex: port=root, trans + port +able). Put students in groups to create their own word structures; display on board &/or create a word wall.

http://litsite.alaska.edu/workbooks/

readingvocabulary.html

743.01.aRoot Words,

Suffixes, Prefixes

Learning Continuum

ISAT, ECA

For Learning:Students keep a list of prefixes and suffixes used throughout the year.Of Learning:RIT 201-210 (Word Components)

Create a word wall of prefixes and suffixes.

Students create a chart with assigned prefixes and one with suffixes; then have students write 5 words using each prefix; then 5 words for each suffix.

Literal Reading Comprehension Back to Top

743.02.e

Read for Enrichment

Teacher Observable

For Learning:Journal data on reading purposes

Create a classroom list of purposes for which readers use text. For one week, keep journal of times and purposes for reading. Graph data.

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Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequenc

e



Sample Resources

743.01.bReading

Directions

Learning Continuum

ISAT, ECA

For Learning:Have students make paper airplanes. Once the planes are made write directions (how to). Pass the directions to another student—make the airplane as per directions. Compare planes.Of Learning:RIT 201-210RIT 211-220RIT 221-230RIT 231-240

Have students read a recipe in paragraph form and see what is missing. Analyze together the parts of a recipe and the necessary order.

743.01.bSequencing

Learning Continuum

ISAT, ECA

For Learning:Using a storyboard, have the students sequence a story. Use 6 to 8 main frames.Of Learning:RIT 201-210RIT 211-220RIT 221-230

The teacher will read a story. Stop and have the students write 5 sequencing events that will happen next.

http://litsite.alaska.edu/workbooks/

readingstrategies.html

743.01.bLocating

Information

Learning Continuum

ISAT, ECA

For Learning: Quiz:: individual scavenger hunt through the textbookOf Learning:RIT 201-210RIT 211-220RIT 221-230

Explain how to use the various parts of the reading textbook (table of contents, glossary, index, etc.). Divide class into groups or partners and give them a “scavenger” sheet with a list of things to “find” in the textbook. First group to correctly locate all info wins.

743.01.bReading for

Detail

Learning Continuum

ISAT, ECA

For Learning:In a short story read details and then draw picture of character or scene from the details given.Of Learning:RIT 201-210RIT 211-220RIT 221-230

Have students read unfamiliar passage and create a web showing the main idea and 3-4 details.

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Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequenc

e



Sample Resources

RIT 231-240

Interpretive Reading Comprehension Back to Top

743.04.b743.04.c

Determine Main Idea

ISAT, ECAFor Learning:Web or outline showing main ideas and details.Of Learning:RIT 201-210RIT 211-220

See above activity for Reading for Detail.

743.01.bDraw

Conclusions / Inferences

Learning Continuum

ISAT, ECA

For Learning:Have students in class discussion make inferences as to why the author chose title, the characters motivation, etc.Of Learning:RIT 201-210 –Drawing ConclusionsRIT 211-220 –Drawing Conclusions

RIT 201-210 –Inference (Interp)RIT 211-220 –Inference (Interp)

RIT 201-210 –Inference (Eval)RIT 211-220 –Inference (Eval)

Teacher presents a scenario and has students infer outcome.

743.01.bCause and

Effect

Learning Continuum

ISAT, ECA

For Learning:Have students fill in the missing information.Samples of effect:

1. Due to icy road conditions, all the local schools were closed.

2. Because I arrived late, I missed the announcement.

Sample of cause:1. My arms ached because I

had lifted weights at the gym.

Have students demonstrate their knowledge of cause and effect. Create a venn diagram illustrating cause and effect of a particular school issue or issue in a piece of literature.

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Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequenc

e



Sample Resources

2. I did well on the test because I studied all week.

Of Learning:RIT 201-210RIT 211-220RIT 221-230

743.01.c743.01.e743.02.b

Prediction and Generali-zations

Learning Continuum

ISAT, ECA

For Learning:Students write the “next part” of or a conclusion for a story, based ongeneralizations from their reading. Of Learning:RIT 201-210RIT 211-220

Read to class the beginning of a very suspenseful, exciting story. Pause at the height of suspense and ask students to predict what they think will happen. Discuss and defend predictions. Then finish reading the story. Discuss how students felt about the actual outcome, compared to their predictions.

743.01.cSummarize

and Synthesize

Learning Continuum

ISAT, ECA

For Learning:Chapter grid—summarize chapters in a book.

Of Learning:Missing 201-210RIT 211-220

Plot pyramid

743.05 (a-d)

Read for Technical

Information

ISAT, Teacher

Observable

For Learning:Students read and complete a job application form.

Display sample high school registration form and course information. Guide students through the information and directions to help prepare them for the actual registration process.

Evaluative Reading Comprehension Back to Top

743.01.b 743.01.d743.03.c

Compare /

Learning Continuum

ISAT, ECA

For Learning:Have students write a 5-paragraph essay citing similarities/differences between two pieces of literature.

Have students read two short stories of the same genre. Have them complete a Venn diagram on the stories.

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Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequenc

e



Sample Resources

Contrast Of Learning:RIT 201-210RIT 211-220

743.01.b 743.03.a 743.03.d

Persuasive elements /

Propaganda / Bias, Assump-

tions, Stereotypes

Learning Continuum

ISAT, ECA

For Learning:1. After reading a persuasive article, have students debate the issue. OR2. Students create and present their own persuasive commercials or speeches.

