Language Arts Curriculum Guide Template—Detailed Curriculum Guides files... · Web viewHave them create three columns that: list the word; define the word; write the word using

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9th Grade Reading State of Idaho 2003VocabularyWord Analysis McRel Document Literal Reading ComprehensionInterpretive Reading Comprehension ISAT Test Cut ScoresEvaluative Reading ComprehensionLiterary Analysis State Standards

New VocabularyVocabulary Word Analysis Literal Reading

ComprehensionInterpretive Reading Comprehension

Evaluative Reading Comprehension

Literary Analysis

State Standard

and Benchmark

Local Curriculum

Learning Continuum and other

Performance Objectives

Sample Assessment Question and Sample

Quizzes

Sample Sequence

Minimum Hours

Allotted

Sample TeachingStrategy

Sample Resources

Vocabulary Back to Top752.01.aDecode

unfamiliar words using

Context Clues

ISAT – Context Clues

Learning Continuum

ISAT, ECA

For Learning:Context QuestionsContext AssessmentContext Self-Assessment Rubric

Of Learning:RIT 201-210RIT 211-220

Give students s different reading passage per cooperative group from the information/text to be studied. After students have reviewed the reading,, have them find examples of words that can be defined in the context of the sentence. Have them create three columns that: list the word; define the word; write the word using the same definition in another sentence. Have students present to class.

752.01.aDecode


Word Analysis

skills

Learning Continuum

ISAT, ECA

For Learning:Dictate sentences using sets of homophones being studied.Have students write sentences that adequately and correctly utilize the meaning of the word.Of Learning:RIT 201-210

Homophones: have students search through reading materials for homophones. Write the homophone and then draw pictures or write clues in their Word Study Notebooks in the “Homophone” section.

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9th Grade Reading State of Idaho 2003State

Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

ISAT – Multiple

Meanings

Use Mini-Multiple Meaning Maps & Define it A & B (See Sarah’s LANGUAGE!)

752.01.a

Decode unfamiliar

words using Word

Analysis Skills

ISAT – Antonyms,

Homonyms, Synonyms

Learning Continuum

ISAT, ECA

For Learning:Fraud is to authentic as costly is to ______. (valuable, elegant, inexpensive).Contented is to satisfied as devastate is to _____ (repair, destroy, escape).In this sentence, Jaime will figure the volume of the swimming pool, volume means: (degree of loudness, one of a group of books, amount of space).Of Learning:RIT 201-210RIT 211-220

Antonym, Synonym, Homonym teaching strategies

Word Analysis Back to Top752.01.aDecode


Word Analysis

Skills

ISAT – Structural Analysis

Learning Continuum

ISAT, ECA

For Learning:What words did you figure out?Can you spell the word?Can you use the word correctly in a sentence?Of Learning:RIT 201-210 (Word Components)

Word Components – Vocabulary Building

Have students keep individual Personal Word Study Notebooks.

752.01.a752.01.c

Root Words, Suffixes,

Learning Continuum

ISAT, ECA

For Learning:The Latin root cogn means to know or recognize. What does incognito mean?

A. intelligent B. lacking knowledge

Mnemonic DevicesSQ3RRead, Recall, Review

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Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

Prefixes C. not able to be recognized D. someone with amnesiaOf Learning:RIT 201-210 (Word Components)

752.01.aDecode


Phonics

For Learning:Decode Words

Decode Unfamiliar Words

Literal Reading Comprehension Back to Top752.05.d752.05.eFollow Written

Directions

ISAT – Reading

Directions

Learning Continuum

ISAT, ECA

For Learning:Following Directions –Assessment

Assessment for Following Written Directions

Question Stems for AssessmentOf Learning:RIT 201-210RIT 211-220RIT 221-230RIT 231-240

Following Directions

A Daily Lesson PlanTest Case for Individual Rights

http://www.nytimes.com/learning/teachers/lessons

752.01.g—Author use of

Structure752.03.b—

Analyze author’s

purpose – Organization

and Form752.05.c—Identify the

organization and nature of

technical

Learning Continuum

ISAT, ECA

For Learning:Give students a list of the main events and details of the story for which they created a timeline in class. Have students put events in chronological order.

