Docstoc

Idaho 9th Grade Reading

Document Sample
Idaho 9th Grade Reading Powered By Docstoc
					                                                                   1
                           9th Grade Reading                                          State of Idaho 2003

     Vocabulary
     Word Analysis                                                  McRel Document
     Literal Reading Comprehension
     Interpretive Reading Comprehension                             ISAT Test Cut Scores
     Evaluative Reading Comprehension
     Literary Analysis                                              State Standards

New Vocabulary
Vocabulary      Word Analysis      Literal Reading           Interpretive Reading       Evaluative Reading                  Literary Analysis
                                   Comprehension             Comprehension              Comprehension

   State        Local        Learning                                       Sample     Minimum
                                           Sample Assessment               Sequence     Hours
                                                                                                  Sample Teaching                      Sample
 Standard     Curriculum    Continuum
    and                     and other      Question and Sample                         Allotted      Strategy                        Resources
Benchmark                  Performance           Quizzes
                            Objectives
Vocabulary        Back to Top
 752.01.a                                For Learning:                                            Give students s different
  Decode                     Learning    Context Questions                                        reading passage per cooperative
 unfamiliar                 Continuum    Context Assessment                                       group from the information/text
                                                                                                  to be studied. After students
words using                              Context Self-Assessment Rubric
                            ISAT, ECA                                                             have reviewed the reading,,
  Context                                                                                         have them find examples of
   Clues                                                                                          words that can be defined in the
                                         Of Learning:                                             context of the sentence. Have
 ISAT –                                  RIT 201-210                                              them create three columns that:
 Context                                 RIT 211-220                                              list the word; define the word;
  Clues                                                                                           write the word using the same
                                                                                                  definition in another sentence.
                                                                                                  Have students present to class.
                                                                         2
                           9th Grade Reading                                                State of Idaho 2003
   State        Local        Learning                                             Sample     Minimum
                                            Sample Assessment                    Sequence     Hours
                                                                                                        Sample Teaching              Sample
 Standard     Curriculum    Continuum
    and                     and other       Question and Sample                               Allotted       Strategy              Resources
Benchmark                  Performance            Quizzes
                            Objectives
 752.01.a                    Learning    For Learning:                                               Homophones: have students
  Decode                    Continuum    Dictate sentences using sets of                             search through reading
 unfamiliar                              homophones being studied.                                   materials for homophones.
words using                 ISAT, ECA    Have students write sentences that                          Write the homophone and
   Word                                  adequately and correctly utilize the                        then draw pictures or write
  Analysis                               meaning of the word.                                        clues in their Word Study
   skills                                Of Learning:                                                Notebooks in the
                                         RIT 201-210                                                 “Homophone” section.
  ISAT –                                                                                             Use Mini-Multiple Meaning
 Multiple                                                                                            Maps & Define it A & B
 Meanings                                                                                            (See Sarah’s LANGUAGE!)
 752.01.a                    Learning    For Learning:                                               Antonym, Synonym,
                            Continuum    Fraud is to authentic as costly is to                       Homonym teaching
  Decode                                 ______. (valuable, elegant,                                 strategies
 unfamiliar                 ISAT, ECA    inexpensive).
words using                              Contented is to satisfied as
   Word                                  devastate is to _____ (repair,
  Analysis                               destroy, escape).
   Skills                                In this sentence, Jaime will figure
                                         the volume of the swimming pool,
  ISAT –                                 volume means: (degree of
Antonyms,                                loudness, one of a group of books,
Homonyms,                                amount of space).
Synonyms                                 Of Learning:
                                         RIT 201-210
                                         RIT 211-220
                                                                      3
                           9th Grade Reading                                               State of Idaho 2003
   State        Local        Learning                                            Sample     Minimum
                                           Sample Assessment                    Sequence     Hours
                                                                                                       Sample Teaching           Sample
 Standard     Curriculum    Continuum
    and                     and other      Question and Sample                               Allotted       Strategy           Resources
Benchmark                  Performance           Quizzes
                            Objectives
Word Analysis         Back to Top
 752.01.a                    Learning    For Learning:                                              Word Components –
  Decode                    Continuum    What words did you figure out?                             Vocabulary Building
 unfamiliar                              Can you spell the word?
words using                 ISAT, ECA    Can you use the word correctly in a                        Have students keep
   Word                                  sentence?                                                  individual Personal Word
  Analysis                               Of Learning:                                               Study Notebooks.
   Skills                                RIT 201-210 (Word Components)

  ISAT –
Structural
Analysis
 752.01.a                    Learning    For Learning:                                              Mnemonic Devices
 752.01.c                   Continuum    The Latin root cogn means to know or                       SQ3R
                                         recognize. What does incognito mean?                       Read, Recall, Review
                            ISAT, ECA
Root Words,                              A. intelligent
 Suffixes,                               B. lacking knowledge
 Prefixes                                C. not able to be recognized
                                         D. someone with amnesia
                                         Of Learning:
                                         RIT 201-210 (Word Components)
 752.01.a                                For Learning:                                              Decode Unfamiliar Words
  Decode                                 Decode Words
 unfamiliar
words using
  Phonics