Of Learning:RIT 201-210 –Persuasive ElementsRIT 211-220 –Persuasive ElementsRIT 221-230 –Persuasive ElementsRIT 231-240 –Persuasive Elements

RIT 201-210 –Bias, Assum., Stereo.RIT 211-220 –Bias, Assum., Stereo.RIT 221-230 –Bias, Assum., Stereo.RIT 231-240 –Bias, Assum., Stereo.

Make a short tape of various television commercials to show students. Analyze with them persuasive elements, propaganda, and stereotypes.

http://litsite.alaska.edu/workbooks/justice.html

743.01.a 743.04.a 743.04.c

Categorize / Classify

Information / Thinking

Skills

Learning Continuum

ISAT, ECA

For Learning:Give students 10 short passages and have them categorize according to genre.


Give students cards with vocabulary written on them and have students group them according to selected categories. Group again under new categories students select.

743.01.cEvaluate Validity / Author’s

Conclusions

Learning Continuum

ISAT, ECA

For Learning:Give students a list of details and have them match it to the most qualified source of information.

Of Learning:

Have teacher present a position on a character—have students research story for facts to support the position.

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Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequenc

e



Sample Resources

RIT 201-210RIT 211-220RIT 221-230RIT 231-240

743.03.d 743.03.eFact and Opinion

Learning Continuum

ISAT, ECA

For Learning:Keep an ongoing list of phrases that students find that would indicate fact “based on current research” and opinion “I think”.


Have students read two articles on the same event and decide which one is fact and which is opinion. Analyze words or phrases that “clue” reader to facts or opinions.(Example: Article on cyclones and story of Pecos Bill & the cyclone)

Literary Analysis Back to Top

743.03.bStory

Elements

743.01.fStory

Grammar

Learning Continuum

Learning Continuum

ISAT, ECA

For Learning:Have students complete story map including: setting, character, plot, and theme.

Take a short story with a set mood and change one paragraph to a different mood. (i.e. Edgar Allen Poe to happy)

Of Learning:RIT 201-210 –Problem/ResolutionRIT 211-220 –Problem/ResolutionRIT 221-230 –Problem/Resolution

RIT 201-210 –Inference (Literary)RIT 211-220 –Inference (Literary)

Use a variety of graphic organizers (i.e. plot pyramid,

character grids, etc.)

Play different types of music to establish mood. Read a story to

determine types of mood in story.

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Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequenc

e



Sample Resources

743.01.f743.02.dLiterary Devices

Learning Continuum

ISAT, ECA

For Learning:Have students locate and identify literary devices in independent reading.


Have students write examples of imagery, personification, similes, metaphors, etc. Option is to illustrate the examples to create posters to display.

Haiku

743.01.f743.02.cAuthor’s Purpose / Technique

Learning Continuum

ISAT, ECA

For Learning:Have students rewrite story from another point of view (i.e. character, object in story).

Read Edgar Allen Poe story.

743.02.aGenre

Learning Continuum

ISAT, ECA

For Learning:Compare and contrast a book and a movie.

Have students read an autobiography or biography. Journal entries on difficulties in character’s life. Design a poster and present, as an interview, in class.

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8th Grade Reading State of Idaho 2003APPROVED ISAT PROFICIENCY SCORES

Return to TopApproved by the State Board of Education March 6, 2003

READING 2 3 4 5 6 7 8 9 10Basic 174 185 192 198 203 207 210 213 216Proficient 182 193 200 206 211 215 218 221 224Advanced 193 204 211 217 222 226 229 232 235

LANGUAGE 2 3 4 5 6 7 8 9 10Basic 176 186 193 200 204 207 211 213 214Proficient 184 194 201 208 212 215 219 221 222Advanced 197 207 214 221 225 228 232 234 235

MATH 2 3 4 5 6 7 8 9 10Basic 174 185 194 202 208 214 222 229 231Proficient 185 196 205 213 219 225 233 240 242Advanced 201 212 221 229 235 241 249 256 258

PROFICIENCY LEVELS DEFINITIONS

Approved by the State Board of Education March 6, 2003

ADVANCED: Exceeds Standards Back to Top

The student demonstrates thorough knowledge and mastery of skills that allows him/her to function independently above their current educational level.

The student demonstrates a comprehensive understanding of all relevant information relevant to the topic at level.

The student demonstrates comprehension and understanding of knowledge and skills above his/her grade level.

The student can perform skills or processes independently without any significant errors.

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8th Grade Reading State of Idaho 2003PROFICIENT: Meets Standards Back to Top

The student demonstrates mastery of knowledge and skills that allow them to function independently on all major concepts and skills related to their educational level.

The student demonstrates a comprehensive understanding of all information relevant to the topic, at level.

The student can perform skills or processes independently without any significant errors.

BASIC: Below Standards Back to Top

The student demonstrates basic knowledge and skills usage but cannot operate independently on concepts and skills related to his/her educational level. Requires remediation and assistance to complete tasks without significant errors.

The student has an incomplete knowledge of the topic and/or misconceptions about some information.

The student requires assistance and coaching to complete tasks without errors.

BELOW BASIC: Critically Below Standards Back to Top

The student demonstrates significant lack of skills and knowledge and is unable to complete basic skills or knowledge sets without significant remediation.

The student has critical deficiencies of relevant knowledge of topic and/or misconceptions about some information.

The student cannot complete any skill set without significant assistance and coaching.

