Web viewGrade-level appropriate texts should be used to assess a word unfamiliar to ... “My body is crying out for a tender tomato ... books, newspapers, and magazine

ELEMENTARY SCHOOL BENCHMARK TASK CARD: LA.3-5.1.6.3 Context CluesBENCHMARK: LA.3-5.1.6.3-The student will use context clues to determine meanings of unfamiliar words.

BENCHMARK SIGNAL WORDS AND SAMPLE ITEMSsame, mean, phrase, describe, why use, use in the same way

Context Clues:The sample item below is based on “Swim, Baby, Swim!” on page G–2.

Read these sentences from the story.His toes grabbed a long thin willow branch that hung out over the water. But the branch sagged under his weight.

What does the word sagged mean as used in the sentences above?A. It bent.B. It grew.C. It dripped.D. It disappeared.

Context Clues:The sample item below is based on “Learning to Sing” on page G–11.

Read these sentences from the text box “Sing Like a Pro.”If you’re singing in the school chorus, don’t try to sing louder than the person next to you. You will only strain your voice.

What does the word strain mean as used in the sentences above?A. hurtB. improveC. strengthenD. tire

Context Clues:The sample item below is based on “What Is an Ecosystem?” on page G–16.

Read these sentences from the article.A kelp forest slows ocean currents and makes waves smaller, creating pockets of calm water. Shrimp-like animals flourish in this quiet water and feast on dead kelp.

What does the word flourish mean as used in the sentences above?A. grow wellB. seek warmthC. become silentD. avoid enemies

HIGH ORDER QUESTION STEMS STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION NOTESCONTEXT CLUES

Read this sentence from the passage:

“_________________” What does the word mean? When (phrase containing

assessed word), it meant ______.

In this text, what does “ “mean?

How did you use the text to help you find out the meaning of the unknown word?

How did you use the text around the word to help you?

How have I used this benchmark in my reading/math? How did the benchmark help me better understand

__________? Where is my learning on the scale? ___ I can teach someone else. ___ I can do it on my own. ___ I understand, but have questions.

ClarificationThe student will: Using context clues, identify the

meaning of an unfamiliar word.Content Focus Context CluesContent Limits Grade-level appropriate texts should

be used to assess a word unfamiliar to most students.

Excerpted text should contain clear and sufficient context for determining the meaning of the assessed word.

If an item stem directs the student back to the text to determine the meaning of an unfamiliar word, the text should contain clear and sufficient context for determining the meaning of the assessed word.

The assessed word should be no more than two grade levels above the tested grade.

Text Attributes Texts should be literary or

informational. Other stimuli may include, but are not

limited to, illustrations with captions, graphics, and charts.

Texts must contain a word unfamiliar to most students, and clear and sufficient context must be present for students to determine the meaning of the word.

(Additional information on pp. 22-23 , 56-57, and 93-94) FCAT 2.0 READING Test Item SpecificationsGrades 3-5)

STUDENT SUMMATIVE WRITING TASK

After completing___________, the proof from the lesson that helps me understand and answer the essential question is ____________. This relates to the essential question because ______________________.

THINKING MAPS CORRELATIONCognitive Process: Defining in ContextProduct: Circle Map

Cognitive Process: Describing QualitiesProduct: Bubble Map

Teaching and Learning, Lake County School District

http://fcat.fldoe.org/fcat2/pdf/FL10SpISG35RWTr3gfinal.pdf


ELEMENTARY SCHOOL BENCHMARK TASK CARD: LA.3-5.1.6.7 Advanced prefixes, Suffixes, and Root words.BENCHMARK: LA.3-5.1.6.7 The student will use meaning of familiar base words and affixes (prefixes and suffixes) to determine meanings of unfamiliar complex words. 5th Grade: Also assesses LA.5.1.6.11-The student will use meaning of familiar roots and affixes derived from Greek and Latin to determine meanings of unfamiliar complex words.

BENCHMARK SIGNAL WORDS AND SAMPLE ITEMSbase word, opposite, root, mean, same as, Greek root, Latin root, phrase, prefix, suffix

Base WordsThe sample item below is based on “Birds Do It! RECYCLE!” on page G–5.Read this sentence from the article.You can make a collection box of stuff to leave for birds so they can help themselves.

Which word has the SAME base word as collection?A. collarB. collectorC. conclusionD. condition

Affixes The sample item below is based on “Across the Blue Mountains” on page G–8.Read this sentence from the passage.When Miss Bilberry caught up they all unpacked the boxes and emptied the bags.

If packed means to put items in a container, what does unpacked mean?A. to take items out of a containerB. to put items in a container againC. to give away items from a containerD. to put items in a container beforehand

Roots (5th Grade)The sample item below is based on “The Great Garden Experiment” on page G–19.Read this quotation from the passage.“I am going to become malnourished,” Dad said. “My body is crying out for a tender tomato or some crisp green beans. And all I get is zucchini.”

The origin of the word malnourished is the Latin root -nourish, meaning to feed. What does malnourished mean?A. to be underfedB. to eat until fullC. to eat rich foodsD. to be fed too much

HIGH ORDER QUESTION STEMS STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION NOTESAffixes/Base Words or Root Words

The origin of is the root , meaning .