Literal Reading Comprehension                 Back to Top
                                                                           4
                             9th Grade Reading                                                  State of Idaho 2003
   State          Local        Learning                                               Sample     Minimum
                                              Sample Assessment                      Sequence     Hours
                                                                                                            Sample Teaching              Sample
 Standard       Curriculum    Continuum
    and                       and other       Question and Sample                                 Allotted       Strategy              Resources
Benchmark                    Performance            Quizzes
                              Objectives
 752.05.d                      Learning    For Learning:                                                 Following Directions
 752.05.e                     Continuum    Following Directions –Assessment
  Follow                                                                                                 A Daily Lesson PlanTest
  Written                     ISAT, ECA    Assessment for Following Written                              Case for Individual Rights
 Directions                                Directions
                                                                                                         http://www.nytimes.com/lear
                                           Question Stems for Assessment                                 ning/teachers/lessons
   ISAT –                                  Of Learning:
  Reading                                  RIT 201-210
 Directions                                RIT 211-220
                                           RIT 221-230
                                           RIT 231-240
 752.01.g—                     Learning    For Learning:                                                 Sequencing
Author use of                 Continuum    Give students a list of the main events                       Organizing and Recording
  Structure                                and details of the story for which they                       Information
 752.03.b—                    ISAT, ECA    created a timeline in class. Have
   Analyze                                 students put events in chronological                          Have students reorder
   author’s                                order.                                                        events into the proper time
  purpose –                                                                                              sequence—create a
Organization                               Give students a passage that includes                         timeline.
  and Form                                 interruption of the sequential order of
 752.05.c—                                 events and/or a flashback. Have
 Identify the                              students list events in order on a
organization                               timeline.
and nature of                              Of Learning:
  technical                                RIT 201-210
    texts                                  RIT 211-220
                                           RIT 221-230
  ISAT –
Sequencing
                                                                           5
                            9th Grade Reading                                                    State of Idaho 2003
   State         Local        Learning                                                 Sample     Minimum
                                             Sample Assessment                        Sequence     Hours
                                                                                                             Sample Teaching                     Sample
 Standard      Curriculum    Continuum
    and                      and other       Question and Sample                                   Allotted       Strategy                     Resources
Benchmark                   Performance            Quizzes
                             Objectives
                              Learning    For Learning:                                                   Assign each group of students a
 752.01.b—                   Continuum    If you were to find a listing of Italian                        general topic (like “music.”)
    Locate                                restaurants in a city in which you were                         Have each student select a
 information                 ISAT, ECA    visiting for the first time, which source                       more focused topic to research
                                                                                                          in the library. (such as
 752.05.a—                                would you use?                                                  “Mozart” or “censorship”).
Comprehend                                     A. Glossary                                                Instruct them to locate
  Technical                                    B. City Map                                                information from at least four
     Text                                      C. Index                                                   sources and document their
 752.05.b—                                     D. Phone Book                                              sources (formally or
                                                                                                          informally). After they’ve
                                          Of Learning:                                                    done their research, groups
   ISAT –                                 RIT 201-210                                                     should present a short lesson
  Locating                                                                                                that includes the steps they
                                          RIT 211-220
                                                                                                          took to locate information on
Information                               RIT 221-230                                                     what they learned that
                                                                                                          combines each individual’s
                                                                                                          focus into a well-organized
                                                                                                          presentation.
752.01.d—                     Learning    For Learning:                                                   Collect and Relate Data: Teach
Collect and                  Continuum    Relate Information                                              students two column note-
Relate Info.                              Apply/Extend Information                                        taking. They should divide
752.02.b—                    ISAT, ECA    Use the relationship of the following                           their papers so that the left side
                                                                                                          takes up about 1/3 of the page
 Compare                                  words to determine the answer.                                  and the right side takes the
   own                                                                                                    other 2/3’s. On the left side,
Experience                                Chef:kitchen::Judge:________                                    students should put key words
752.04.a—                                                                                                 and major topics; on the right
 Generate                                     A. television                                               side, they should use bulleted
Questions                                     B. trial                                                    lists to record important details.
                                              C. courtroom                                                Reading for Detail
                                              D. courthouse                                               Compare Experiences
  ISAT –                                  Of Learning:                                                    Generate Questions
Reading for                               RIT 201-210
   Detail                                 RIT 211-220
                                          RIT 221-230
                                          RIT 231-240
                                                                       6
                            9th Grade Reading                                             State of Idaho 2003
   State         Local        Learning                                          Sample     Minimum
                                            Sample Assessment                  Sequence     Hours
                                                                                                      Sample Teaching           Sample
 Standard      Curriculum    Continuum
    and                      and other      Question and Sample                             Allotted       Strategy           Resources
Benchmark                   Performance           Quizzes
                             Objectives
  752.03.b                    Learning    For Learning:                                            Causes and Effects
                             Continuum    Have students write a cause and
ISAT –Cause                               effect essay based on a literature
  and Effect                 ISAT, ECA                            th
                                          story. Use the state 9 grade
                                          writing rubric for scoring.
                                          State Writing Rubric

                                          Of Learning:
                                          RIT 201-210
                                          RIT 211-220
                                          RIT 221-230
  752.02.b                    Learning    For Learning:                                            Venn Diagram
  752.03.c                   Continuum    Compare/Contrast Assessment                              Create a Venn diagram to
                                                                                                   compare and contrast
Compare and                  ISAT, ECA    Of Learning:                                             multiple pieces of
  Contrast                                RIT 201-210                                              information or authors’
                                          RIT 211-220                                              styles.
                                          For Learning:                                            Ninth Grade Enrichment
  752.02.e                   Teacher      Written Book Assessment                                  Reading List
                            Observable
 Read for
Enrichment
Interpretive Reading Comprehension                     Back to Top
                                                                        7
                            9th Grade Reading                                                 State of Idaho 2003
   State         Local        Learning                                              Sample     Minimum
                                             Sample Assessment                     Sequence     Hours
                                                                                                          Sample Teaching                    Sample
 Standard      Curriculum    Continuum
    and                      and other       Question and Sample                                Allotted       Strategy                    Resources
Benchmark                   Performance            Quizzes
                             Objectives
                              Learning    For Learning:                                                Give student partners passages
 752.01.d—                   Continuum    Inferences                                                   from literary works, each with
    Relate                                Strategies for Making Inferences                             an accompanying question that
 information                 ISAT, ECA    Ask students:                                                asks students to make an
                                                                                                       inference. Ask students to
  752.01.f—                               What do you think…? Why?                                     identify the parts of the passage
Apply/Extend                              Why do you suppose…?                                         that support the inference.
 Information                              Have students cite specific phrases or                       Have students share their
 752.03.e—                                statements from the reading that                             inferences and supporting
    Make                                  support their insights.                                      information.
Inferences /                              Drawing Valid Conclusions
Draw Conc.                                Of Learning:                                                 Assignment Discovery
                                          RIT 201-210 –Drawing Conclusions                             Online Curriculum
                                          RIT 211-220 –Drawing Conclusions
                                                                                                       Identify/Make Inferences
                                          RIT 201-210 –Inference (Interp)
     ISAT-                                RIT 211-220 –Inference (Interp)
   Drawing
Conclusions                               RIT 201-210 –Inference (Eval)
 / Inference                              RIT 211-220 –Inference (Eval)
  752.01.h                                For Learning:
                                          Main Idea Assess                                             Main Idea Strategy
 Main Idea                  ISAT, ECA
                                          Of Learning:
                                          RIT 201-210
                                          RIT 211-220
                                                                          8
                            9th Grade Reading                                                  State of Idaho 2003
   State         Local        Learning                                               Sample     Minimum
                                             Sample Assessment                      Sequence     Hours
                                                                                                           Sample Teaching               Sample
 Standard      Curriculum    Continuum
    and                      and other       Question and Sample                                 Allotted       Strategy               Resources
Benchmark                   Performance            Quizzes
                             Objectives
752.01.e—                     Learning    For Learning:                                                 Select a short story with a
                             Continuum    If you were going to do a research                            lot of conflict. At pre-
Prediction /                              paper on selecting and training a good                        selected passages, stop
 Generali-                   ISAT, ECA    family dog, what would you type into                          reading and have students
  zation                                  the search engine topic to get the best                       make a prediction about a
                                          list of information?                                          character or conflict. After
                                                                                                        reading, have students
                                          A. dogs + family                                              review their predictions and
                                          B. dog training                                               write a response about how
                                          C. poodles + spaniels + Dalmatians                            close they were and why
                                          D. dogs + pets + family + training                            they made the predictions
                                                                                                        they did.
                                          Of Learning:
                                          RIT 201-210
                                          RIT 211-220
 752.01.b                     Learning    For Learning:
 752.04.b                    Continuum    Have students read a selected passage                         Summarize
                                          several times. Students are to
Summarize /                  ISAT, ECA    summarize the passage by including                            Synthesizing Information
 Synthesize                               only the main idea and important key                          Synthesis Questions
                                          details in their own words. Responses
                                          should be supported with well-reasoned
                                          explanations.
                                          Summarizing
                                          Summarizing Assessment
                                          Synthesis Assessment
                                          Synthesis Self-Assessment
                                          Of Learning:
                                          Missing 201-210
                                          RIT 211-220
Evaluative Reading Comprehension                       Back to Top
                                                                             9
                            9th Grade Reading                                               State of Idaho 2003
   State         Local        Learning                                            Sample     Minimum
                                             Sample Assessment                   Sequence     Hours
                                                                                                        Sample Teaching             Sample
 Standard      Curriculum    Continuum
    and                      and other       Question and Sample                              Allotted       Strategy             Resources
Benchmark                   Performance            Quizzes
                             Objectives
752.03.a—                     Learning    For Learning:                                              http://www.miracosta.cc.c
  Evaluate                   Continuum    Criteria for Evaluating Resources                          a.us/home/gfloren/IC3a.ht
information                                                                                          m#top
 752.02.c—                   ISAT, ECA    Historical Significance
  historical                              Use of Language?                                           http://www.ithaca.edu/libr
significance                                                                                         ary/Training/hott.html
752.02.d—                                 Of Learning:
Author’s use                              RIT 201-210 –Persuasive Elements                           http://school.discovery.co
of language                               RIT 211-220 –Persuasive Elements                           m/lessonplans/pdf/stereot
                                          RIT 221-230 –Persuasive Elements                           ypes/stereotypes.pdf
Persuasive                                RIT 231-240 –Persuasive Elements
Elements /                                                                                           Author’s Use of
   Bias,                                  RIT 201-210 –Bias, Assum., Stereo.                         Language
 Assump-                                  RIT 211-220 –Bias, Assum., Stereo.
  tions,                                  RIT 221-230 –Bias, Assum., Stereo.
Stereotype                                RIT 231-240 –Bias, Assum., Stereo.
                              Learning    For Learning:                                              http://www.okcareertech.
 752.01.c                    Continuum    Critical Thinking Scoring Rubric                           org/careertechconnectrc/
 752.01.e                                                                                            Supplemental%20Pages/t
 752.03.c                    ISAT, ECA    Rubrics for Assessing Information                          imesavr/Questioning.PDF
 752.04.b                                 Literacy
                                                                                                     Graphic Organizers
Categorize,                               Of Learning:
 Classify,                                RIT 201-210
 Thinking                                 RIT 211-220
  Skills                                  RIT 221-230
 752.03.a                     Learning    For Learning:                                              http://www.educationworl
                             Continuum    Evaluate Validity                                          d.com/a_lesson/02/lp248-
 Evaluate                                                                                            05.shtml
  Validity/                  ISAT, ECA    Of Learning:
 Author’s                                 RIT 201-210                                                Evaluating Website for
Conclusions                               RIT 211-220                                                Bias (same as above)
                                          RIT 221-230
                                          RIT 231-240
                                                                     10
                              9th Grade Reading                                            State of Idaho 2003
   State        Local          Learning                                          Sample     Minimum
                                             Sample Assessment                  Sequence     Hours
                                                                                                       Sample Teaching             Sample
 Standard     Curriculum      Continuum
    and                       and other      Question and Sample                             Allotted       Strategy             Resources
Benchmark                    Performance           Quizzes
                              Objectives
 752.03.e                       Learning   For Learning:                                            Fact and Opinion Lesson
                               Continuum   Fact and Opinion
 Fact and
 Opinion                       ISAT, ECA   Of Learning:
                                           RIT 201-210
                                           RIT 211-220
                                           RIT 221-230
Literary Analysis          Back to Top
                                Learning   For Learning:                                            Symbolism (Frost)
752.03.b—                      Continuum   http://www.jcsd1.k12.wy.us/Standar                       Directing the Elements
  Literary                                 ds/Assess/LA/LA10.1-1.pdf                                Tone
 Elements                      ISAT, ECA
752.02.a--                                 Of Learning:                                             Genre:
  Genres                                   RIT 201-210                                              http://www.binc.org/videol
752.01.g—                                  RIT 211-220                                              ink-kids/pdf/Video/U4L1-
  Literary                                 RIT 221-230                                              TVShowGenres.pdf
  Device
752.03.d—
 Evaluate
 Literature