Give students a passage that includes interruption of the sequential order of events and/or a flashback. Have students list events in order on a timeline.Of Learning:RIT 201-210

SequencingOrganizing and Recording Information

Have students reorder events into the proper time sequence—create a timeline.



http://www.nytimes.com/learning/teachers/lessons/19990820friday.html

http://www.nytimes.com/learning/teachers/lessons/19990820friday.html

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Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

texts

ISAT –Sequencing

RIT 211-220RIT 221-230

752.01.b—Locate

information752.05.a—

Comprehend Technical

Text752.05.b—

ISAT – Locating

Information

Learning Continuum

ISAT, ECA

For Learning:If you were to find a listing of Italian restaurants in a city in which you were visiting for the first time, which source would you use?

A. GlossaryB. City MapC. IndexD. Phone Book

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

Assign each group of students a general topic (like “music.”) Have each student select a more focused topic to research in the library. (such as “Mozart” or “censorship”). Instruct them to locate information from at least four sources and document their sources (formally or informally). After they’ve done their research, groups should present a short lesson that includes the steps they took to locate information on what they learned that combines each individual’s focus into a well-organized presentation.

752.01.d—Collect and Relate Info.752.02.b—Compare

own Experience752.04.a—Generate Questions

ISAT – Reading for

Detail

Learning Continuum

ISAT, ECA

For Learning:Relate InformationApply/Extend InformationUse the relationship of the following words to determine the answer.

Chef:kitchen::Judge:________

A. television B. trial C. courtroom D. courthouse

Of Learning:RIT 201-210RIT 211-220RIT 221-230RIT 231-240

Collect and Relate Data: Teach students two column note-taking. They should divide their papers so that the left side takes up about 1/3 of the page and the right side takes the other 2/3’s. On the left side, students should put key words and major topics; on the right side, they should use bulleted lists to record important details.Reading for DetailCompare ExperiencesGenerate Questions

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Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

752.03.b

ISAT –Cause and Effect

Learning Continuum

ISAT, ECA

For Learning:Have students write a cause and effect essay based on a literature story. Use the state 9th grade writing rubric for scoring.State Writing Rubric


Causes and Effects

752.02.b752.03.c

Compare and Contrast

Learning Continuum

ISAT, ECA

For Learning:Compare/Contrast Assessment


Venn DiagramCreate a Venn diagram to compare and contrast multiple pieces of information or authors’ styles.

752.02.e

Read for Enrichment

Teacher Observable

For Learning:Written Book Assessment

Ninth Grade Enrichment Reading List

Interpretive Reading Comprehension Back to Top

752.01.d—Relate

information752.01.f—

Apply/Extend Information752.03.e—

Make Inferences / Draw Conc.

Learning Continuum

ISAT, ECA

For Learning:InferencesStrategies for Making InferencesAsk students:What do you think…? Why?Why do you suppose…? Have students cite specific phrases or statements from the reading that support their insights.Drawing Valid ConclusionsOf Learning:RIT 201-210 –Drawing ConclusionsRIT 211-220 –Drawing Conclusions

Give student partners passages from literary works, each with an accompanying question that asks students to make an inference. Ask students to identify the parts of the passage that support the inference. Have students share their inferences and supporting information.

Assignment Discovery Online Curriculum

http://school.discovery.com/lessonplans/pdf/cultureandobesity/cultureandobesity.pdf

http://school.discovery.com/lessonplans/pdf/cultureandobesity/cultureandobesity.pdf

http://www.sde.state.id.us/instruct/docs/langarts/DWA03/9thdwascorenew.pdf

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Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

ISAT-Drawing

Conclusions / Inference

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

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

Identify/Make Inferences

752.01.h

Main Idea ISAT, ECA

For Learning:Main Idea Assess


Main Idea Strategy

752.01.e—

Prediction / Generali-

zation

Learning Continuum

ISAT, ECA

For Learning:If you were going to do a research paper on selecting and training a good family dog, what would you type into the search engine topic to get the best list of information?

A. dogs + family B. dog training C. poodles + spaniels + Dalmatians D. dogs + pets + family + training


Select a short story with a lot of conflict. At pre-selected passages, stop reading and have students make a prediction about a character or conflict. After reading, have students review their predictions and write a response about how close they were and why they made the predictions they did.