State Standards: 8th Grade ReadingReturn to Top

669. LANGUAGE ARTS/COMMUNICATIONS STANDARDS. 01. Languages and Communications. Language, the gateway to learning, provides our most powerful and

readily available tool to represent the world to ourselves as well as ourselves to the world. Not only a means of communications, language serves as our primary instrument of thought, a defining feature of culture, and an unmistakable mark of personal identity. Encouraging and enabling students to effectively use language remains one of society’s most significant tasks. Educators, parents, and communities share responsibility in helping students prepare for productive performance. When students exit high school, they will be able to use reading, writing, listening, speaking, and viewing for personal use, as a citizen and consumer, in the workplace, for cultural enrichment, in the Fine Arts, and for lifelong learning.

02. Local District Book Lists. Local districts may determine book lists to support the Language Arts/ Communications Standards. If needed, the State Department of Education’s English Language Arts Specialist can provide suggested grade-level lists.

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8th Grade Reading State of Idaho 2003

742. LANGUAGE ARTS/COMMUNICATIONS STANDARDS - GRADE 8The samples associated with the content standards are meant to illustrate meaning and to represent possible areas of applications. They are not intended to be an exhaustive list, but are samples of applications that would demonstrate learning.

Return to Top743. READING.

Rationale: Students read a variety of grade level materials and apply strategies appropriate to various situations.

Standard - The student will: Content Knowledge and Skills: Samples of Applications:01. Read a variety of

traditional and electronic materials for information and understanding.

Return to Context Clues

Return to Antonyms, Homonyms, Synonyms

Return to Multiple Meanings

Return to Structural Analysis

Return to Root Words, Suffixes, Prefixes

a. Use decoding strategies and other visual information to fluently read grade-level text.- Graphophonic sources

(letter/sound);- Semantic sources

(meaning/association);- Lexical sources (word

knowledge);- Syntactic sources (structure

of written language);- Text elements (graphic

elements, illustrations, titles/subtitles).

Return to Categorize/Classify/ Thinking Skills

i. Use phonic knowledge to decode unknown words.ii. Use context clues to determine word identification

and meaning.iii. Use knowledge of roots, affixes, contractions,

compound words, and possessives to determine word meaning.

iv. Use such punctuation as periods, commas, quotation marks, and semicolons as markers of meaning.

v. Read illustrations and captions to assist comprehension.

Return to Reading Directions

Return to Sequencing

Return to Locating Information

Return to Reading for Detail

Return to Draw Conclusions/ Inferences

Return to Cause / Effect

Return to Compare/Contrast

Return to Persuasive Elements/ Bias

b. Search purposefully for particular information:- Identify literal and inferential

meanings;- Search own background

information to make meaning of text passages;

- Search for most important information based on purpose for reading;

- Search for information about characters and setting to understand plot;

- Development in narratives;- Search for expository text

structures such as cause/effect, chronological, problem/solution, and classification to understand text.

i. Use idioms, personifications, analogies, metaphors, and similes to comprehend literal and figurative meanings of words, phrases, and extended text.

ii. Connect information throughout text to make inferences.

iii. Use quick-writes to purposefully remember prior knowledge about topic of the reading passage.

iv. Highlight or take notes about important information and key words read.

v. Describe character traits and importance to plot. Discuss how the setting influences the plot.

vi. Purposefully select a graphic organizer suited to organizing information written in a specific text structure. (Use Venn diagram to organize information to compare and contrast text information.)

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8th Grade Reading State of Idaho 2003Return to Predictions / Generalizations

Return to Summarize / Synthesize


c. Predict alternatives or probabilities in text on basis of prior knowledge and information within text.- Synthesize information from

text to anticipate outcomes;- Use connections between

text-to-text, text-to-self, and text-to-world to anticipate new text.

i. After reading grade-level text, discuss and explain understanding of key concepts.

ii. Analyze style of genre to better understand text.iii. Analyze changes in predictions throughout reading

of text.iv. Pause in reading to purposefully recall information

and experiences relevant to what is being read.

Return to Compare/Contrastd. Reconsider a response against

more than one source of information of grade-level text.

i. Consider whether information from text matches reader's personal experiences and knowledge of the topic.

ii. Pause when reading to compare running text with graphic information.

iii. Consider graphophonic information and meaning to accurately decode challenging vocabulary.

Return to Predictions/ Generalizations

e. Confirm or self-correct predictions in response to grade-level text.

i. Question self to determine if meaning is being made.

ii. Use such fix-up strategies when meaning is unclear such as rereading, reading ahead, asking questions of the text, and retelling what has happened so far.

Return to Story Grammar

Return to Literary Device

Return to Author’s Purpose / Technique

f. Identify literary devices:- Mood;- Tone;- Style;- Figurative language.

i. Articulate personal feelings or emotional reactions worked from reading a selection.

ii. Compare and contrast tones of various selections.iii. Examine and discuss different authors’ styles.iv. Locate and discuss use of figurative language

such as similes, metaphors, and personification, in a selection.

02. Read and respond to a variety of literature to compare and contrast the many dimensions of human experience.

a. Define characteristics of the following literary forms and genres: fiction and nonfiction, including novel, short story, poetry, biography, plays, essays, and reference material.

Return to Genre

i. Explain how a particular literary form contributes to the description of human experience described within text.

ii. Compare and contrast pieces with a common theme and of a same genre.

iii. Compare and contrast pieces with a common theme and of a different genre.

b. Activate and draw upon own experiences to connect to reading selections.

Return to Predictions/Generalizations

i. Free write to purposefully remember personal experiences that relate to the topic of the text read.

ii. Compare and contrast own experiences with those described in text.

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8th Grade Reading State of Idaho 2003Return to Author’s Purpose / Technique

c. Identify social, cultural, and historical significance of various types of text.

i. Discuss the following characteristics of grade-level literature which determine significance: Language patterns Context History

ii. Find vocabulary within text that reflects the historical period as well as evidence of social issues.

iii. Identify universal themes of text.