 Literary
 Devices
                                Learning   For Learning:
 752.02.a                      Continuum

  Genre                        ISAT, ECA
                                                                          11
                             9th Grade Reading                                                   State of Idaho 2003
   State          Local        Learning                                                Sample     Minimum
                                              Sample Assessment                       Sequence     Hours
                                                                                                             Sample Teaching           Sample
 Standard       Curriculum    Continuum
    and                       and other       Question and Sample                                  Allotted       Strategy           Resources
Benchmark                    Performance            Quizzes
                              Objectives
 752.01.d—                     Learning    For Learning:
    Relate                    Continuum    Relating Information
 information                               Make Inferences                                                Have students
  752.01.f—                    Learning    Apply and Extend Information                                   write/share responses to
                              Continuum
Apply/Extend                                                                                              the following:
 Information                               Of Learning:                                                    Ask “What If?”
 752.03.e—                                 RIT 201-210 –Problem/Resolution                                 Connect to life
     Make                     ISAT, ECA    RIT 211-220 –Problem/Resolution                                experiences
  inferences                               RIT 221-230 –Problem/Resolution                                 Compare Texts
                                                                                                           Ask “What would you
   Story                                   RIT 201-210 –Inference (Literary)                              have done?”
Elements /                                 RIT 211-220 –Inference (Literary)
   Story
Grammar
                                           For Learning:                                                  Reading Strategies to
  752.01.h                                 Psychologist Harry Stack Sullivan                              Collect Data, Facts, and
                                           developed a theory of empathy.                                 Ideas
Use reading                                According to the theory, people use
strategies to                              communication methods other than talk
collect data,                              to indicate that they are sympathetic or
 facts, and                                feel the same emotions as others.
    ideas
                                           Which of the following is NOT
                                           relevant to the topic?

                                           A. A speaker scans the audience to
                                           determine if they are interested in the
                                           presentation.
                                           B. People who set goals for
                                           themselves are usually more
                                           productive.
                                           C. Lawyers often employ psychologists
                                           to help in selecting the people to serve
                                           on a jury.
                                           D. People who are popular tend to
                                           smile and look others in the eye.
                                                                       12
                            9th Grade Reading                                               State of Idaho 2003
   State         Local        Learning                                            Sample     Minimum
                                            Sample Assessment                    Sequence     Hours
                                                                                                        Sample Teaching     Sample
 Standard      Curriculum    Continuum
    and                      and other      Question and Sample                               Allotted       Strategy     Resources
Benchmark                   Performance           Quizzes
                             Objectives
 752.04.c                                 For Learning:                                              Evaluate
                                          Sample On-line Research Project with                       Primary/Secondary
  Produce                                 Assessment                                                 Resources
  research
projects and
   reports
                                            13
    9th Grade Reading                       State of Idaho 2003
                 APPROVED ISAT PROFICIENCY SCORES
                                       Return to Top
              Approved by the State Board of Education March 6, 2003

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

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

MATH                             2      3        4     5     6     7     8       9     10
Basic                            174    185      194   202   208   214   222     229   231
Proficient                       185    196      205   213   219   225   233     240   242
Advanced                         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.




                                                                                        13
                                                     14
     9th Grade Reading                                                         State of Idaho 2003
                PROFICIENT: 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: Reading—9th-12th grade

             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.


                                                                                                           14
                                                                   15
                 9th Grade Reading                                                             State of Idaho 2003
                  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.

          751. LANGUAGE ARTS/COMMUNICATIONS STANDARDS
        – GRADES 9 THROUGH 12
           The samples associated with the content standards are meant to illustrate meaning and to represent possible
           areas of application. They are not intended to be an exhaustive list, but are samples of applications that
           would demonstrate learning.

           752.       READING.         Return to Top

Standard - The student will:           Content Knowledge and Skills:                             Samples of Applications:
01.Read a variety of            a.   Decode unfamiliar words using a                   i.     Demonstrate fluency in oral reading.
traditional and electronic          comprehensive set of reading strategies:           ii.    Use information from text to clarify
materials for information           - Phonics;                                                meaning.
and understanding.                  - Context clues;
                                    - Word analysis skills.
                               Return to Context Clues
                               Return to Multiple Meanings
                               Return to Antonyms, Synonyms, Homonyms
                               Return to Structural Analysis
                               Return to Root Words, Suffixes, Prefixes
                               Return to Decod Unfamiliar Words
Return to Locating             b.    Preview materials to understand                 i.      Scan material for relevancy.
Information                         structure and anticipate content.                ii.     Summarize.
Return to Summarize/                                                                 iii.    Paraphrase structures.
Synthesize                                                                           iv.     Scan index, table of contents, chapter
                                                                                             headings and subtitles.