What does mean? Which word has the same base

word as _? If (base word) means, what does

base word + affix mean? Which word has the SAME root

as ______?(grade 5 only) The origin of the word _____ is

the Latin root meaning to____. What does _____mean?( grade 5 only)



ClarificationThe student will: Identify familiar base words with prefixes

and/or suffixes to determine the meanings of complex words in a text

Simple analysis and/or inference may be required.

Content Focus Base Words Affixes Roots (5th Grade)Content Limits Grade-level appropriate texts should

contain vocabulary for assessing prefixes (e.g., re-, un-, pre-, dis-, mis-, in-, non-), suffixes (e.g., -er, -est, -ful, -less, -able, -ly, -or, -ness), and base words.

Assessed words should be no more than two grade levels above the tested grade.

Contractions (e.g., they’re, it’s) should not be assessed.

Excerpted text should contain the assessed word to provide clear and sufficient context.

Text Attributes Texts should be literary or informational. Other stimuli may include, but are not


Texts must contain appropriate words to assess knowledge of base words or affixes (5th grade-roots).

(Additional information on pp. 24-25, 58-59, and 95-96 FCAT 2.0 READING Test Item SpecificationsGrades 3-5



THINKING MAPS CORRELATIONCognitive Process: Part to Whole/Whole to PartProduct: Brace Map

Cognitive Process: Defining in ContextProduct: Circle Map





ELEMENTARY SCHOOL BENCHMARK TASK CARD: LA.3-5.1.6.8 Analyze Words/Word Relationships

BENCHMARK: LA.3-5.1.6.8 The student will use knowledge of antonyms, synonyms, homophones, and homographs to determine meanings of words.

BENCHMARK SIGNAL WORDS AND SAMPLE ITEMSpair of words, add to the idea, restates the meaning, phrase, most similar in meaning, most opposite in meaning, opposite, same

AntonymsThe sample item below is based on “Swim, Baby, Swim!” on page G–2.

Read this sentence from the story.Now his parents circled wildly above him, squawking and shrieking.

Which word has the OPPOSITE meaning of the word wildly?A. bravelyB. calmlyC. faithfullyD. merrily

SynonymsThe sample item below is based on “Across the Blue Mountains” on page G–8.

Which pair of words from the passage have almost the SAME meaning?A. played, wavedB. sighed, snarledC. bothered, climbedD. emptied, unpacked

AntonymsThe sample item below is based on “What Is an Ecosystem?” on page G–16.

Which pair of words from the article are most OPPOSITE in meaning?A. feast, gnawB. series, singleC. places, pocketsD. collection, system

HIGH ORDER QUESTION STEMS STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION NOTESSYNONYMS/ANTONYMS

What word means the SAME as____?

Choose the word that means the OPPOSITE of _______.

ANALYZE WORDS IN TEXT

What feeling does the word _____ create?

What does the author mean when he says_____?

Why does the author use the word ____ in the sentence above?

What is the character doing when___?

How have I used this benchmark in my reading/math?

How did the benchmark help me better understand __________?

Where is my learning on the scale? ___ I can teach someone else. ___ I can do it on my own. ___ I understand, but have questions.

ClarificationThe student will: Use antonyms and synonyms to determine the

meaning of a word within a text. Simple analysis and/or inference may be required to

comprehend the meaning of the word.

Content Focus Antonyms Synonyms

Content Limits Grade-level appropriate texts should be used to

assess antonyms and synonyms. Homophones and homographs should not be

assessed. Contractions (e.g., they’re, it’s) should not be

assessed. The terms antonym and synonym should not be

used in the stem construction. Wording should be similar to means almost the

same as or has the opposite meaning of.

Text Attributes Texts should be literary or informational. Other stimuli may include, but are not limited to,

illustrations with captions, graphics, and charts. Texts should contain appropriate words to assess

knowledge of antonyms and synonyms at grade level.

(Additional information on pp. 26-27, 60-61, and 97-98) FCAT 2.0 READING Test Item SpecificationsGrades 3-5)

STUDENT SUMMATIVE WRITING TASKAfter completing___________, the proof from the lesson that helps me understand and answer the essential question is ____________. This relates to the essential question because ______________________.

THINKING MAPS CORRELATIONCognitive Process: Part to Whole RelationshipsProduct: Brace Map

Cognitive Process: Analogies/RelationshipsProduct: Bridge Map

ELEMENTARY SCHOOL BENCHMARK TASK CARD: LA.3-5.1.6.9 MULTIPLE MEANINGSBENCHMARK: LA.3-5.1.6.9 The student will determine the correct meaning of words with multiple meanings in context.Also assesses LA.3-5.1.6.6 The student will identify shades of meaning in related words (e.g., blaring, loud).

BENCHMARK SIGNAL WORDS AND SAMPLE ITEMSsame meaning, used in the same way, adds to the idea, most similar, most opposite, pair

Multiple MeaningsThe sample item below is

Multiple MeaningsThe sample item below is

Analyze Words in TextThe sample item below is based




of words based on “Birds Do It! RECYCLE!” on page G–5.Read this sentence from the article.Keep your bird station away from places where cats hang out.