Return to Literary Deviced. Identify how an author uses

language and literary devices to evoke a response in a reader:- Style;- Format;- Structure;- Point of view.

i. Analyze two or more authors' styles. Write a paragraph that imitates one author's style. Incorporate similar sentence structure, language, descriptions, and introductory words.

ii. Analyze how an author's choice of words influences the mood of the text.

iii. Explain how an author's point of view influences plot development.

iv. Explain how an author uses flashback, foreshadowing, and point of view to develop plot.

Return to Read for Enrichment

e. Explain how reading can provide enrichment and information as well as serve as a tool for lifelong learning.

i. Create a classroom list of specific purposes for which readers use text. For one week, keep journal of times and purposes for reading. Graph data.

ii. Relate new information from a text to experience and explain how new information affects life experiences and perspective.

03. Read a variety of traditional, technical, and electronic materials for critical analysis and evaluation.

a. Identify author's purpose and describe how language, setting, and information support that purpose in literary text.


i. Relate new pieces of literature to previously-read pieces with similar purposes.

ii. Analyze how the story's setting affects author's purpose.

iii. Analyze information within a literary piece that is critical for developing an author's purpose.

iv. Determine purposes such as to entertain, persuade, inform, or distinguish among literary examples of each as well as those with mixed purposes.

Return to Story Elementsb. Analyze literary text for the

following elements.- Characters;- Setting;- Plot structure;- Theme;- Conflict;- Resolution;- Symbolism.

i. Identify, analyze, and evaluate character roles and motivation.

ii. Analyze and evaluate connections between plot, setting, and characters.

iii. Identify and connect plot and characters to examples of foreshadowing and flashback.

iv. Analyze and evaluate how conflict drives the plot and affects characters.

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8th Grade Reading State of Idaho 2003v. Draw inferences from text to identify theme,

draw conclusions, and make predictions.vi. Discuss and analyze conflict resolution.vii. Identify and interpret examples of concrete

and abstract symbols.

Return to Compare/Contrastc. Compare and contrast

information from multiple sources.

i. Use multiple sources to verify or contradict information. Evaluate the best source for accurate information.

ii. Evaluate text information in relationship to reader's background knowledge.

iii. Identify and analyze explanations for discrepancies among sources.

iv. Compare and contrast tales from different cultures by tracing exploits of one character type and developing theories to account for similar tales in diverse cultures.

v. Evaluate text information to identify bias.


Return to Fact / Opinion

d. Use personal or objective criteria to do the following:- Draw conclusions;- Make inferences;- Determine meanings;- Form opinions;- Make judgments.

i. Justify opinions and judgments about fiction and non-fiction.

ii. Justify conclusions by using textual inferences.

iii. Explain personal experiences that inform inferences about text.

iv. Understand terms and concepts defined through quotations, anecdotes, and footnotes. Make connections with text-to-text, text-to-self, text-to-world.

Return to Fact / Opinione. Distinguish between fact and

opinion and identify cause and effect relationships within expository text.

i. Identify and analyze facts and opinions within editorials and songs.

ii. Analyze grade-level content area text to identify causes and effects.

04. Read to locate information from a variety of traditional, technical, and electronic sources.


a. Use questions to guide reading:- Identify type of information

required to answer a specific question;

- Independently select resources for answering questions;

- Read for purpose of answering specific questions.

i. Determine whether a question is asking "who," "what," "when," "where," or "why" information.

ii. Skim text to preview its usefulness in providing desired information.

iii. Access and gather information from textbooks, encyclopedias, atlases, periodicals, electronic media, and primary sources.

iv. Vary reading rate by scanning for key words or important information and slowing to comprehend challenging text.

Return to Main Idea b. Use knowledge of common patterns of factual texts to enhance comprehension:- Description;- Main idea/supporting

details;- Comparison/contrast;

i. Use graphic organizer or note-taking format suited to pattern of text: Outline List Web Venn diagram Timeline

- Chronological order;- Cause/effect;- Process.

Chart/table Sketch/diagram

ii. Use knowledge of how text defines concepts or terms: examples/non-examples, dictionary definitions, comparisons, quotations, anecdotes, footnotes, and visual information.

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8th Grade Reading State of Idaho 2003Return to Main Idea


c. Synthesize what has been read:- Identify main idea and

supporting details;- Identify important

information, patterns, and themes;

- Connect new information with prior knowledge to enhance understanding and memory;

- Ask new questions;- Use prior knowledge and

text information to draw conclusions, make critical judgments, and form unique interpretations from text.

i. Highlight or underline key words and important information.

ii. Include important information in notes.iii. Use visual graphics to illustrate such patterns

as cause and effect.iv. Present important information patterns and

themes during discussions or reading conferences.

v. Use oral discussion or writing to reflect how new information connects with prior knowledge.

vi. Review notes. Record questions in note margin where clarification or additional information is needed.

vii. Use K-W-L study strategy (What you KNOW, What you WANT to learn, and What you have LEARNED).

viii. Write essay, position statement, and summary in response to text.

ix. Debate a particular issue. Defend position with information from text.

x. Use visual graphics to demonstrate understanding of concepts and relationships.