752.01.b752.04.b

Summarize / Synthesize

Learning Continuum

ISAT, ECA

For Learning:Have students read a selected passage several times. Students are to summarize the passage by including only the main idea and important key details in their own words. Responses should be supported with well-reasoned explanations.Summarizing

Summarize

Synthesizing InformationSynthesis Questions

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Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

Summarizing AssessmentSynthesis AssessmentSynthesis Self-AssessmentOf Learning:Missing 201-210RIT 211-220

Evaluative Reading Comprehension Back to Top752.03.a—Evaluate

information752.02.c—historical

significance752.02.d—

Author’s use of language

Persuasive Elements /

Bias, Assump-

tions, Stereotype

Learning Continuum

ISAT, ECA

For Learning:Criteria for Evaluating Resources

Historical SignificanceUse of Language?

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

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

http://www.miracosta.cc.ca.us/home/gfloren/IC3a.htm#top

http://www.ithaca.edu/library/Training/hott.html

http://school.discovery.com/lessonplans/pdf/stereotypes/stereotypes.pdf

Author’s Use of Language

752.01.c752.01.e752.03.c752.04.b

Categorize, Classify, Thinking

Skills

Learning Continuum

ISAT, ECA

For Learning:Critical Thinking Scoring Rubric

Rubrics for Assessing Information Literacy


http://www.okcareertech.org/careertechconnectrc/Supplemental%20Pages/timesavr/Questioning.PDF

Graphic Organizers

752.03.a Learning Continuum

For Learning:Evaluate Validity

http://www.educationworld.com

http://www.educationworld.com/a_lesson/02/lp248-05.shtml


http://www.graphic.org/goindex.html




http://www.cde.state.co.us/cdelib/download/pdf/inforubr.pdf

http://www.cde.state.co.us/cdelib/download/pdf/inforubr.pdf









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Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

Evaluate Validity/ Author’s

Conclusions

ISAT, ECA Of Learning:RIT 201-210RIT 211-220RIT 221-230RIT 231-240

/a_lesson/02/lp248-05.shtml

Evaluating Website for Bias (same as above)

752.03.e

Fact and Opinion

Learning Continuum

ISAT, ECA

For Learning:Fact and Opinion


Fact and Opinion Lesson

Literary Analysis Back to Top

752.03.b—Literary

Elements752.02.a--

Genres752.01.g—

Literary Device

752.03.d—Evaluate Literature

Literary Devices

Learning Continuum

ISAT, ECA

For Learning:http://www.jcsd1.k12.wy.us/Standards/Assess/LA/LA10.1-1.pdf


Symbolism (Frost)Directing the ElementsTone

Genre: http://www.binc.org/videolink-kids/pdf/Video/U4L1-TVShowGenres.pdf

752.02.a

Genre

Learning Continuum

ISAT, ECA

For Learning:

752.01.d—Relate

Learning Continuum

For Learning:Relating Information

http://www.binc.org/videolink-kids/pdf/Video/U4L1-TVShowGenres.pdf



http://www.jcsd1.k12.wy.us/Standards/Assess/LA/LA10.1-1.pdf

http://www.jcsd1.k12.wy.us/Standards/Assess/LA/LA10.1-1.pdf



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Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

information752.01.f—

Apply/Extend Information752.03.e—

Make inferences

Story Elements /

Story Grammar

Learning Continuum

ISAT, ECA

Make InferencesApply and Extend Information

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

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

Have students write/share responses to the following: Ask “What If?” Connect to life experiences Compare Texts Ask “What would you have done?”

752.01.h

Use reading strategies to collect data, facts, and

ideas

For Learning:Psychologist Harry Stack Sullivan developed a theory of empathy. According to the theory, people use communication methods other than talk to indicate that they are sympathetic or feel the same emotions as others.

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.

Reading Strategies to Collect Data, Facts, and Ideas

752.04.c

Produce

For Learning:Sample On-line Research Project with Assessment

Evaluate Primary/Secondary Resources

http://www.classroomactivities.com/resources.asp?ri=2506&cv=4.0.0&av=4.0.5&in=Oakland%20USD&pl=W9x&sp=n&po=byyyyy&pt=c&sid=44999&ss=m&sb=6&sh=3.0&st=s&scust=n&ni=7&nn=Core%20Curriculum%20-%20DRAFT&aid=2&uid=24&stid=426&cid=5475&cn=Grade%209&cl=9&c



http://school.discovery.com/lessonplans/pdf/humangenome/humangenome.pdf

http://school.discovery.com/lessonplans/pdf/humangenome/humangenome.pdf

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Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

research projects and

reports

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9th Grade Reading State of Idaho 2003

APPROVED ISAT PROFICIENCY SCORESReturn to Top

Approved by the State Board of Education March 6, 2003

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

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

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

PROFICIENCY LEVELS DEFINITIONS

Approved by the State Board of Education March 6, 2003

ADVANCED: Exceeds Standards Back to Top

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

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

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

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

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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,

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as a citizen and consumer, in the workplace, for cultural enrichment, in the Fine Arts, and for lifelong learning.