Which meaning of the word station is the SAME one used in the sentence above?A. areaB. jobC. officeD. situation

based on “Learning to Sing” on page G–11.Read this sentence from the article.“Put your heart into your singing and enjoy it,” says Carol, “because singing is a great joy.”

What is the meaning of the word great as it is used in the sentence above?A. countlessB. importantC. largeD. outstanding

on “The Great Garden Experiment” on page G–19.

What is Dad doing when he is “sticking up for Mom”?A. He is defending her idea.B. He is agreeing with her plan.C. He is rescuing her from work.D. He is trying to understand her.

HIGH ORDER QUESTION STEMS STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION NOTESMULTIPLE MEANINGS Read the excerpt from the passage:

“ “ In which sentence does the word

have the same meaning as in the excerpt above?

Read the lines from the poem: “ “ In the lines above, what does the

word_____ show about the _____? Which sentence below uses the

word the same way as the story/article?

Which sentence uses the word the same as it is used in the sentence above?

ANALYZE WORDS IN TEXT What feeling does the word create? What does the author mean when

he says____? Why does the author use the word

in the sentence above? What is the character doing when

___?




ClarificationThe student will: Analyze words that have multiple meanings

and determine the correct meanings of the words as used in the text.

For shades of meaning, the student will analyze the word or phrase to determine small, subtle differences in meaning between related words

Content Focus Multiple Meanings Analyze Words in Text Shades of MeaningContent Limits Grade-level appropriate texts should be

used to assess words with multiple meanings or shades of meaning.

The words should be assessed using words at or below grade level.

Excerpted text must contain clear and sufficient context for determining the meaning of the assessed word.

Text Attributes Texts should be literary or informational. Other stimuli may include, but are not limited

to, illustrations with captions, graphics, and charts.

Texts must contain words with multiple meanings and must provide clear and sufficient context for the student to determine the correct meaning.

(Additional information on pp. 28-30 , 62-64, and 99-101) FCAT 2.0 READING Test Item SpecificationsGrades 3-5)


THINKING MAPS CORRELATIONCognitive Process: Compare/ContrastProduct: Double Bubble Map

Cognitive Process: ClassifyingProduct: Tree Map




ELEMENTARY SCHOOL BENCHMARK TASK CARD: LA.3-5.1.7.2 AUTHOR’S PURPOSE/AUTHOR’S PERSPECTIVEBENCHMARK:LA.3-4.1.7.2 -The student will identify the author’s purpose (e.g., to inform, entertain, explain) in text and how an author’s perspective influences text.LA. 5.1.7.2 -The student will identify the author’s purpose (e.g., to persuade, inform, entertain, explain) and how an author’s perspective influences text.

BENCHMARK SIGNAL WORDS AND SAMPLE ITEMSAUTHOR’S PURPOSEmean, purpose, describe/explain, persuade, article, poem, passage, teach, compare, demonstrate, show, give facts, entertain,

AUTHOR’S PERSPECTIVEmean, most likely, most important, agree, statement, excerpt , stay, thinks, in order

AUTHOR’S PURPOSEThe sample item below is based on “Swim, Baby, Swim!” on page G–2.

What is the MOST LIKELY reason the author wrote the story “Swim, Baby, Swim!”?

A. to show how pond animals liveB. to tell about a bird learning to flyC. to explain why fish hunt young birdsD. to describe how animals raise their babies

AUTHOR’S PURPOSEThe sample item below is based on “Play a Game” on page G–13.

Why did the author MOST likely write “Play a Game”?

A. to list the parts of a license plateB. to inform readers about field tripsC. to give ideas for activities while travelingD. to entertain readers with a story about traveling

AUTHOR’S PERSPECTIVEThe sample item below is based on “What Is an Ecosystem?” on page G–16.

With which statement would the author of “What Is an Ecosystem?” most likely agree?

A. People should avoid activities that may harm an ecosystem.B. Ecosystems need change in order to stay strong and healthy.C. Ecosystems can never be repaired once they have been damaged.D. Scientists should be able to predict the effects of changes on ecosystems.

HIGH ORDER QUESTION STEMS STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION NOTESAUTHOR’S PURPOSE Why does the author most likely write

the story/passage? Why did the author write the article? What is the author’s purpose in

writing this article? Why did the authors of and write

these stories/articles?

AUTHOR’S PERSPECTIVE What does the author mean when

he/she writes? The author would most likely want to

read which of the following articles/stories?

Which books would the author most likely read in order to write this article/story?

With which statement would the author most likely agree?

Explain what the author thinks is most important about_____.



ClarificationThe student will: Identify the author’s purpose or perspective. Analyze the impact of the author’s purpose or

perspective within or across texts.

Content Focus Author’s Purpose Author’s Perspective

Content Limits Grade-level appropriate texts used in

assessing author’s purpose should contain an identifiable author’s purpose for writing, including, but not limited to, informing, telling a story, conveying a particular mood, entertaining, or explaining.