05. Read for technical information.

Return to Read for Technical Information

a. Identify and use comprehension strategies to understand technical text.

i. Discuss and respond to reports, memos, charts, graphs, and brochures.

ii. List, sort, and outline text material to enhance comprehension.

b. Explain use of graphics, layout, white space, italics, parentheses, and other visual aids.

i. Create visual aids to promote a school activity.

ii. Compare effectiveness of visual aids.

c. Identify organization of technical texts.

i. Demonstrate importance of precisely and accurately following technical text to create such items as a cake, model car, and an article of furniture.

ii. Complete an application for a passport.

d. Use technical information to complete tasks.

i. Read high school course information. Register for courses to fulfill credit requirements as well as interests.

ii. Follow simple word processing procedures on a personal computer.

iii. Read and follow directions to assemble a kite.iv. Read and follow directions to perform a task

such as changing oil and adding gas to a lawn mower.

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8th Grade Reading State of Idaho 2003Evaluative Comprehension

Goal ISAT “Sub-Goal” RIT Below 150 RIT 151-160 RIT 161-170

Evaluative Compre-hension

Return to Top

New Vocabulary thing sentence, page, missing word, belongs

RIT 171-180 RIT 181-190 RIT 191-200

story, paragraph, bias, passage, writer

classified as, describe, idea, list, ad, make-believe, advertisement, definition, label, facts

opinion, conclusion, valid, appeal, descriptions, detail, accuracy, attitude, phrase

RIT 201-210 RIT 211-220 RIT 221-240

comments, persuasion, technique, editorial

evaluate, assumption, logical argument, factual, unbiased, propaganda

221-230 observation, contradict231-240 analyze, stereotype

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8th Grade Reading State of Idaho 2003Interpretive Comprehension


Interpretive Compre-hension

Return to Top

New Vocabulary missing word, story, paragraph, sentence

questions, main idea, riddle, list, passage

RIT 171-180 RIT 181-190 RIT 191-200

title, cause, facts, effect, opinion, ad, describes, author

predict, outcome, statement, poem, article, conclude, summary, problem

summarize, conclusion, cause and effect, central idea, compare, selection, introduction

RIT 201-210 RIT 211-220 RIT 221-230

infer, solution, prediction, announcement, biography, explanation, chapter, legend, topics, characteristics, main characters, assume, library, speaker

implied, inferred, premise, impression, contrast

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8th Grade Reading State of Idaho 2003Literal Comprehension

Goal ISAT “Sub-Goal” RIT 151-160 RIT 161-170 RIT 171-180

Literal Compre-hension

Return to Top

New Vocabulary last, after, story after, book, first, directions, sentences, poem, index, table of contents, sign, passage

before, second, paragraph, following, letter, label, note, article, list

RIT 181-190 RIT 191-200 RIT 201-210

recipe, instructions, order of events, information, describe, ad, bibliography, editor, character

literature, advertising, schedule, statement, announcement, biography, entries, chapter, introduction, comparison, glossary

indicated, series of events, chronological order, definition, dictionary, sequence, description, catalog, journal, report

RIT 211-220 RIT 221-230 RIT 231-240

guide, handbook, selections publications, editorial

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8th Grade Reading State of Idaho 2003Literary Analysis


Literary Analysis

Return to Top

New Vocabulary story passage, sentence, problem, sign, list, poem, fairy tale

RIT 171-180 RIT 181-190 RIT 191-200

describe, missing word, paragraph, author’s purpose, ad, letter, fable, report

theme, action, setting, predict, author, solve, purpose, make-believe, mood, point of view, tone, moral, character, legend, fantasy, diary, note

fiction, subject, event, conflict, appeal, narrator, main point, main character, detail, solution, short story, folktale

RIT 201-210 RIT 211-220 RIT 221-230

application, opinion, plot, exaggeration, speaker, science fiction, personal narrative, autobiography, historical fiction, non-fiction, mythology

intent, irony, suspense, simile, figure of speech, dialogue, metaphor

personification, alliteration, method of characterization, flashback, literary device, narration, exposition, memoir

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8th Grade Reading State of Idaho 2003Vocabulary


Vocabu-lary

Return to Top

New Vocabulary picture, word missing word, choose, sentence

compound word, opposite, root or base word, story

RIT 171-180 RIT 181-190 RIT 191-200

homonym, synonym, underlined, incomplete, paragraph, passage

nonsense, antonym, directions, definition

similar to

RIT 201-210 RIT 211-220 RIT 221-230

advertisement, magazine, article, recipe

label, selections, introduction

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8th Grade Reading State of Idaho 2003Word Analysis


Word Analysis

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New Vocabulary ending sound, match, find missing word, prefix, choose compound word, poem, rhyme, root or base word, vowel, letter, story

RIT 171-180 RIT 181-190 RIT 191-200

underlined, suffix contraction, directions, definition

alphabetical order, syllable

RIT 201-210 RIT 211-220 RIT 221-230

antonym, multi-syllable

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8th Grade Reading State of Idaho 2003ISAT Learning Continuum—Reading

ISAT “Sub-Goal”RIT 201-210

RIT 211-220 RIT 221-240

Evaluative ComprehensionCategorize-Classify Information, Thinking Skills

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Identify which word belongs in a group based on implications of words, definitions provided, or interpreting multiple meanings or words

Identify which sentence does not relate to a more specific topic when given sentences all relating to a general topic

Put ideas in appropriate groups when given two category names

Match information in a passage with informal outline of information

Identify items not like others based on secondary attributes provided in written definitions

Combine information written in a passage with information from experience to determine how one thing is like or unlike another thing

Identify topics that could be added to an existing outline

Identify which word is not like the others based on secondary attributes

Find common attributes of a defined list of items

Demonstrate using alphabetical order to the fourth letter

Find words that are like or different from the others based on secondary attributes when given definitions of similar or related words