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

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 traditional and electronic materials for information and understanding.

a. Decode unfamiliar words using a comprehensive set of reading strategies:- Phonics;- Context clues;- Word analysis skills.

Return to Context CluesReturn to Multiple MeaningsReturn to Antonyms, Synonyms, Homonyms Return to Structural AnalysisReturn to Root Words, Suffixes, PrefixesReturn to Decod Unfamiliar Words

i. Demonstrate fluency in oral reading.ii. Use information from text to clarify

meaning.

Return to Locating InformationReturn to Summarize/ Synthesize

a. Preview materials to understand structure and anticipate content.

i. Scan material for relevancy.ii. Summarize.iii. Paraphrase structures.iv. Scan index, table of contents, chapter

headings and subtitles.

Return to Root Words, Suffixes, PrefixesReturn to Categorize / Classify / Thinking Skills

b. Develop analytic processes for understanding and remembering words, phrases, and information from reading material.

i. Use mnemonic devices.ii. Develop acrostics.iii. SQ3R: survey, question, read, recite and

review.

Return to Reading for Detail

Return to Drawing Conclu-sions/Inferences

c. Identify, collect, and/or select, and relate pertinent information to given situations.

Return to Story Elements

i. Answer comprehension questions.ii. Draw conclusions.iii. Justify an opinion.iv. Recognize the difference between fact

and opinion.

Return to Prediction/ Generalization

d. Synthesize and organize information.Return to Categorize / Classify / Thinking Skills

i. Predict outcomes.ii. Combine sources in a presentation.


e. Apply and extend information.Return to Story Elements

i. Make inferences.ii. Use information to solve a problem.

Return to Sequencing

Return to Literary Device

f. Explain how an author uses language and literary devices:- Mood;- Tone;- Style;

i. Describe an author’s tone in a book talk.ii. Support one of the bullets with evidence

from the text.iii. Compare two authors’ use of figurative

language and evaluate effectiveness.

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- Figurative language;- Format;- Structure.

Return to Main Idea

Return to Reading Strategies

g. Use reading strategies to determine main ideas and to collect data, facts, and ideas.

i. Recognize the main idea.ii. Determine the main idea of an editorial.iii. Make an abstract connection to relate

literature to personal experience or life situations.

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

a. Know defining characteristics of literary forms and genres (fiction, nonfiction, myths, poems, biographies, autobiographies, science fiction, parodies, satires, and plays).

Return to Literary DeviceReturn to Genre

i. Analyze how the choice of literary form contributes to the expression on the human experience(s) being described.


Return to Compare/ Contrast

b. Identify and compare own experiences to those of others in situations, events, and cultures within reading selections.

i. Generate a document or presentation that identifies and compares personal experiences to those describe in the reading selections(s).

Return to Persuasive Elements / Bias

c. Interpret the social, cultural, and historical significance of a text:- Ancient Literature;- British Literature;- American Literature;- World Literature.

i. Discuss the determination of a text: Lexical word study; Grammar; History; Context.


d. Evaluate how an author uses language and literary devices to evoke a response in a reader:- Style;- Format;- Structure.

i. Judge an author’s effectiveness.ii. Justify a personal response.iii. Recommend a piece of literature.iv. Recognize archetypes and symbols

across literary texts (heroes, benefits of nature).

Return to Read for Enrichment

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

i. Create a family history and anecdotes.

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

a. Evaluate the validity and accuracy of information.


Return to Evaluate Validity

i. Determine the source of information.ii. Evaluate reliability, validity, and

credibility of materials.iii. Cateorize marketing techniques.iv. Identify inaccuracies within a sample

advertisement or article.v. Support inferences.