Return to Root Words,          c.     Develop analytic processes for                 i.      Use mnemonic devices.
Suffixes, Prefixes                   understanding and remembering words,            ii.     Develop acrostics.
Return to Categorize /               phrases, and information from reading           iii.    SQ3R: survey, question, read, recite and
Classify / Thinking Skills           material.                                               review.

Return to Reading for Detail   d.     Identify, collect, and/or select, and relate   i.      Answer comprehension questions.
                                     pertinent information to given situations.      ii.     Draw conclusions.
Return to Drawing Conclu-                                                            iii.    Justify an opinion.
sions/Inferences               Return to Story Elements                              iv.     Recognize the difference between fact
                                                                                             and opinion.

Return to Prediction/          e.    Synthesize and organize information.            i.      Predict outcomes.
Generalization                 Return to Categorize / Classify / Thinking Skills     ii.     Combine sources in a presentation.

Return to Drawing Conclu- f.    Apply and extend information.                        i.      Make inferences.
sions/Inferences          Return to Story Elements                                   ii.     Use information to solve a problem.

Return to Sequencing           g.     Explain how an author uses language            i.      Describe an author’s tone in a book talk.
                                     and literary devices:                           ii.     Support one of the bullets with evidence
Return to Literary Device            - Mood;                                                 from the text.
                                     - Tone;                                         iii.    Compare two authors’ use of figurative
                                     - Style;                                                language and evaluate effectiveness.
                                     - Figurative language;
                                     - Format;
                                     - Structure.

Return to Main Idea            h.      Use reading strategies to determine main      i.      Recognize the main idea.
                                     ideas and to collect data, facts, and ideas.    ii.     Determine the main idea of an editorial.




                                                                                                                           15
                                                                  16
               9th Grade Reading                                                              State of Idaho 2003
Return to Reading                                                                    iii.   Make an abstract connection to relate
Strategies                                                                                  literature to personal experience or life
                                                                                            situations.

02. Read and respond to a      a.   Know defining characteristics of literary        i.     Analyze how the choice of literary form
variety of literature to            forms and genres (fiction, nonfiction,                  contributes to the expression on the
compare and contrast the            myths, poems, biographies,                              human experience(s) being described.
many dimensions of human            autobiographies, science fiction, parodies,
experience.                         satires, and plays).
                               Return to Literary Device
                               Return to Genre
Return to Reading for Detail   b.   Identify and compare own experiences to          i.     Generate a document or presentation
                                    those of others in situations, events, and              that identifies and compares personal
Return to Compare/                  cultures within reading selections.                     experiences to those describe in the
Contrast                                                                                    reading selections(s).
                               c.   Interpret the social, cultural, and historical   i.     Discuss the determination of a text:
Return to Persuasive                 significance of a text:                                Lexical word study; Grammar; History;
Elements / Bias                      - Ancient Literature;                                  Context.
                                     - British Literature;
                                     - American Literature;
                                     - World Literature.
Return to Persuasive           d.   Evaluate how an author uses language             i.     Judge an author’s effectiveness.
Elements / Bias                     and literary devices to evoke a response in      ii.    Justify a personal response.
                                    a reader:                                        iii.   Recommend a piece of literature.
                                     - Style;                                        iv.    Recognize archetypes and symbols
                                     - Format;                                              across literary texts (heroes, benefits of
                                     - Structure.                                           nature).

Return to Read for             e.   Demonstrate how reading can provide              i.     Create a family history and anecdotes.
Enrichment                          enrichment, information, and serve as a
                                    tool for lifelong learning.




                                                                                                                            16
                                                                17
                9th Grade Reading                                                          State of Idaho 2003

03.Read a variety of          a.  Evaluate the validity and accuracy of           i.     Determine the source of information.
traditional, technical, and       information.                                    ii.    Evaluate reliability, validity, and
electronic materials for      Return to Persuasive Elements / Bias                       credibility of materials.
critical analysis and                                                             iii.   Cateorize marketing techniques.
evaluation.                   Return to Evaluate Validity                         iv.    Identify inaccuracies within a sample
                                                                                         advertisement or article.
                                                                                  v.     Support inferences.

Return to Sequencing          b.   Analyze author’s purpose within a literary     i.     Understand and interpret actions and
                                   text:                                                 conflict among characters.
Return to Cause/Effect              - Characterization;                           ii.    Discuss Huckleberry Finn.
                                    - Setting;                                    iii.   Analyze effectiveness of plot, time
Return to Literary Device           - Plot structure;                                    frame, causes and effects, and conflict
                                    - Theme;                                             resolution.
                                    - Point of view;
                                    - Organization and form.

Return to Compare/            c.   Compare and contrast selections within         i.     Draw connections between literary
     Contrast                      texts.                                                works and related themes.
                                                                                  ii.    Identify historical and cultural
Return to Categorize /                                                                   influences on literary works (compare
     Classify / Thinking                                                                 or contrast Heart of Darkness to
     Skills                                                                              Apocalypse Now).

                              d.   Form opinions and make judgments about         i.     Evaluate an essay.
Return to Literary Device          fiction and non-fiction.                       ii.    Create a reading list that illustrates a
                                                                                         theme.
                                                                                  iii.   Make a preference.

                              e.  In response to technical materials, use         i.     Sample workplace reading, technical
Return to Drawing Conclu-         personal or objective criteria to:                     manuals, and professional journals.
     sions/Inferences              - Draw conclusions;                            ii.    Follow directions in technical materials.
                                   - Make inferences;
Return to Fact / Opinion           - Decide meanings;
                                   - Form opinions;
Return to Story Elements           - Make judgments.
04.Read to locate             a. Generate relevant and researchable               i.     Form a hypothesis.
information from a variety of     questions.                                      ii.    Survey literature related to a particular
traditional, technical, and   Return to Reading for Detail                               topic.
electronic sources.
Return to Summarize/          b. Systematically organize and record               i.     Use notes, charts, and graphic
      Synthesize                  information.                                           organizers.
                              Return to Categorize / Classify / Thinking Skills
Return to Produce             c. Produce research projects and reports.           i.     Generate self-selected and assigned
      Research Reports                                                                   products.
05. Read for technical        a. Comprehend technical text.                       i.     Respond to reports, memos, brochures,
      information.            Return to Locating Information                             charts, graphs, resumes, proposals, or
                                                                                         advertising.
Return to Locating            b.   Demonstrate understanding of graphics,         i.     Produce a visual aid.
Information                        layout, white space, italics, parentheses,
                                   and other visual aids.
Return to Sequencing          c.   Identify the organization and nature of        i.     Emphasize precision and accuracy.
                                   technical texts; ascertain that such texts     ii.    Determine literal meaning.
                                   require precise understanding rather than      iii.   Complete a travel voucher.
                                   interpretation.                                iv.    Complete a scholarship or employment
                                                                                         application.
Return to Reading             d.   Apply technical text information to daily      i.     Complete a sample tax form or credit
Directions                         situations.                                           application.
Return to Reading             e.   Follow written directions.                     i.     Read brochure on assembly of product.
Directions