Identify words that belong to the same group based on implications, connotations, multiple meanings, or secondary attributes when given more difficult vocabulary words

Identify analogous relationships Find commonalities in a set of

distinct descriptions Determine which would be logical

explanations for events

221-230 Identify words that belong to the

same group based on implications, connotations, multiple meanings, or secondary attributes given more difficult vocabulary words

Identify the sentence that does not related to the specific topic in a long, complex passage

Find commonalities in a set of distinct descriptions

Compare and Contrast

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Locate multiple pieces of information to compare or contrast Determine what information is

being compared

Evaluate Infer/evaluate content based on small sample of writing

Format: Read passages that are generally longer, with much detail, extensive

221-230 Format: Read longer passages with more

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8th Grade Reading State of Idaho 2003ISAT “Sub-Goal”

RIT 201-210RIT 211-220 RIT 221-240

Validity-Author’s Conclu-sions

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Infer/evaluate what is important to a character

Infer/evaluate character’s feelings or interests

Determine which facts do or do not support a conclusion

Given a simple passage, distinguish what is true or factual

Determine the most qualified source of information

Evaluate and prioritize reasons At upper range of RITs, determine

which fact supports more than one conclusion

Determine which statement best supports a specific conclusion

Determine statements that cannot be concluded from information in a passage

Use logical reasoning to determine the validity of a statement

vocabulary, and less familiar content Evaluate relative importance of

information Determine which statement or detail best

supports a specific conclusion Determine most qualified source of

information Determine most valid conclusion based

on information in a passage Distinguish facts that can be concluded

from that which is opinion or inferred when given a longer, more detailed passage

Determine additional information needed to evaluate information in a passage

Use logical reasoning to determine the validity of a conclusion

Note the clue word “probably” meaning not conclusively

Determine which statement or detail does not support a conclusion

Identify faulty reasoning leading to a conclusion

Evaluate the quality of information used to support a conclusion

detail, more extensive vocabulary, and less familiar content

Evaluate whether or not an argument is consistent

Determine which conclusion is supported by facts in a passage

Determine which fact or detail supports a conclusion

Identify faulty reasoning leading to a conclusion

Identify a conclusion not supported by facts or details in a passage

Evaluate reasoning leading to a conclusion

Evaluate the quality of information sources

231-240 Determine the most qualified source of

information Analyze the reasoning used to support a

conclusion or opinion Determine which conclusion is

supported by facts or details in a passage Use logical reasoning to arrive at a

conclusion

Fact and Opinion

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Identify which specific words are opinions

In a longer passage, distinguish which statements are facts from those that are opinions

Identify word clues that signal fact, not opinion

Determine that which is fact from that which is inferred

Analyze passage for opinion, inference, value judgment, or fact

Distinguish unsupported opinion from fact

Determine content of passage—proportion of fact to opinion

Distinguish that which is fact from that which is inferred

Identify a sentence as being an

221-230 Use word clues to distinguish

opinions from fact

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RIT 201-210RIT 211-220 RIT 221-240

Analyze a passage to determine proportion of fact or opinion

editorial comment or part of a factual news story

Persuasive Elements, Propa-ganda, Bias, Assump-tions, Stereotypes

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Format: Read longer passages, generally less than 150 words but some longer where the difficulty of vocabulary increases as RIT increases

Recognize persuasive techniques or methods Determine to whom an ad will appeal Determine how an ad gets your attention Determine the effectiveness of persuasive

arguments Determine the action the ad persuades the

reader to take Infer errors in reasoning that lead to

stereotypical thinking Infer beliefs, opinions, or way of

thinking of speaker, writer, or character Understand and apply meaning of

“bias” Recognize bias or assumptions as

opinionsAt upper range of RIT –

Generalize type of people who would agree or disagree with specific opinions

Understand the meaning of “assumption” or “underlying assumption”

Understand why people have different opinions or ways of thinking

As RIT levels increase, differences between distracters and correct answer choice become less obvious, require more thought

Read passages that vary in length, while difficulty of vocabulary tends to increase

Determine how assertions of persuasive writing are supported

Determine to whom and to what feelings ads appeal

Determine what the writer wants the reader to believe about their product or service

Determine information not given in an ad

Understand meaning of the word “discrimination”

Infer beliefs, opinions, ways of thinking, or assumptions of writer or characters

Generalize type of people who would agree or disagree with specific opinions

Compare and contrast opinions or assumptions of characters

Infer errors in reasoning that lead to stereotypical thinking

Infer assumptions reader can make from a passage

Generalize opinions or assumptions of writer Discriminate between fact and bias

221-230 Read passages where topics are less

familiar, with rich, varied vocabulary Determine purpose of persuasive ad or

argument Determine persuasive techniques or

methods Determine tone or effect of persuasive

writing Analyze persuasive statements Determine to whom or what feelings

persuasive writing will appeal Incorporate higher level thinking to

understand topics and to differentiate between answer choices

Infer assumptions of writer or character

Generalize opinions or assumptions of writer

Generalize people likely to agree or disagree with opinion or assumption

Recognize difference between discriminatory and non-discriminatory statements

Recognize statements or thinking not assumed by the writer

More

Persuasive Elements, Propaganda, Bias, Assumptions,

231-240 Format: Read passages with

complex topics, some quite difficult vocabulary, and more

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RIT 201-210RIT 211-220 RIT 221-240

Stereotypes, cont.