Return to Sequencing

Return to Cause/Effect

Return to Literary Device

b. Analyze author’s purpose within a literary text:- Characterization;- Setting;- Plot structure;- Theme;- Point of view;- Organization and form.

i. Understand and interpret actions and conflict among characters.

ii. Discuss Huckleberry Finn.iii. Analyze effectiveness of plot, time

frame, causes and effects, and conflict resolution.

Return to Compare/ Contrast

Return to Categorize / Classify / Thinking Skills

c. Compare and contrast selections within texts.

i. Draw connections between literary works and related themes.

ii. Identify historical and cultural influences on literary works (compare or contrast Heart of Darkness to Apocalypse Now).

Return to Literary Deviced. Form opinions and make judgments about

fiction and non-fiction.i. Evaluate an essay.ii. Create a reading list that illustrates a

theme.iii. Make a preference.


Return to Fact / Opinion

Return to Story Elements

e. In response to technical materials, use personal or objective criteria to:- Draw conclusions;- Make inferences;- Decide meanings;- Form opinions;- Make judgments.

i. Sample workplace reading, technical manuals, and professional journals.

ii. Follow directions in technical materials.

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

a. Generate relevant and researchable questions.


i. Form a hypothesis.ii. Survey literature related to a particular

topic.

Return to Summarize/ Synthesize

b. Systematically organize and record information.

Return to Categorize / Classify / Thinking Skills

i. Use notes, charts, and graphic organizers.

Return to Produce Research Reports

c. Produce research projects and reports. i. Generate self-selected and assigned products.

05. Read for technical information.

a. Comprehend technical text.Return to Locating Information

i. Respond to reports, memos, brochures, charts, graphs, resumes, proposals, or advertising.

Return to Locating Information

b. Demonstrate understanding of graphics, layout, white space, italics, parentheses, and other visual aids.

i. Produce a visual aid.

Return to Sequencing c. Identify the organization and nature of technical texts; ascertain that such texts require precise understanding rather than interpretation.

i. Emphasize precision and accuracy.ii. Determine literal meaning.iii. Complete a travel voucher.iv. Complete a scholarship or employment

application.Return to Reading Directions

d. Apply technical text information to daily situations.

i. Complete a sample tax form or credit application.

Return to Reading e. Follow written directions. i. Read brochure on assembly of product.

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Directions

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9th Grade Reading State of Idaho 2003Evaluative Comprehension

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

Evaluative Compre-hension

Return to Top

New Vocabulary thing sentence, page, missing word, belongs

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

story, paragraph, bias, passage, writer

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

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

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

comments, persuasion, technique, editorial

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

221-230 observation, contradict231-240 analyze, stereotype

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9th Grade Reading State of Idaho 2003Interpretive Comprehension


Interpretive Compre-hension

Return to Top

New Vocabulary missing word, story, paragraph, sentence

questions, main idea, riddle, list, passage

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

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

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

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

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

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

implied, inferred, premise, impression, contrast

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9th Grade Reading State of Idaho 2003Literal Comprehension

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

Literal Compre-hension

Return to Top

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

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

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

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

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

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

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

guide, handbook, selections

publications, editorial

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9th Grade Reading State of Idaho 2003Literary Analysis


Literary Analysis

Return to Top

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

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

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

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

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

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

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

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

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

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9th Grade Reading State of Idaho 2003Vocabulary


Vocabu-lary

Return to Top

New Vocabulary picture, word missing word, choose, sentence

compound word, opposite, root or base word, story

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

homonym, synonym, underlined, incomplete, paragraph, passage

nonsense, antonym, directions, definition

similar to

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

advertisement, magazine, article, recipe

label, selections, introduction

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9th Grade Reading State of Idaho 2003Word Analysis


Word Analysis

Return to Top

New Vocabulary ending sound, match, find missing word, prefix, choose

compound word, poem, rhyme, root or base word, vowel, letter, story

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

underlined, suffix contraction, directions, definition

alphabetical order, syllable

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

antonym, multi-syllable

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9th Grade Reading State of Idaho 2003ISAT Learning Continuum—Reading