                                                                                                                         17
                                                                   18
                               9th Grade Reading                                          State of Idaho 2003
       Evaluative Comprehension
Goal         ISAT “Sub-Goal”                 RIT Below 150                          RIT 151-160                      RIT 161-170

Evaluative   New Vocabulary                                                thing                              sentence, page, missing
Compre-                                                                                                         word, belongs
hension

Return to                                     RIT 171-180                           RIT 181-190                      RIT 191-200
Top
                                        story, paragraph, bias,           classified as, describe,           opinion, conclusion, valid,
                                         passage, writer                    idea, list, ad, make-believe,       appeal, descriptions, detail,
                                                                            advertisement, definition,          accuracy, attitude, phrase
                                                                            label, facts
                                              RIT 201-210                         RIT 211-220                        RIT 221-240

                                        comments, persuasion,             evaluate, assumption,           221-230
                                         technique, editorial               logical argument, factual,       observation, contradict
                                                                            unbiased, propaganda            231-240
                                                                                                             analyze, stereotype




                                                                                                                                          18
                                                                          19
                                 9th Grade Reading                                              State of Idaho 2003
       Interpretive Comprehension
Goal           ISAT “Sub-Goal”                 RIT Below 150                            RIT 151-160                       RIT 161-170
Interpretive   New Vocabulary                                                     missing word, story,             questions, main idea,
Compre-                                                                            paragraph, sentence               riddle, list, passage
hension

Return to
Top                                              RIT 171-180                            RIT 181-190                       RIT 191-200

                                          title, cause, facts, effect,           predict, outcome,                summarize, conclusion,
                                           opinion, ad, describes,                 statement, poem, article,         cause and effect, central
                                           author                                  conclude, summary,                idea, compare, selection,
                                                                                   problem                           introduction

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

                                          infer, solution, prediction,           implied, inferred, premise,
                                           announcement, biography,                impression, contrast
                                           explanation, chapter,
                                           legend, topics,
                                           characteristics, main
                                           characters, assume, library,
                                           speaker




                                                                                                                                                 19
                                                                  20
                              9th Grade Reading                                         State of Idaho 2003
       Literal Comprehension
Goal        ISAT “Sub-Goal”                   RIT 151-160                       RIT 161-170                      RIT 171-180

Literal     New Vocabulary             last, after, story                after, book, first,         before, second, paragraph,
Compre-                                                                    directions, sentences,      following, letter, label, note,
hension                                                                    poem, index, table of       article, list
                                                                           contents, sign, passage
Return to                                     RIT 181-190                        RIT 191-200                     RIT 201-210
Top
                                       recipe, instructions, order       literature, advertising,       indicated, series of events,
                                        of events, information,            schedule, statement,            chronological order,
                                        describe, ad, bibliography,        announcement, biography,        definition, dictionary,
                                        editor, character                  entries, chapter,               sequence, description,
                                                                           introduction, comparison,       catalog, journal, report
                                                                           glossary
                                              RIT 211-220                        RIT 221-230                     RIT 231-240

                                       guide, handbook,                  publications, editorial
                                        selections




                                                                                                                                         20
                                                                      21
                              9th Grade Reading                                              State of Idaho 2003
       Literary Analysis
Goal        ISAT “Sub-Goal”                 RIT Below 150                              RIT 151-160                   RIT 161-170

Literary    New Vocabulary                                                    story                           passage, sentence,
Analysis                                                                                                        problem, sign, list, poem,
                                                                                                                fairy tale
Return to
Top                                          RIT 171-180                               RIT 181-190                   RIT 191-200

                                       describe, missing word,               theme, action, setting,         fiction, subject, event,
                                        paragraph, author’s                    predict, author, solve,          conflict, appeal, narrator,
                                        purpose, ad, letter, fable,            purpose, make-believe,           main point, main character,
                                        report                                 mood, point of view, tone,       detail, solution, short story,
                                                                               moral, character, legend,        folktale
                                                                               fantasy, diary, note
                                             RIT 201-210                            RIT 211-220                      RIT 221-230

                                       application, opinion, plot,           intent, irony, suspense,        personification,
                                        exaggeration, speaker,                 simile, figure of speech,        alliteration, method of
                                        science fiction, personal              dialogue, metaphor               characterization, flashback,
                                        narrative, autobiography,                                               literary device, narration,
                                        historical fiction, non-                                                exposition, memoir
                                        fiction, mythology




                                                                                                                                           21
                                                                   22
                              9th Grade Reading                                           State of Idaho 2003
       Vocabulary
Goal        ISAT “Sub-Goal”                 RIT Below 150                        RIT 151-160                     RIT 161-170

Vocabu-     New Vocabulary             picture, word                      missing word, choose,          compound word, opposite,
lary                                                                        sentence                        root or base word, story

Return to
Top                                          RIT 171-180                         RIT 181-190                     RIT 191-200

                                       homonym, synonym,                  nonsense, antonym,             similar to
                                        underlined, incomplete,             directions, definition
                                        paragraph, passage

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

                                       advertisement, magazine,           label, selections,
                                        article, recipe                     introduction




                                                                                                                                  22
                                                                    23
                              9th Grade Reading                                           State of Idaho 2003
       Word Analysis
Goal        ISAT “Sub-Goal”                 RIT Below 150                         RIT 151-160                    RIT 161-170

Word        New Vocabulary             ending sound, match, find           missing word, prefix,         compound word, poem,
Analysis                                                                     choose                         rhyme, root or base word,
                                                                                                            vowel, letter, story
Return to
Top                                          RIT 171-180                          RIT 181-190                    RIT 191-200

                                       underlined, suffix                  contraction, directions,      alphabetical order, syllable
                                                                             definition


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

                                       antonym, multi-syllable




                                                                                                                                      23
                                                                        24
                                 9th Grade Reading                                              State of Idaho 2003
                                         ISAT Learning Continuum—Reading
ISAT “Sub-Goal”
                                 RIT 201-210                                 RIT 211-220                                      RIT 221-240