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complex distracters that require more thought to determine correct answer choice

Understand the meaning of the word “stereotype”

Infer and generalize assumptions of writer

Imply purpose of persuasive writing

Interpretive ComprehensionCause-Effect

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Read slightly longer passages, with more difficult content and vocabulary which use clue words “since” and “because of”

Demonstrate combining several pieces of information to understand the cause and effect relationship

Identify which is the “cause” and which is the “effect” when given a situation

Read longer passages, with more difficult content and vocabulary

Identify which is not the effect of a stated cause

Read passages with more difficult, less familiar content and vocabulary

Items include same skills and content as lower RIT bands with more difficult vocabulary and extended thinking.

Draw Conclusions-Inferences

Return to Guide

Make inferences from announcements

Make inferences about directions on labels

Make inferences about a character type within a variety of literature

Make inferences from information found on book flap

Make inferences from textbook

Make inferences from catalog selections

Make inferences from handbooks Make inferences from a science

fiction passage Draw a conclusion from the passage

by inferring the interpretation of the information read

Identify conclusion to story

Items include same skills and content as lower RIT scores with more difficult vocabulary and extended thinking.

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RIT 201-210RIT 211-220 RIT 221-240

technical reading Form a conclusion based on

interpretation of information from a variety of sources

Predictions and General-izations

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Predict future events based on prior conclusions drawn

Create prediction for recipe Predict outcome from

advertisement

Items include same skills and content as above with more difficult vocabulary and extended thinking.

Summarize and Synthesize

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Identify main idea in magazine articles or stories from other sources

Identify why author chose title Identify main idea in newspaper

and other articles Restate lengthy passage through

summarizing List specific information in

systematic order and give a general summary


Literal ComprehensionLocating Information

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Use a table of contents: Use chapter summaries to

determine contents Use clue words from chapter

title to determine contents Determine the LAST page of

a chapter (if chapter 2 begins on p. 20, chapter 1 ends on p. 19)

Use an announcement: (lengthy and detailed, containing common

Format: Read passages that are lengthy, detailed, and contain adult vocabulary. They are typical examples one would find everyday, not specific to children

Use an announcement: Find and understand specific information

Use a handbook: Find and understand specific information

Use a shipping and handling chart: Recognize, know it by name

221-230 Read passages where details being

located are more specific and less obvious, requiring careful reading or re-reading

Use an announcement: Find and combine specific

pieces of information Find and understand specific,

detailed information Compare specific pieces of

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RIT 201-210RIT 211-220 RIT 221-240

abbreviations, and adult level vocabulary)

Find and understand information

Use an advertisement: Find and understand specific

information Determine what is being

advertised Understand abbreviations and

shortened phrases in a classified ad

More on Next Page

Use a phone book: Yellow pages: how to read,

find, and understand specific information

White pages: how to use guide letters

Use a catalogue: Use summary information to

determine which product to purchase

Find and understand specific information

More on Next Page

information Use a weather report: Find and

understand small but significant details

Use sports scores: Understand commonly used abbreviations

Use a recipe: Find and understand small but significant details

Locating Information

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Use a food label: Determine the relative amounts of ingredients

Use reference materials: Determine the best source of

information (encyclopedia, catalog, advertisement, magazine article, picture book)

Understand information contained in a dictionary entry

Use a bibliography: How it is organized How to read information

(author, title, publisher, etc.)

Use an index: Organization of topics Using increased specificity of

terms to locate information Understand page list format,

difference between use of commas and hyphens (43, 57, 60-62)

Use a bibliography: Find and understand

information in an annotated bibliography

Use a glossary: How to use Use a field guide: Find and

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RIT 201-210RIT 211-220 RIT 221-240

Recognizing simple listing of magazines

Use a list: Meaning of information

Use a dictionary: How to use to find word meaning

Reading Directions

Return to Guide

Find detail in a typical adult language recipe

Understand complex directions involving multiple variables (if you want this, do that, if you want something else, do something else…)

Understand typical medicine or product labels

Understand vocabulary specific to typical recipes and product labels

Find detail in complex, multi-step directions containing adult language

Paraphrase complex directions Understand complex directions—

must find one detail, then re-read to incorporate previous information

Use skills that progress in difficulty: Skim, scan to locate details Re-read specific parts Combine two or more sets of

information to complete understanding

Paraphrase

Synthesize/paraphrase directions Follow multi-step directions

containing adult vocabulary where the outcome is not obvious

Follow detail in typical medicine or product label

Synthesize intention of directions Understand small but significant

detail in directions

221-230 Understand intent of directions Synthesize complex directions

231-240 Synthesize/paraphrase directions

Reading for Detail

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Format: Read passages that contain rich and varied detail, often unfamiliar content, extensive vocabulary, complex sentence phrasing

Isolate small but significant detail necessary to answer a question in

Format: Read passages that contain rich and varied detail, often unfamiliar content, extensive vocabulary, complex sentence phrasing

Locate small but significant detail in a detail-filled passage

221-230 Read passages that contain rich and

varied detail, generally unfamiliar content, extensive vocabulary, complex sentence phrasing

Isolate information not stated in a detail-filled passage

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RIT 201-210RIT 211-220 RIT 221-240

long, detail-filled passages Understand and interpret significant detail

Understand and paraphrase significant detail

Discriminate between details which are and are not stated in a passage

Locate more than one detail in a detail-filled passage

Paraphrase and interpret significant detail

Locate specific detail in a long, detail-filled passage

Locate and interpret several details in a detail-filled passage

231-240 Read passages that contain rich

and varied detail, generally unfamiliar content, extensive vocabulary, complex sentence phrasing

