Reading SOL Review (DOC) by qingyunliuliu


									                       Reading Study Guide for the SOL’s
        The English SOL tests include all multiple-choice items. Many of these
  questions are based on understanding a section of a text that students are asked to
  read. Some of the questions are based on vocabulary or reading skills. Listed
  below are the major concepts tested at each grade level.
Objectives              Specific ideas                                         Grade   Grade    Grade
                                                                                 3       4        5
The student will use       Prefixes (chunks added to the front of words)       X        X       X
language structure to       for example: pre- (before) dis-/mis- (not)
increase vocabulary.       Suffixes (chunks at the ends of words) for
                            example -able –er/or
                           Contractions (didn’t , I’m, she’ll, won’t..)
                           Possessives: ‘s (Shows ownership such as
                            Mike’s toy or Thomas’ train)
                           Plural Possessives (Shows ownership by more
                            than one individual, for example: birds’ nests,
                            women’s hats)
                           Simple abbreviations (Shortened forms of
                            words: mph., Nov., Mon.)
                           Antonyms (words that mean the opposite, for
                            example: go/stop, laugh/cry)
                           Synonyms (words that mean the same, for
                            example: nice/kind, fast/speedy)
The student will use       Preview or Predict what a story will be about       X        X       X
strategies to read.         based on a title or short sentence
                           Identify the main idea (what the passage is
                            mostly about)
                           Tell the characters (who), setting (where),
                            problem (what is wrong), and solution (how
                            the problem is fixed) to a story or poem.
                           Identify how things are the same (compare)
                            and how things are different (contrast)
                           Identify questions asked or answered within a
                            story. (I wonder..)
                           Draw conclusions or Make Inferences about
                            what is said in the story and what the reader
                            already knows
                           Organize ideas from a story in sequence (in
                            order from first to last)
                           Summarize (to tell in a shorter form) a story or
                           Identify the cause and effect (If this happens
                            then, this happens)
                           Distinguish between fact (true data) and
                            opinion (what one believes)
The student will use       Table of Contents                                   X   X   X
reference materials        Dictionary
                           Glossary and Index
                           Pictures and Charts
                           Encyclopedia
                           On-line references
The student will           Homophones (words that sound alike but mean         X   X   X
figure-out unknown          different things, for example: hear/here, pair,
words.                      pear)
                         Use context clues to figure-out unknown words
                            (clues from within a sentence that hint at what a
                            word may mean).
The students will       -Identify stories as fiction (make believe) or          X   X   X
identify the type of    nonfiction (true or real)
story. (genre)          -Identify Genre:
                         Biographies (history about a person’s life)
                         Autobiographies (history about a person’s life
                            written by that person)
                         Tall Tales (stories with exaggerated larger than
                            life characters)
                         Fairy tales (begin with “Once upon a time” and
                            end with “happily ever after”
                         Fable (story containing a moral or lesson)
                         Legend (tells the story of “real” individuals
                            who have become heroes)
                         Poetry (text often containing rhyming words
                            written in stanzas(lines) and verses(sections)
                         Historical fiction (a make-believe story with             X   X
                            some true historical facts or characters)
The student will         Describe how the choice of language, setting,             X   X
make comparisons.           and characters contributes to the author’s
                         Use similes (comparisons using “like” or “as”
                            for example: “quick as a rabbit” or “shine like
                            the sun”)
                         Use metaphors (comparing similar items
                            without “like” or “as”: “my love is a red rose”)
The student will read    Describe character development in fiction and                 X
with fluency and            poetry
accuracy.                Describe the development of plot (events in a
                            story) and how conflict (problems) are resolved
                            (solved or fixed)
                         Use knowledge of base words/root words and
                            how they change by adding prefixes/suffixes
                            (view, preview, viewing, viewer)

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