The author’s purpose and perspective should be recognizable within or across texts.

Text Attributes Texts should be literary or informational. Other stimuli may include, but are not limited

to, illustrations with captions, graphics, and charts.

Texts may include, but are not limited to, persuasive articles, diaries, and informational articles.

(Additional information on pp. 32-33, 66-67, and 103-104) FCAT 2.0 READING Test Item SpecificationsGrades 3-5


After completing___________, the proof from the lesson that helps me understand and answer the essential question is ____________. This relates to the essential question because_____________________.

THINKING MAPS CORRELATIONCognitive Process: ReasoningProduct: Multi-Flow Map

Cognitive Process: Describing QualitiesProduct: Bubble Map




MIDDLE SCHOOL BENCHMARK TASK CARD: LA.3-5.1.7.3 MAIN IDEABENCHMARK:LA.3.1.7.3 The student will determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, strongly implied message and inference, and chronological order of events.LA.4.1.7.3 The student will determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, implied message, inferences, chronological order of events, summarizing, and paraphrasing.LA.5.1.7.3 The student will determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details.

BENCHMARK SIGNAL WORDS AND SAMPLE ITEMSMAIN IDEA- summary, lesson, retell, moral, portion, passage, good title, essential, message, primary topiccentral idea, most important

RELEVANT DETAILS-relevant, details, support, idea, which, what, when, where

CONCLUSIONS/INFERENCES-conclusions, imply, infer, might, happen if

CHRONOLOGICAL ORDER-just before, between, right after, events (leading up to), first, steps to, last, portion

The sample item below is based on “Swim, Baby, Swim!” on page G–2.

What is the MOST important lesson the young bird learns in this story?A. Stay close to your nest.B. Be careful where you land.C. Swimming is easier than flying.D. The marsh is safer than the pond.

The sample item below is based on “What Is an Ecosystem?” on page G–16.

Which detail from the article helps show how a sea otter’s diet can protect kelp forests?A. Sea urchins eat and destroy kelp.B. Shrimp-like animals eat dead kelp.C. Fish make their homes in kelp forests.D. Hard-shelled animals live in kelp forests.

The sample item below is based on “Across the Blue Mountains” on page G–8.

Why are the mountains in front of the house once Miss Bilberry has moved?A. Miss Bilberry has been tricked by her pets.B. Miss Bilberry moves close to her old house.C. Miss Bilberry discovers different mountains.D. Miss Bilberry ends the journey where she began.

The sample item below is based on “What Is an Ecosystem?” on page G–16.

According to the article, which event happened first?A. Otters were protected on Amchitka.B. Sea urchins ate the giant kelp forests.C. Sea urchin numbers grew around Shemya.D. Otters nearly disappeared from the islands.

HIGH ORDER QUESTION STEMS STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION NOTESMAIN IDEA What is the MAIN IDEA of this story/passage/article? What is the most important lesson _____ learns in the

story/passage? Why do you think this story/article has the title “___”? What would be another good title for this story? Which sentence best tells what the passage is about? What is the essential message in the story/article? Which sentence from the article tells the author’s main

message? What is the primary topic of the article?RELEVANT SUPPORTING DETAILS At the end of the story, where does ____go? How does _____ in the story support the main idea? What caused _________ in the story? How can the reader prove the idea that

is the main idea of this text? What events from the passage show that is

? How does __support the idea that________? Why does ____ offer to __________?CONCLUSIONS/INFERENCES Based on the introductory paragraph, what can the

reader conclude about ? Read this quotation from ________. In the quotation

above, _____ is indicating that _______. Which sentence gives the best summary? Which accomplishment/idea is the most valuable? Which statement best describes the lesson/moral of

this story?CHRONOLOGICAL ORDER What happened just BEFORE/AFTER _____? What happened first, last, etc. …? What happens AFTER but BEFORE______? What happened between and ______? What is the first step in _______ ? Retell the events leading up to/following _______. Explain the steps for _______ and the reasons why. According to the article, what happened first?

How have I used this benchmark in my reading/math? How did the benchmark help me better understand the

text? Where is my learning on the scale? ___ I can teach someone else. ___ I can do it on my own. ___ I understand, but have questions.

ClarificationThe student will: Determine the main idea (stated or implied) Locate relevant details and facts Draw logical conclusions, or make appropriate

inferences within grade-level appropriate texts (3RD)

Draw logical conclusions, or make appropriateinferences within or across grade-level appropriate texts. (4TH AND 5TH)

Identify chronological order (sequencing of events)

Content Focus Main Idea (stated or implied) Relevant Details Conclusions/Inferences Chronological OrderContent Limits Grade-level appropriate texts with an identifiable

main idea (stated or implied) Relevant details from which students may draw

logical conclusions or make appropriate inferences.

Texts may include a clear, identifiable chronological order (sequence of events). .