Locate, paraphrase, and interpret multiple details in a detail-filled passage

Sequencing

Return to Guide

Format: Read longer and more complex sentences where the content becomes less familiar and the difficulty of the vocabulary increases (soon after this happened, that happened)

Read passages where word clues are less direct: from “first, later, and finally” to “after the frost”, “in the spring”, “when they had eaten lunch”

Use indirect word clues to determine sequence of sentences from scrambled order

Determine which event came second or next from sentences in scrambled order

Determine sequence of key events from complex paragraph

Determine events that occur after or simultaneously in longer, more complex paragraph

Determine first event from a sequence of events written in the middle of a paragraph

Use key words to paraphrase order of events

Format: Read passages that contain unfamiliar content, adult vocabulary, few word clues, longer sentences, and complex phrasing

Paraphrase sentence order from passage with phrases like “just before this happened, that happened” and “after this happens but before that happens”

Determine last, first, and next, paraphrasing events from passage

Use indirect word clues to determine the order of scrambled sentences

Determine what comes after another event

(221-230) Summarize events in correct

order Use reasoning to determine the

correct order of scrambled sentences

Determine what comes after in passages with complex phrasing (just before he did this, he did that)

Use word clues and reasoning to determine what comes first when sentences contain flashbacks or are not written in exact time order

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RIT 201-210RIT 211-220 RIT 221-240

Use re-reading and cross checking to identify order of events

In a paragraph of unfamiliar content and vocabulary, determine what comes next, after another event

Use direct word clues to determine what comes before

Determine what comes first in a paragraph containing a flashback

Determine the sequence of events in a subset of events in the middle of a passage

Paraphrase the sequence of events in a complex passage

Literary AnalysisAuthor’s Purpose-Techniques

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Infer how author develops characters through story sequence

Recognize the use of suspense to get the reader’s interest


Genre

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Recognize newspaper writing and personal note writing

Distinguish between fiction and nonfiction writing in lengthy passages

Identify historical fiction Identify realistic fiction Determine purpose of lengthy folk

tales Understand the content of poems

with figurative language

Identify vivid and descriptive writing Recognize autobiographical writing Use writing as a rule for giving

directions Understand form and general

characteristics of folk tales Understand the structure of poetry by

its rhyme and length of lines Recognize science fiction Recognize a book review


Literary Devices

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Use devices such as humor, exaggeration, word choice to create mood

Use devices by the author such as word choice and complex descriptors

Infer the story structure as a literary

Use the story structure as a literary device

Determine how author develops character traits through inference

Use descriptive dialogue to develop tone


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RIT 201-210RIT 211-220 RIT 221-240

device Understand meaning of idioms used

in the story Understand the imagery in the

writing Understand and explain the meaning

of metaphors used in the story Understand the meaning of

symbolism in stories Make inferences about a character

type within a variety of literature

Recognize foreshadowing as a literary device in writing

Find a figure of speech and explain Understand the author’s purpose in

use of similes Understand the meaning of

symbolism in stories Identify exaggeration and understand

its impact on story line

Story Elements

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Determine the complex point of view of the author or characters through character descriptions

Identify the problem and articulate the resolution

Identify main conflict Identify exaggeration Identify a complex problem and list

possible resolutions

Describe complex character descriptions

Understand complex problems and develop one or more solutions


Story Grammar

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Determine purpose of dialogue Use figurative language, sequence of events, word choice, suspense, imagery that creates complex interest

Recognize dialogue that provides a variety of purposes and information


VocabularyAntonyms, Homonyms, Synonyms

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Identify sentence which means the opposite in a paragraph of 50-75 words

Choose word missing in the sentence when all choices are homonyms

Find words with opposite meanings within the context of a story or passage


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RIT 201-210RIT 211-220 RIT 221-240

Context Clues

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After reading a paragraph of 50-75 words, use context to determine meaning of a specific word in paragraph

Given a complex sentence, determine which of four words is synonym (not defined) for underlined word

Knowledge of vocabulary with or without context within a complex paragraph

Recognize and understand a variety of word referents

Recognize and understand sentences containing explanatory phrases, sometimes set off by commas

After reading a sentence with a paragraph of 75-100 words, use the context of the sentence to find the meaning of specific word

After reading a story, find the word in the story which means about the same as underlined word

Increased vocabulary within the story or passage


Multiple Meanings

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Use context of an advertising passage to figure out a word that has multiple meanings


Word AnalysisRoot Words, Suffixes, Prefixes

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Identify base or root word in multi-syllable words


Structural Analysis

Form multi-syllable compound words

Items include same skills and content as above with more difficult

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RIT 201-210RIT 211-220 RIT 221-240

Return to Guide

Identify word that, with correct prefix, becomes its own antonym

Identify suffix which will give new meaning to specified word

vocabulary and extended thinking.

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8th Grade Reading State of Idaho 2003Sample Test Items

Word Analysis & Vocabulary: RIT 201-210

Return Return Return Return

Word Analysis & Vocabulary: RIT 211-220

Return Return

Literal Comprehension: RIT 201-210

Return Return Return Return Return Return




Return Return Return Return Return

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8th Grade Reading State of Idaho 2003Literal Comprehension: RIT 231-240

Return Return

Interpretive Comprehension: RIT 201-210

Return Return Return Return

Interpretive Comprehension: RIT 211-220


Evaluative Comprehension: RIT 201-210





Return Return Return Return Return

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8th Grade Reading State of Idaho 2003Evaluative Comprehension: RIT 231-240

Return Return Return

Literary Analysis: RIT 201-210





Return Return

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