ISAT “Sub-Goal”RIT 201-210

RIT 211-220 RIT 221-240

Evaluative ComprehensionCategorize-Classify Information, Thinking Skills

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

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

Put ideas in appropriate groups when given two category names

Match information in a passage with informal outline of information

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

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

Identify topics that could be added to an existing outline

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

Find common attributes of a defined list of items

Demonstrate using alphabetical order to the fourth letter

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

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

Identify analogous relationships Find commonalities in a set of

distinct descriptions Determine which would be logical

explanations for events

221-230 Identify words that belong to the

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

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

Find commonalities in a set of distinct descriptions

Compare and Contrast

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

being compared

Evaluate Infer/evaluate content based on small Format: Read passages that are 221-230

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9th Grade Reading State of Idaho 2003ISAT “Sub-Goal”

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

Validity-Author’s Conclusions

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sample of writing Infer/evaluate what is important to a

character Infer/evaluate character’s feelings or

interests Determine which facts do or do not

support a conclusion Given a simple passage, distinguish

what is true or factual Determine the most qualified source of

information Evaluate and prioritize reasons At upper range of RITs, determine

which fact supports more than one conclusion

Determine which statement best supports a specific conclusion

Determine statements that cannot be concluded from information in a passage

Use logical reasoning to determine the validity of a statement

generally longer, with much detail, extensive vocabulary, and less familiar content Evaluate relative importance of

information Determine which statement or detail

best supports a specific conclusion Determine most qualified source of

information Determine most valid conclusion based

on information in a passage Distinguish facts that can be concluded

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

Determine additional information needed to evaluate information in a passage

Use logical reasoning to determine the validity of a conclusion

Note the clue word “probably” meaning not conclusively

Determine which statement or detail does not support a conclusion

Identify faulty reasoning leading to a conclusion

Evaluate the quality of information used to support a conclusion

Format: Read longer passages with more detail, more extensive vocabulary, and less familiar content

Evaluate whether or not an argument is consistent

Determine which conclusion is supported by facts in a passage

Determine which fact or detail supports a conclusion

Identify faulty reasoning leading to a conclusion

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

Evaluate reasoning leading to a conclusion

Evaluate the quality of information sources

231-240 Determine the most qualified source of

information Analyze the reasoning used to support a

conclusion or opinion Determine which conclusion is

supported by facts or details in a passage

Use logical reasoning to arrive at a conclusion

Fact and Opinion

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Identify which specific words are opinions

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

Identify word clues that signal fact, not opinion

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

Distinguish unsupported opinion from fact

Determine content of passage—proportion of fact to opinion

Distinguish that which is fact from

221-230 Use word clues to distinguish

opinions from fact

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

Determine that which is fact from that which is inferred

Analyze a passage to determine proportion of fact or opinion

that which is inferred Identify a sentence as being an

editorial comment or part of a factual news story

Persuasive Elements, Propaganda, Bias, Assumptions, Stereotypes

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

Recognize persuasive techniques or methods

Determine to whom an ad will appeal Determine how an ad gets your attention Determine the effectiveness of persuasive

arguments Determine the action the ad persuades the

reader to take Infer errors in reasoning that lead to

stereotypical thinking Infer beliefs, opinions, or way of

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

“bias” Recognize bias or assumptions as

opinionsAt upper range of RIT –

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

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

Understand why people have different opinions or ways of thinking

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

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

Determine how assertions of persuasive writing are supported

Determine to whom and to what feelings ads appeal

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

Determine information not given in an ad

Understand meaning of the word “discrimination”

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

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

Compare and contrast opinions or assumptions of characters

Infer errors in reasoning that lead to stereotypical thinking

Infer assumptions reader can make from a passage

Generalize opinions or assumptions of writer

Discriminate between fact and bias

221-230 Read passages where topics are less

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

argument Determine persuasive techniques or

methods Determine tone or effect of persuasive

writing Analyze persuasive statements Determine to whom or what feelings

persuasive writing will appeal Incorporate higher level thinking to

understand topics and to differentiate between answer choices

Infer assumptions of writer or character

Generalize opinions or assumptions of writer

Generalize people likely to agree or disagree with opinion or assumption

Recognize difference between discriminatory and non-discriminatory statements

Recognize statements or thinking not assumed by the writer

More

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

Persuasive Elements, Propaganda, Bias, Assumptions, Stereotypes

231-240 Format: Read passages with

complex topics, some quite difficult vocabulary, and more complex distracters that require more thought to determine correct answer choice

Understand the meaning of the word “stereotype”