Paraphrasing should not be assessed. Items may assess a student’s ability to identify a

strongly stated main idea.Text Attributes Texts should be literary or informational. Other stimuli may include, but are not limited to,

illustrations with captions, graphics, and charts. Texts should include a main idea (stated or

strongly implied), relevant details, and an identifiable chronological order that will enable students to draw logical conclusions and make appropriate inferences.

(Additional information on pp. 34-35, 68-70, and 105-106) FCAT 2.0 READING Test Item Specifications Grades 3-5

STUDENT SUMMATIVE WRITING TASKAfter reading ___________ (lit or informational text), the proof from the text that helps me understand and answer the essential question is ____________. This relates to the essential question because ______________________.

THINKING MAPS CORRELATIONCognitive Process: ClassifyProduct: Tree Map: Main Idea and Relevant Details

Cognitive Process: InferProduct: Flow Map



ELEMENTARY SCHOOL BENCHMARK TASK CARD: LA.3-5.1.7.4 CAUSE AND EFFECTBENCHMARK: LA.3-5.1.7.4 The student will identify cause-and-effect relationships in text.

BENCHMARK SIGNAL WORDS AND SAMPLE ITEMSCAUSE AND EFFECT:cause, might happen if, factor, influence, reason(s), decide, results, because, effect, particular action

CAUSE AND EFFECTThe sample item below is based on “Swim, Baby, Swim!” on page G–2.Why does the little bird fall in the pond?A. He slips off a thin branch.B. He is learning how to swim.C. His wings get tired from flying.D. His wing tips dip too low in the water.

CAUSE AND EFFECTThe sample item below is based on “Across the Blue Mountains” on page G–8.Why does Miss Bilberry want to move?A. She is lonely in the pale yellow house.B. She is looking for an exciting adventure.C. She wants more space for her vegetable garden.D. She thinks she will be more content somewhere else.

CAUSE AND EFFECT The sample item below is based on “What Is an Ecosystem?” on page G–16.The “pockets of calm water” near Amchitka Island are created byA. mud and sand.B. large kelp forests.C. groups of sea urchins.D. sea animals with shells.

HIGH ORDER QUESTION STEMS STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION NOTESCAUSE AND EFFECT Describe the cause or effect of

an action or event in fiction, nonfiction, poetry or drama.

What caused _____to ________? What effect did___ have on ___? What are the events that caused ___? What might happen if ________? What is the effect of ________? Why does a character ( take a

particular action ) ? Why does ___decide to _____? What were the results of (an event

or action)? __________probably chooses over

_____ because _______.



ClarificationThe student will: Identify cause-and-effect

relationships within texts. Discern a causal relationship

implied in the text through the assimilation of facts and details provided.

Content Focus Cause and Effect

Content Limits Grade-level appropriate texts

should contain identifiable causal relationships embedded in the text

Grade-level appropriate texts should contain sufficient facts and details to assist students in discerning implied causal relationships.

Text Attributes Texts should be literary or

informational. Stimuli may include, but are not


Texts should include an identifiable cause-and-effect relationship that may be stated and/or implied.

(Additional information on pp. 36-37,71 -72, and 107-108 FCAT 2.0 READING Test Item SpecificationsGrades 3-5)



THINKING MAPS CORRELATIONCognitive Process: Cause and EffectProduct:





ELMENTARY SCHOOL BENCHMARK TASK CARD: LA.3-5.1.7.5 TEXT STRUCTURE/ORGANIZATIONAL PATTERNSBENCHMARK: LA.3-5.1.7.5 The student will identify the text structure an author uses (e.g., comparison/contrast, cause/effect, and sequence of events) and explain how it impacts meaning in text.

BENCHMARK SIGNAL WORDS AND SAMPLE ITEMSTEXT STRUCTUREdescription, mostly explain, compare/contrast, list, sequence, problem/solution, argument/support, cause/effect, author, includes, begin, repeats, ends, better understand, easier, organize, passage /story, article/flyer, biography, poem(s), statement, heading, section

TEXT STRUCTURES/ORGANIZATIONAL PATTERNSThe sample item below is based on “The Better Birdhouse!” on page G–7.

How does the author MOSTLY explain how to build a birdhouse?A. by solving safety problemsB. by identifying natural materialsC. by providing detailed directionsD. by comparing different types of birds

TEXT STRUCTURES/ORGANIZATIONAL PATTERNSThe sample item below is based on “Play a Game” on page G–13.

How does the author help readers to BETTER understand how to play the license plate games?A. by listing name suggestionsB. by giving the order of playingC. by comparing areas of the countryD. by giving the consequences of a mistake

TEXT STRUCTURES/ORGANIZATIONAL PATTERNSThe sample item below is based on “What Is an Ecosystem?” on page G–16.

The author shows that ecosystems are like a puzzle mainly byA. identifying various animals in ocean environments.B. listing the natural occurrences in the order they happen.C. describing the differences between two island environments.D. providing details about how humans put nature back together.

HIGH ORDER QUESTION STEMS STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION NOTESTEXT STRUCTURES/ORGANIZATIONAL PATTERNS

Identify the text structure an author uses and explain how it impacts meaning. (e.g., compare/contrast, cause/effect, chronological order, description)

What information can be found under the heading?