Evaluative Comprehension
Categorize-          Identify which word belongs in a group         Demonstrate using alphabetical          221-230
                      based on implications of words,                 order to the fourth letter                  Identify words that belong to the
Classify
                      definitions provided, or interpreting          Find words that are like or different          same group based on implications,
Information,          multiple meanings or words                      from the others based on secondary             connotations, multiple meanings, or
Thinking             Identify which sentence does not relate         attributes when given definitions of           secondary attributes given more
Skills                to a more specific topic when given             similar or related words                       difficult vocabulary words
                      sentences all relating to a general topic      Identify words that belong to the           Identify the sentence that does not
Return to            Put ideas in appropriate groups when            same group based on implications,              related to the specific topic in a long,
                      given two category names                        connotations, multiple meanings, or            complex passage
Guide
                     Match information in a passage with             secondary attributes when given             Find commonalities in a set of
                      informal outline of information                 more difficult vocabulary words                distinct descriptions
                     Identify items not like others based on        Identify analogous relationships
                      secondary attributes provided in written       Find commonalities in a set of
                      definitions                                     distinct descriptions
                     Combine information written in a               Determine which would be logical
                      passage with information from                   explanations for events
                      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
Compare              Locate multiple pieces of
and                   information to compare or contrast
                       Determine what information is
Contrast
                          being compared
Return to
Guide
                                                                                                                                                  24
                                                                          25
                                 9th Grade Reading                                              State of Idaho 2003
ISAT “Sub-Goal”
                                RIT 201-210                                    RIT 211-220                                    RIT 221-240
Evaluate             Infer/evaluate content based on small        Format: Read passages that are generally   221-230
                      sample of writing                             longer, with much detail, extensive         Format: Read longer passages with more
Validity-
                     Infer/evaluate what is important to a         vocabulary, and less familiar content         detail, more extensive vocabulary, and
Author’s              character                                       Evaluate relative importance of            less familiar content
Conclusions          Infer/evaluate character’s feelings or                        information                 Evaluate whether or not an argument is
                      interests                                    Determine which statement or detail best      consistent
Return to            Determine which facts do or do not            supports a specific conclusion              Determine which conclusion is
Guide                 support a conclusion                         Determine most qualified source of            supported by facts in a passage
                     Given a simple passage, distinguish           information                                 Determine which fact or detail supports
                      what is true or factual                      Determine most valid conclusion based         a conclusion
                     Determine the most qualified source of        on information in a passage                 Identify faulty reasoning leading to a
                      information                                  Distinguish facts that can be concluded       conclusion
                     Evaluate and prioritize reasons               from that which is opinion or inferred      Identify a conclusion not supported by
                     At upper range of RITs, determine             when given a longer, more detailed            facts or details in a passage
                      which fact supports more than one             passage                                     Evaluate reasoning leading to a
                      conclusion                                   Determine additional information              conclusion
                     Determine which statement best                needed to evaluate information in a         Evaluate the quality of information
                      supports a specific conclusion                passage                                       sources
                     Determine statements that cannot be          Use logical reasoning to determine the     231-240
                      concluded from information in a passage       validity of a conclusion                    Determine the most qualified source of
                     Use logical reasoning to determine the       Note the clue word “probably” meaning         information
                      validity of a statement                       not conclusively                            Analyze the reasoning used to support a
                                                                   Determine which statement or detail           conclusion or opinion
                                                                    does not support a conclusion               Determine which conclusion is
                                                                   Identify faulty reasoning leading to a        supported by facts or details in a passage
                                                                    conclusion                                  Use logical reasoning to arrive at a
                                                                   Evaluate the quality of information used      conclusion
                                                                    to support a conclusion




                                                                                                                                                  25
                                                                        26
                                9th Grade Reading                                            State of Idaho 2003
ISAT “Sub-Goal”
                                RIT 201-210                                  RIT 211-220                                RIT 221-240
Fact and             Identify which specific words are          Analyze passage for opinion,             221-230
Opinion               opinions                                    inference, value judgment, or fact        Use word clues to distinguish
                     In a longer passage, distinguish           Distinguish unsupported opinion             opinions from fact
Return to             which statements are facts from those       from fact
Guide                 that are opinions                          Determine content of passage—
                     Identify word clues that signal fact,       proportion of fact to opinion
                      not opinion                                Distinguish that which is fact from
                     Determine that which is fact from           that which is inferred
                      that which is inferred                     Identify a sentence as being an
                     Analyze a passage to determine              editorial comment or part of a factual
                      proportion of fact or opinion               news story




                                                                                                                                         26
                                                                                  27
                                   9th Grade Reading                                                       State of Idaho 2003
ISAT “Sub-Goal”
                                   RIT 201-210                                         RIT 211-220                                       RIT 221-240
Persuasive           Format: Read longer passages, generally less             As RIT levels increase, differences        221-230
Elements,             than 150 words but some longer where the                  between distracters and correct answer      Read passages where topics are less
                      difficulty of vocabulary increases as RIT                 choice become less obvious, require           familiar, with rich, varied vocabulary
Propaganda,           increases                                                 more thought
Bias,                                                                                                                       Determine purpose of persuasive ad or
                   Recognize persuasive techniques or methods              Read passages that vary in length, while
Assumptions,                                                                                                                  argument
                   Determine to whom an ad will appeal                         difficulty of vocabulary tends to
Stereotypes        Determine how an ad gets your attention                     increase                                    Determine persuasive techniques or
                   Determine the effectiveness of persuasive               Determine how assertions of persuasive           methods
                      arguments                                                 writing are supported                       Determine tone or effect of persuasive
Return to
                   Determine the action the ad persuades the               Determine to whom and to what                    writing
Guide
                      reader to take                                            feelings ads appeal                         Analyze persuasive statements
                       Infer errors in reasoning that lead to              Determine what the writer wants the            Determine to whom or what feelings
                           stereotypical thinking                               reader to believe about their product or      persuasive writing will appeal
                       Infer beliefs, opinions, or way of                      service
                                                                                                                               Incorporate higher level thinking to
                           thinking of speaker, writer, or character        Determine information not given in an
                                                                                                                                  understand topics and to
                       Understand and apply meaning of “bias”                  ad
                                                                                                                                  differentiate between answer choices
                       Recognize bias or assumptions as                  Understand meaning of the word
                                                                           “discrimination”                                    Infer assumptions of writer or
                           opinions
                  At upper range of RIT –                                 Infer beliefs, opinions, ways of thinking, or          character
                       Generalize type of people who would                assumptions of writer or characters                 Generalize opinions or assumptions
                           agree or disagree with specific opinions       Generalize type of people who would agree              of writer
                       Understand the meaning of                          or disagree with specific opinions                  Generalize people likely to agree or
                           “assumption” or “underlying                    Compare and contrast opinions or                       disagree with opinion or assumption
                           assumption”                                     assumptions of characters                           Recognize difference between
                       Understand why people have different              Infer errors in reasoning that lead to                 discriminatory and non-
                           opinions or ways of thinking                    stereotypical thinking
                                                                                                                                  discriminatory statements
                                                                          Infer assumptions reader can make from a
                                                                           passage                                             Recognize statements or thinking
                                                                          Generalize opinions or assumptions of writer           not assumed by the writer
                                                                          Discriminate between fact and bias
                                                                                                                           More




                                                                                                                                                            27
                                                                      28
                                9th Grade Reading                                           State of Idaho 2003
ISAT “Sub-Goal”
                                RIT 201-210                                RIT 211-220                                RIT 221-240
Persuasive                                                                                              231-240
Elements,                                                                                                   Format: Read passages with
Propaganda,                                                                                                   complex topics, some quite
Bias,                                                                                                         difficult vocabulary, and more
Assumptions,                                                                                                  complex distracters that require
Stereotypes                                                                                                   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 Comprehension
Cause-               Read slightly longer passages, with      Read longer passages, with more            Read passages with more difficult,
Effect                more difficult content and                difficult content and vocabulary            less familiar content and vocabulary
                      vocabulary which use clue words          Identify which is not the effect of a      Items include same skills and content
                      “since” and “because of”                  stated cause                                as lower RIT bands with more
Return to
Guide                Demonstrate combining several                                                         difficult vocabulary and extended
                      pieces of information to understand                                                   thinking.
                      the cause and effect relationship
                     Identify which is the “cause” and
                      which is the “effect” when given a
                      situation




                                                                                                                                        28
                                                                         29
                                 9th Grade Reading                                             State of Idaho 2003
ISAT “Sub-Goal”
                                RIT 201-210                                   RIT 211-220                                 RIT 221-240
Draw                     Make inferences from                    Make inferences from catalog                Items include same skills and content
Conclusions               announcements                            selections                                   as lower RIT scores with more
-Inferences              Make inferences about directions        Make inferences from handbooks               difficult vocabulary and extended
                          on labels                               Make inferences from a science               thinking.
                         Make inferences about a                  fiction passage
Return to
Guide
                          character type within a variety of      Draw a conclusion from the passage
                          literature                               by inferring the interpretation of the
                         Make inferences from                     information read
                          information found on book flap          Identify conclusion to story
                         Make inferences from textbook
                          technical reading
                         Form a conclusion based on
                          interpretation of information
                          from a variety of sources