Infer and generalize assumptions of writer

Imply purpose of persuasive writing

Interpretive ComprehensionCause-Effect

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

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

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

Read longer passages, with more difficult content and vocabulary

Identify which is not the effect of a stated cause

Read passages with more difficult, less familiar content and vocabulary

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

Draw Conclusions-Inferences

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Make inferences from announcements

Make inferences about directions on labels

Make inferences about a character type within a variety

Make inferences from catalog selections

Make inferences from handbooks Make inferences from a science

fiction passage Draw a conclusion from the passage

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

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

of literature Make inferences from

information found on book flap Make inferences from textbook

technical reading Form a conclusion based on

interpretation of information from a variety of sources

by inferring the interpretation of the information read

Identify conclusion to story

Predictions and General-izations

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Predict future events based on prior conclusions drawn

Create prediction for recipe Predict outcome from

advertisement

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

Summarize and Synthesize

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Identify main idea in magazine articles or stories from other sources

Identify why author chose title Identify main idea in newspaper

and other articles Restate lengthy passage through

summarizing List specific information in

systematic order and give a general summary


Literal ComprehensionLocating Information

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Use a table of contents: Use chapter summaries to

determine contents Use clue words from chapter

title to determine contents Determine the LAST page of

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

Use an announcement: Find and

221-230 Read passages where details being

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

Use an announcement:

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

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

Use an announcement: (lengthy and detailed, containing common abbreviations, and adult level vocabulary)

Find and understand information

Use an advertisement: Find and understand specific

information Determine what is being

advertised Understand abbreviations

and shortened phrases in a classified ad

More on Next Page

understand specific information Use a handbook: Find and

understand specific information Use a shipping and handling chart:

Recognize, know it by name Use a phone book:

Yellow pages: how to read, find, and understand specific information

White pages: how to use guide letters

Use a catalogue: Use summary information to

determine which product to purchase

Find and understand specific information

More on Next Page

Find and combine specific pieces of information

Find and understand specific, detailed information

Compare specific pieces of information

Use a weather report: Find and understand small but significant details

Use sports scores: Understand commonly used abbreviations

Use a recipe: Find and understand small but significant details

Locating Information

Use a food label: Determine the relative amounts of ingredients

Use reference materials: Determine the best source of

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

Understand information contained in a dictionary entry

Use an index: Organization of topics Using increased specificity

of terms to locate information

Understand page list format, difference between use of commas and hyphens (43, 57, 60-62)

Use a bibliography: Find and understand

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

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

(author, title, publisher, etc.) Recognizing simple listing

of magazines Use a list: Meaning of information

information in an annotated bibliography

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

understand specific information Use a dictionary: How to use to find

word meaningReading Directions

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Find detail in a typical adult language recipe

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

Understand typical medicine or product labels

Understand vocabulary specific to typical recipes and product labels

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

Paraphrase complex directions Understand complex directions—

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

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

information to complete understanding

Paraphrase

Synthesize/paraphrase directions Follow multi-step directions

containing adult vocabulary where the outcome is not obvious

Follow detail in typical medicine or product label

Synthesize intention of directions

Understand small but significant detail in directions

221-230 Understand intent of directions Synthesize complex directions

231-240 Synthesize/paraphrase directions

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

Reading for Detail

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

Isolate small but significant detail necessary to answer a question in long, detail-filled passages

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

Locate small but significant detail in a detail-filled passage

Understand and interpret significant detail

Understand and paraphrase significant detail

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

Locate more than one detail in a detail-filled passage

221-230 Read passages that contain rich and

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

Isolate information not stated in a detail-filled passage

Paraphrase and interpret significant detail

Locate specific detail in a long, detail-filled passage

Locate and interpret several details in a detail-filled passage

231-240 Read passages that contain rich

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

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

Sequencing

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

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

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

Determine which event came second or

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

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

(221-230) Summarize events in correct

order Use reasoning to determine the

correct order of scrambled sentences

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

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

next from sentences in scrambled order Determine sequence of key events from

complex paragraph Determine events that occur after or

simultaneously in longer, more complex paragraph

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

Use key words to paraphrase order of events

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

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

Use direct word clues to determine what comes before

Determine what comes first in a paragraph containing a flashback

happens” Determine last, first, and next,

paraphrasing events from passage

Use indirect word clues to determine the order of scrambled sentences

Determine what comes after another event

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

Paraphrase the sequence of events in a complex passage

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

Literary AnalysisAuthor’s Purpose-Techniques

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Infer how author develops characters through story sequence