The author organized the section to ______.

How does the author help readers BETTER understand?

Explain what the author does to make the information in_____ easier to understand.

Which statement lets the reader know how the author organized the passage?

How does the author mostly explain?



ClarificationThe student will: Identify and analyze text

structures/organizational patterns and determine how they impact meaning in texts.

Content Focus Text Structures/Organizational

PatternsContent Limits Identifiable text structures found

within grade-level appropriate texts May include, but are not limited to,

comparison/contrast, cause/effect, chronological order, and argument/support

Text features should not be assessed in this benchmark (assess in LA.3-5.2.2.1 for literary text, assess in LA3-5.6.1.1 for informational text.)

Text Attributes Informational texts are more suited

for item development Literary text may occasionally be

appropriate (e.g., one that utilizes chronological order, comparison/contrast, or cause/effect).

Stimuli may include, but are not limited to, illustrations with captions, graphics, and charts.

Text structures must be clearly evident as indicated by signal words and phrases.

Texts must contain identifiable organizational patterns.

(Additional information on pp. 38-39 , 73-74, 109-110 FCAT 2.0 READING Test Item SpecificationsGrades 3-5

STUDENT SUMMATIVE WRITING TASKAfter completing___________, the proof from the lesson that helps me understand and answer the essential question is ____________. This relates to the essential question because ______________________.THINKING MAPS CORRELATIONCognitive Process: Compare/ContrastProduct: Double Bubble Map

Cognitive Process: Cause/EffectProduct: Multi-Flow Map

Cognitive Process: SequencingProduct: Flow Map





ELEMENTARY SCHOOL BENCHMARK TASK CARD LA.3-5.1.7.6 THEME/TOPICBENCHMARK: LA.3-5.1.7.6 The student will identify themes or topics across a variety of fiction and nonfiction selections.

BENCHMARK SIGNAL WORDS AND SAMPLE ITEMS

THEME-theme, main, lesson, learned, positive, result

TOPIC-topic, main, covered, subject, support, information

THEMEThe sample item below is based on “Swim, Baby, Swim!” on page G–2.

What is the theme of the story?A. Stay close to your home.B. Learn from your experiences.C. Keep away from your enemies.D. Listen carefully to your parents.

TOPICThe sample item below is based on “Living on the Edge of Danger” on page G–14.

What is the topic of “Living on the Edge of Danger”?A. how a silver ant survivesB. predators of the Sahara desertC. the climate of the Sahara desertD. where a silver ant finds its food

THEMEThe sample item below is based on “The Great Garden Experiment” on page G–19.

What is the best lesson that can be learned from this passage?A. Hard work pays off most of the time.B. People should listen to their neighbors.C. Sometimes there can be too much of a good thing.D. Activities shared with family members are enjoyable.

HIGH ORDER QUESTION STEMS STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION NOTES

THEME What is a positive result of ____

in the passage? What is the best lesson that can

be learned from this passage? What is the theme of this

passage?

TOPIC What topic is covered in the

article? What information does the

author use to support the main topic of this article?

Explain the topic of this passage.



ClarificationThe student will: Identify themes or topics implied in text

Content Focus Themes

-3rd within one text-4th-5th within/across texts

Topics-3rd within one text-4th-5th within/across texts

Content Limits Grade-level appropriate text Clear and identifiable theme or topic

Text Attributes Literary or informational Stimuli may include, but are not limited

to, illustrations with captions, graphics, and charts

Identifiable theme or topic in text

(Additional information on pp. 40-41, 75-76, 111-112 FCAT 2.0 READING Test Item SpecificationsGrades 3-5 )



THINKING MAPS CORRELATIONCognitive Process: ClassifyingProduct: Tree Map





ELEMENTARY SCHOOL BENCHMARK TASK CARD: LA.3-5.1.7.7 COMPARE AND CONTRASTBENCHMARK: LA.3.1.7.7 The student will compare and contrast elements, settings, characters, and problems in two texts. LA.4-5.1.7.7 The student will compare and contrast elements in multiple texts (e.g., setting, characters, problems).

BENCHMARK SIGNAL WORDS AND SAMPLE ITEMSCOMPARE:alike, similar, similarities, both, common, compare, also, like, too, just like, as well as,have in common, are similar because,are the same because, in the same way

CONTRAST:different, differences, dissimilar, change, before/after, beginning, end, as opposed to, on the other hand, in contrast, differences between, unlike

COMPAREThe sample item below is based on “Swim, Baby, Swim!” on page G–2.How are the otter and the bass ALIKE?A. They look for food.B. They chase the little bird.C. They try to warn the little bird.D. They swim slowly in the pond.

COMPAREThe sample item below is based on “Across the Blue Mountains” on page G–8.How is Miss Bilberry’s life at the new house SIMILAR to what it was before?A. Her pets are troubled.B. She still wants to move.C. Her surroundings are the same.D. She still wishes for companions.

CONTRASTThe sample item below is based on “The Great Garden Experiment” on page G–19.How is Dad’s plan for the garden different from what actually happens?A. He wants his children to do the weeding.B. He hopes Mr. Ballard will give him advice.C. He hopes to eat several kinds of vegetables.D. He wants to sell the zucchini to the neighbors.