Predictions          Predict future events based on prior            Create prediction for recipe                Items include same skills and
and                   conclusions drawn                               Predict outcome from                         content as above with more
                                                                       advertisement                                difficult vocabulary and extended
General-
                                                                                                                    thinking.
izations
Return to
Guide
Summarize            Identify main idea in magazine                  Identify why author chose title         Items include same skills and content
and                   articles or stories from other sources          Identify main idea in newspaper          as lower RIT bands with more
                                                                       and other articles                       difficult vocabulary and extended
Synthesize
                                                                  Restate lengthy passage through              thinking.
Return to                                                          summarizing
Guide                                                             List specific information in
                                                                   systematic order and give a general
                                                                   summary
Literal Comprehension
                                                                                                                                            29
                                                                         30
                                9th Grade Reading                                            State of Idaho 2003
ISAT “Sub-Goal”
                                RIT 201-210                                   RIT 211-220                               RIT 221-240
Locating             Use a table of contents:                    Format: Read passages that are         221-230
Information                Use chapter summaries to               lengthy, detailed, and contain adult    Read passages where details being
                              determine contents                   vocabulary. They are typical              located are more specific and less
                           Use clue words from chapter            examples one would find everyday,         obvious, requiring careful reading or
Return to
                              title to determine contents          not specific to children                  re-reading
Guide
                           Determine the LAST page of            Use an announcement: Find and           Use an announcement:
                              a chapter (if chapter 2 begins       understand specific information                Find and combine specific
                              on p. 20, chapter 1 ends on p.      Use a handbook: Find and                          pieces of information
                              19)                                  understand specific information                Find and understand specific,
                     Use an announcement: (lengthy and           Use a shipping and handling chart:                detailed information
                      detailed, containing common                  Recognize, know it by name                     Compare specific pieces of
                      abbreviations, and adult level              Use a phone book:                                 information
                      vocabulary)                                       Yellow pages: how to read,        Use a weather report: Find and
                           Find and understand                           find, and understand specific      understand small but significant
                              information                                 information                        details
                     Use an advertisement:                             White pages: how to use           Use sports scores: Understand
                           Find and understand specific                  guide letters                      commonly used abbreviations
                              information                         Use a catalogue:                        Use a recipe: Find and understand
                           Determine what is being                     Use summary information to          small but significant details
                              advertised                                  determine which product to
                           Understand abbreviations and                  purchase
                              shortened phrases in a                    Find and understand specific
                              classified ad                               information




                  More on Next Page                            More on Next Page




                                                                                                                                          30
                                                                           31
                                 9th Grade Reading                                            State of Idaho 2003
ISAT “Sub-Goal”
                                 RIT 201-210                                    RIT 211-220                         RIT 221-240
Locating             Use a food label: Determine the               Use an index:
Information           relative amounts of ingredients                    Organization of topics
                     Use reference materials:                           Using increased specificity of
                           Determine the best source of                     terms to locate information
                              information (encyclopedia,                 Understand page list format,
                              catalog, advertisement,                        difference between use of
                              magazine article, picture                      commas and hyphens (43, 57,
                              book)                                          60-62)
                           Understand information                  Use a bibliography:
                              contained in a dictionary                  Find and understand
                              entry                                          information in an annotated
                     Use a bibliography:                                    bibliography
                           How it is organized                     Use a glossary: How to use
                           How to read information                 Use a field guide: Find and
                              (author, title, publisher, etc.)       understand specific information
                           Recognizing simple listing of           Use a dictionary: How to use to find
                              magazines                              word meaning
                     Use a list: Meaning of information




                                                                                                                                  31
                                                                      32
                                 9th Grade Reading                                         State of Idaho 2003
ISAT “Sub-Goal”
                                RIT 201-210                                RIT 211-220                                RIT 221-240
Reading              Find detail in a typical adult               Synthesize/paraphrase directions     221-230
Directions            language recipe                              Follow multi-step directions             Understand intent of directions
                     Understand complex directions                 containing adult vocabulary              Synthesize complex directions
Return to             involving multiple variables (if you          where the outcome is not obvious     231-240
Guide                 want this, do that, if you want              Follow detail in typical medicine     Synthesize/paraphrase directions
                      something else, do something else…)           or product label
                     Understand typical medicine or               Synthesize intention of directions
                      product labels                               Understand small but significant
                     Understand vocabulary specific to             detail in directions
                      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




                                                                                                                                       32
                                                                       33
                                9th Grade Reading                                           State of Idaho 2003
ISAT “Sub-Goal”
                                RIT 201-210                                 RIT 211-220                                 RIT 221-240
Reading for          Format: Read passages that contain        Format: Read passages that contain       221-230
Detail                rich and varied detail, often              rich and varied detail, often             Read passages that contain rich and
                      unfamiliar content, extensive              unfamiliar content, extensive               varied detail, generally unfamiliar
                      vocabulary, complex sentence               vocabulary, complex sentence                content, extensive vocabulary,
Return to
                      phrasing                                   phrasing                                    complex sentence phrasing
Guide
                     Isolate small but significant detail      Locate small but significant detail in    Isolate information not stated in a
                      necessary to answer a question in          a detail-filled passage                     detail-filled passage
                      long, detail-filled passages              Understand and interpret significant      Paraphrase and interpret significant
                                                                 detail                                      detail
                                                                Understand and paraphrase                 Locate specific detail in a long,
                                                                 significant detail                          detail-filled passage
                                                                Discriminate between details which        Locate and interpret several details in
                                                                 are and are not stated in a passage         a detail-filled passage
                                                                Locate more than one detail in a         231-240
                                                                 detail-filled passage                        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




                                                                                                                                           33
                                                                             34
                                   9th Grade Reading                                             State of Idaho 2003
ISAT “Sub-Goal”
                                   RIT 201-210                                    RIT 211-220                               RIT 221-240
Sequencing           Format: Read longer and more complex                Format: Read passages that        (221-230)
                      sentences where the content becomes less             contain unfamiliar content, adult     Summarize events in correct
                      familiar and the difficulty of the vocabulary
Return to             increases (soon after this happened, that            vocabulary, few word clues,              order
Guide                 happened)                                            longer sentences, and complex         Use reasoning to determine the
                     Read passages where word clues are less              phrasing                                 correct order of scrambled
                      direct: from “first, later, and finally” to         Paraphrase sentence order from           sentences
                      “after the frost”, “in the spring”, “when they       passage with phrases like “just       Determine what comes after in
                      had eaten lunch”
                     Use indirect word clues to determine
                                                                           before this happened, that               passages with complex phrasing
                      sequence of sentences from scrambled order           happened” and “after this                (just before he did this, he did
                     Determine which event came second or next            happens but before that happens”         that)
                      from sentences in scrambled order                   Determine last, first, and next,      Use word clues and reasoning to
                     Determine sequence of key events from                paraphrasing events from passage         determine what comes first when
                      complex paragraph
                     Determine events that occur after or
                                                                          Use indirect word clues to               sentences contain flashbacks or
                      simultaneously in longer, more complex               determine the order of scrambled         are not written in exact time order
                      paragraph                                            sentences
                     Determine first event from a sequence of            Determine what comes after
                      events written in the middle of a paragraph          another event
                     Use key words to paraphrase order of events
                                                                          Determine the sequence of events
                     Use re-reading and cross checking to
                      identify order of events                             in a subset of events in the
                     In a paragraph of unfamiliar content and             middle of a passage
                      vocabulary, determine what comes next,              Paraphrase the sequence of
                      after another event                                  events in a complex passage
                     Use direct word clues to determine
                      what comes before
                     Determine what comes first in a paragraph
                      containing a flashback