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


Genre

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Recognize newspaper writing and personal note writing

Distinguish between fiction and nonfiction writing in lengthy passages

Identify historical fiction Identify realistic fiction Determine purpose of lengthy folk

Identify vivid and descriptive writing

Recognize autobiographical writing Use writing as a rule for giving

directions Understand form and general

characteristics of folk tales Understand the structure of poetry


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

tales Understand the content of poems

with figurative language

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

Literary Devices

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

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

Infer the story structure as a literary device

Understand meaning of idioms used in the story

Understand the imagery in the writing

Understand and explain the meaning of metaphors used in the story

Understand the meaning of symbolism in stories

Make inferences about a character type within a variety of literature

Use the story structure as a literary device

Determine how author develops character traits through inference

Use descriptive dialogue to develop tone

Recognize foreshadowing as a literary device in writing

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

use of similes Understand the meaning of

symbolism in stories Identify exaggeration and

understand its impact on story line


Story Elements

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

Identify the problem and articulate the resolution

Identify main conflict Identify exaggeration Identify a complex problem and list

possible resolutions

Describe complex character descriptions

Understand complex problems and develop one or more solutions


Story Grammar

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

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

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

Return to Guide

interest Recognize dialogue that provides a

variety of purposes and information

extended thinking.

VocabularyAntonyms, Homonyms, Synonyms

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

Choose word missing in the sentence when all choices are homonyms

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


Context Clues

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

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

Knowledge of vocabulary with or without context within a complex paragraph

Recognize and understand a variety of word referents

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

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

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

Increased vocabulary within the story or passage


Multiple Meanings

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

Items include same skills and content as lower RIT bands with

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

Return to Guide

multiple meanings more difficult vocabulary and extended thinking.

Word AnalysisRoot Words, Suffixes, Prefixes

Return to Guide

Identify base or root word in multi-syllable words


Structural Analysis

Return to Guide

Form multi-syllable compound words

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

Identify suffix which will give new meaning to specified word


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9th Grade Reading State of Idaho 2003Sample Test Items

Word Analysis & Vocabulary: RIT 201-210

Return Return Return Return

Word Analysis & Vocabulary: RIT 211-220

Return Return

Literal Comprehension: RIT 201-210

Return Return Return Return Return Return




Return Return Return Return Return

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

Return Return

Interpretive Comprehension: RIT 201-210

Return Return Return Return

Interpretive Comprehension: RIT 211-220


Evaluative Comprehension: RIT 201-210





Return Return Return Return Return

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

Return Return Return

Literary Analysis: RIT 201-210





Return Return

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9th Grade Reading State of Idaho 2003Resources

Written Book Assessment.doc

Apply and Extend Information A...

ApplyInformation.doc

Assessment for following writt...

Author's Use of Language.doc

Causes and Effects.doc

Compare and Contrast Assessmen...

Return Return Return Return Return Return Return

Compare Experiences.doc

Criteria for Evaluating Inform...

Critical Thinking Scoring Rubr...

Decode Unfamiliar Word Assess1...

Decode Unfamiliar Words.doc

Directing the Elements.doc

Drawingconclusions.doc


Evaluate Validity.doc

Evaluating Website for Bias.do...

Fact and Opinion.doc

FactOpinion Lesson.doc

Following Written Directions A...

Generate Questions.doc

Historical Significance.doc


Identifying and Making Inferen...

Inferences.doc MAIN IDEA assess.doc

Main Idea.doc Make Inferences Assessment.doc...

Mneumonics.doc Ninth Grade Enrichment Reading...


Organizi.doc Question Stems for Assessing t...

Reading for Detail.doc

Reading strategies to collect ...

Readrecallreview.doc

Relate Information.doc

Relating InformationAssess.doc...


Sequencing.doc SQR3 Strategies.doc

Strategies for Making Inferenc...

Summarize.doc Summarizing.docSummarizingAssess.doc

SymbolismAn American Bard.doc


Synthesizing.doc Tone.doc Venn Diagram.docVocabularyWord Components.doc

Writing and Following Directio...

antonym, synonym, homonym.doc


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Documents

Language Arts Curriculum Guide Template—Detailed Curriculum Guides files... · Web viewHave them create three columns that: list the word; define the word; write the word using