HIGH ORDER QUESTION STEMS STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION NOTESCOMPARE How are___ and___ ALIKE? What are the SIMILARITIES between___

and ____? What is the author comparing in the

sentence above? What do ___ and ___ have in common? How are _____ both SIMILAR to ____? How are _____ both DIFFERENT

from__?

CONTRAST How is DIFFERENT from _____? What is one DIFFERENCE between____

and ____? How is ____ dissimilar to____? What are the DIFFERENCES between

____ and ____? How is the information in____

DIFFERENT from ______? How do____ change from BEFORE___

to AFTER _____? Why did have more

____than ______? When the passage begins, how is ___’s

view different from _____’s?



ClarificationThe student will: Identify similarities between elements Identify differences between elements Note: In Grade 3, students are required to

work within only one text.Content Focus Compare/Similarities

3rd one text4th-5th within/across text

Contrast/Differences3rd one text4th-5th within/across text

Content Limits Grade-level appropriate texts Texts include elements that can be

compared or contrasted Elements may include character, setting,

subject, author’s purpose, author’s perspective, and main idea.

Use LA.3-5.2.1.2 and Content Focus Character Development when comparing/contrasting one or more characters changing over time in literary text

Preferred terms ALIKE or DIFFERENT in all caps (3rd Grade)

Preferred terms similarities or differences (4th-5th Grade)

Similarities and differences should not be assessed together in a single item.

Text Attributes Literary or informational Stimuli may include, illustrations with

captions, graphics, and charts Texts should include elements that

compare or contrast Items should be based on elements that

can be compared or contrasted To assess this benchmark across texts,

items should be based on two related texts that contain elements that can be compared or contrasted.

(Additional information on pp. 42-43, 77-78, 113-114 FCAT 2.0 READING Test Item SpecificationsGrades 3-5)



THINKING MAPS CORRELATION

Cognitive Process: Compare/ContrastProduct: Double Bubble Map

Cognitive Process: Seeing AnalogiesProduct: Bridge Map




MIDDLE SCHOOL BENCHMARK TASK CARD: LA.3-5.2.1.2 ELEMENTS OF STORY STRUCTUREBENCHMARK:LA.3.2.1.2 The student will identify and explain the elements of story structure, including character/ character development, setting, plot, and problem/resolution in a variety of fiction.LA.4.2.1.2 The student will identify and explain the elements of plot structure, including exposition, setting, character development, problem/ resolution, and theme in a variety of fiction.LA.5.2.1.2 The student will locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, problem/resolution, and theme in a variety of fiction.

BENCHMARK SIGNAL WORDS AND SAMPLE ITEMSPLOT DEVELOPMENT: MAIN problem, problem, resolution, solved/resolved, lead to, indicatesEvents, plans, face (verb), indicates, settingCHARACTER DEVELOPMENT/POINT OF VIEW:describe, character, bother, feels, change, attitude, opinion

SETTINGThe sample item below is based on “Across the Blue Mountains” on page G–8.

Why is the setting important to the MAIN problem in the passage?A. The house provides comfort.B. The garden becomes too small.C. The mountains create curiosity.D. The fields are overgrown with flowers.

CHARACTER DEVELOPMENTThe sample item below is based on “Swim, Baby, Swim!” on page G–2.

Which word BEST describes the parents in this story?A. braveB. curiousC. gentleD. protective

CHARACTER POINT OF VIEWThe sample item below is based on “The Great Garden Experiment” on page G–19.

Dad’s attitude about Mr. Ballard’s opinion of the garden isA. furious but patient.B. pleased but concerned.C. alarmed but understanding.D. uncomfortable but determined.

HIGH ORDER QUESTION STEMS STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION NOTES

PLOT DEVELOPMENT What is the MAIN problem in the

story? What problem did the character face? What happens when the character

has a problem? How is the problem solved in the

story? What in the story indicates that the

problem is solved? What events lead to the resolution of

the problem in the story?

CHARACTER DEVELOPMENT What word/words best describe the

character? Explain why the character is

happy/sad? What happens that causes the

character to change from the beginning to the end of the story?

CHARACTER POINT OF VIEW What is it about ____ that bothers the

character? ___’s attitude about ___’s opinion is

__. Which sentence first lets the reader

know how the character feels about______?




CLARIFICATIONThe student will: Identify, analyze, and interpret elements of plot development

within or across texts. Identify, analyze, and interpret other literary elements within

or across texts (character development, character point of view, and conflict and resolution)

Identify, analyze, and interpret how plot events contribute to conflict and resolution within or across texts.

3rd Grade students are required to work within only one text.