Literary Analysis



                                                                                                                                              34
                                                                       35
                                9th Grade Reading                                           State of Idaho 2003
ISAT “Sub-Goal”
                                RIT 201-210                                 RIT 211-220                                 RIT 221-240
Author’s             Infer how author develops characters                                                Items include same skills and content as
Purpose-              through story sequence                                                              lower RIT bands with more difficult
                     Recognize the use of suspense to get                                                vocabulary and extended thinking.
Techniques
                      the reader’s interest
Return to
Guide
Genre                Recognize newspaper writing and           Identify vivid and descriptive writing      Items include same skills and content
                      personal note writing                     Recognize autobiographical writing           as lower RIT bands with more
Return to            Distinguish between fiction and           Use writing as a rule for giving             difficult vocabulary and extended
Guide                 nonfiction writing in lengthy              directions                                   thinking.
                      passages                                  Understand form and general
                     Identify historical fiction                characteristics of folk tales
                     Identify realistic fiction                Understand the structure of poetry by
                     Determine purpose of lengthy folk          its rhyme and length of lines
                      tales                                     Recognize science fiction
                     Understand the content of poems           Recognize a book review
                      with figurative language




                                                                                                                                          35
                                                                          36
                                 9th Grade Reading                                            State of Idaho 2003
ISAT “Sub-Goal”
                                RIT 201-210                                    RIT 211-220                                RIT 221-240
Literary             Use devices such as humor,                   Use the story structure as a literary      Items include same skills and content
Devices               exaggeration, word choice to create           device                                      as lower RIT bands with more
                      mood                                         Determine how author develops               difficult vocabulary and extended
Return to            Use devices by the author such as             character traits through inference          thinking.
Guide                 word choice and complex descriptors          Use descriptive dialogue to develop
                     Infer the story structure as a literary       tone
                      device                                       Recognize foreshadowing as a
                     Understand meaning of idioms used             literary device in writing
                      in the story                                 Find a figure of speech and explain
                     Understand the imagery in the                Understand the author’s purpose in
                      writing                                       use of similes
                     Understand and explain the meaning           Understand the meaning of
                      of metaphors used in the story                symbolism in stories
                     Understand the meaning of                    Identify exaggeration and understand
                      symbolism in stories                          its impact on story line
                     Make inferences about a character
                      type within a variety of literature
Story                Determine the complex point of view          Describe complex character                 Items include same skills and content
Elements              of the author or characters through           descriptions                                as lower RIT bands with more
                      character descriptions                       Understand complex problems and             difficult vocabulary and extended
Return to            Identify the problem and articulate           develop one or more solutions               thinking.
Guide                 the resolution
                     Identify main conflict
                     Identify exaggeration
                     Identify a complex problem and list
                      possible resolutions
Story                  Determine purpose of dialogue              Use figurative language, sequence of       Items include same skills and content
Grammar                                                             events, word choice, suspense,              as lower RIT bands with more
                                                                    imagery that creates complex interest       difficult vocabulary and extended
Return to                                                          Recognize dialogue that provides a          thinking.
Guide                                                               variety of purposes and information

                                                                                                                                            36
                                                                       37
                                9th Grade Reading                                          State of Idaho 2003
ISAT “Sub-Goal”
                                RIT 201-210                                 RIT 211-220                                RIT 221-240

Vocabulary
Antonyms,            Identify sentence which means the         Find words with opposite meanings          Items include same skills and content
Homonyms,             opposite in a paragraph of 50-75           within the context of a story or            as lower RIT bands with more
                      words                                      passage                                     difficult vocabulary and extended
Synonyms
                     Choose word missing in the sentence                                                    thinking.
                      when all choices are homonyms
Return to
Guide


Context                  After reading a paragraph of 50-          After reading a sentence with a        Items include same skills and content
Clues                     75 words, use context to                   paragraph of 75-100 words, use          as above with more difficult
                          determine meaning of a specific            the context of the sentence to find     vocabulary and extended thinking.
                          word in paragraph                          the meaning of specific word
Return to
Guide                    Given a complex sentence,               After reading a story, find the
                          determine which of four words is           word in the story which means
                          synonym (not defined) for                  about the same as underlined
                          underlined word                            word
                         Knowledge of vocabulary with or       Increased vocabulary within the story
                          without context within a complex       or passage
                          paragraph
                         Recognize and understand a
                          variety of word referents
                         Recognize and understand
                          sentences containing explanatory
                          phrases, sometimes set off by
                          commas




                                                                                                                                         37
                                                               38
                                9th Grade Reading                                 State of Idaho 2003
ISAT “Sub-Goal”
                                RIT 201-210                         RIT 211-220                            RIT 221-240
Multiple             Use context of an advertising passage                                     Items include same skills and content
Meanings              to figure out a word that has multiple                                     as lower RIT bands with more
                      meanings                                                                   difficult vocabulary and extended
                                                                                                 thinking.
Return to
Guide
Word Analysis
Root Words,          Identify base or root word in multi-                                      Items include same skills and content
Suffixes,             syllable words                                                             as above with more difficult
Prefixes                                                                                         vocabulary and extended thinking.

Return to
Guide
Structural           Form multi-syllable compound                                              Items include same skills and content
Analysis              words                                                                      as above with more difficult
                     Identify word that, with correct                                           vocabulary and extended thinking.
Return to             prefix, becomes its own antonym
Guide                Identify suffix which will give new
                      meaning to specified word




                                                                                                                             38
                                   39
           9th Grade Reading                    State of Idaho 2003
                           Sample 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



Literal Comprehension: RIT 211-220


  Return        Return    Return   Return   Return        Return



Literal Comprehension: RIT 221-230


  Return        Return    Return   Return   Return




                                                                      39
                                   40
           9th Grade Reading                    State of Idaho 2003
Literal Comprehension: RIT 231-240


  Return        Return



Interpretive Comprehension: RIT 201-210


  Return        Return    Return   Return



Interpretive Comprehension: RIT 211-220


  Return        Return    Return   Return   Return        Return



Evaluative Comprehension: RIT 201-210


  Return        Return    Return   Return   Return        Return



Evaluative Comprehension: RIT 211-220


  Return        Return    Return   Return   Return        Return



Evaluative Comprehension: RIT 221-230


  Return        Return    Return   Return   Return




                                                                      40
                                    41
           9th Grade Reading             State of Idaho 2003
Evaluative Comprehension: RIT 231-240


  Return        Return    Return



Literary Analysis: RIT 201-210


  Return        Return    Return



Literary Analysis: RIT 211-220


  Return         Return    Return



Literary Analysis: RIT 221-230


  Return         Return




                                                               41
                                                       42
         9th Grade Reading                                                       State of Idaho 2003
                                              Resources


Return            Return            Return            Return            Return            Return            Return




Return            Return            Return            Return            Return            Return            Return




Return            Return            Return            Return            Return            Return            Return




Return            Return            Return            Return            Return            Return            Return




Return            Return            Return            Return            Return            Return            Return




Return            Return            Return            Return            Return            Return            Return




         Return            Return            Return            Return            Return            Return




                                                                                                                     42
                                  43
         9th Grade Reading                     State of Idaho 2003



Return        Return     Return    Return   Return        Return




                                                                     43

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:24
posted:10/24/2012
language:English
pages:43