CONTENT FOCUS Character Development Character Point of View Setting Plot Development Problem/Resolution

CONTENT LIMITS Texts should be grade-level appropriate Identifiable literary elements exposition, rising/falling action, or theme NOT tested (Theme

assessed under LA. 3-5.1.7.6)

TEXT ATTRIBUTES Literary text May include fiction, nonfiction, poetry, and drama. Stimuli may include illustrations with captions, graphics, and

charts. To assess this benchmark within or across texts, items may

be based ono one text that contains a variety of literary

elements (3rd Grade)o one text that contains a variety of literary elements; or two texts with related literary elements (e.g., theme, characterization, conflict, resolution). (4th-5th Grade)

(Additional information on pp. 45-46, , 80-81, 116-117FCAT 2.0 READING Test Item SpecificationsGrades 3-5)


THINKING MAPS CORRELATIONCognitive Process: SequencingProduct: Flow Map





ELEMENTARY SCHOOL BENCHMARK TASK CARD: LA.3-5.2.1.7 FIGURATIVE LANGUAGEBENCHMARK: LA.3-5.2.1.7 - The student will identify and explain an author’s use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects.

BENCHMARK SIGNAL WORDS AND SAMPLE ITEMSDESCRIPTIVE LANGUAGE-mood (weariness, gloomy) , create feeling, imagery, sensory details, setting, alliteration, onomatopoeia

FIGURATIVE LANGUAGE-simile, metaphor, personification, characteristic describe, compares/applies, hyperbole, means

DESCRIPTIVE LANGUAGEThe sample item below is based on “Swim, Baby, Swim!” on page G–2.

Read these sentences from the story.Meanwhile, the bird’s frantic parents were watching from the willow tree. They shrieked and screamed and darted about in the branches while the young bird swam on.

What mood does the author create by writing that the bird’s parents shrieked and screamed?A. gloomyB. joyfulC. proudD. scary

DESCRIPTIVE LANGUAGEThe sample item below is based on “Learning to Sing” on page G–11.

Read these words from “Learning to Sing.”“Put your heart into your singing and enjoy it,”

What does it mean to put your heart into your singing?A. to sing loudlyB. to sing sweetlyC. to sing with powerD. to sing with emotion

FIGURATIVE LANGUAGEThe sample item below is based on “The Great Garden Experiment” on page G–19.

Read this sentence from the passage.Mom and Dad rummaged through the racks of seeds like kids in a toy store.

What characteristic applies to Mom and Dad and the kids in a toy store?A. confusionB. excitementC. innocenceD. silliness

HIGH ORDER QUESTION STEMS STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION NOTESDESCRIPTIVE LANGUAGE What mood does the author

create writing ____________? What mood does the author

create by using the phrase_____?

Explain how an author creates a mood of ___________. (weariness/excitement/hopefulness)

FIGURATIVE LANGUAGE How is the author comparing

_____ to _____? Read the sentence from the

passage.“______________”What characteristic applies to _______ and _______?

Why does the author compare _____ to _______?




ClarificationThe student will: Identify and interpret the author’s use

of descriptive or figurative language Determine how the author’s use of

language impacts meaning in grade-level appropriate texts

Content Focus Descriptive Language (mood, imagery) Figurative Language

( simile, metaphor, personification)

Content Limits Grade-level appropriate texts Texts contain clear examples of

descriptive language and figurative language

Idioms and symbolism should NOT be assessed.

Text Attributes Literary or informational May include, fiction, nonfiction, poetry,

and drama. Stimuli may include illustrations with

captions, graphics, and charts.

(Additional information on pp. 47-48, 83-84, 118-119 FCAT 2.0 READING Test Item SpecificationsGrades 3-5)

STUDENT SUMMATIVE WRITING TASKAfter completing___________, the proof from the lesson that helps me understand and answer the essential question is ____________. This relates to the essential question because ______________________.THINKING MAPS CORRELATIONCognitive Process: DescribingProduct: Bubble Map

Cognitive Process: ClassifyingProduct: Tree Map

MIDDLE SCHOOL BENCHMARK TASK CARD: LA.3-5.2.2.1 TEXT FEATURESBENCHMARK:LA.3.2.2.1 The student will identify and explain the purpose of text features (e.g., table of contents, glossary, headings, charts, graphs, diagrams, illustrations).





LA.4.2.2.1 The student will locate, explain, and use information from text features (e.g., table of contents, glossary, headings, charts, graphs, diagrams, illustrations).LA.5.2.2.1 The student will locate, explain, and use information from text features (e.g., table of contents, glossary, index, transition words/phrases, headings, subheadings, charts, graphs, illustrations).

BENCHMARK SIGNAL WORDS AND SAMPLE ITEMSTEXT FEATURES:Illustration, purpose, to show, section titled, important, passage, likely to find, titles, subtitles, captions, maps, keys/legends, stanzas

TEXT FEATURESThe sample item below is based on “Swim, Baby, Swim!” on page G–2 and references the illustration on page G–3.What is the purpose of the illustration on the second page of the story?A. to show why the baby bird slipsB. to show who helps the baby birdC. to show how the baby bird escapes the bassD. to show how the baby bird reaches the shore

TEXT FEATURESThe sample item below is based on “Learning to Sing” on page G–11.

What information are you MOST likely to find in the text box “Sing Like a Pro”?A. stories about famous singersB. facts about singing in the operaC. instructions on how to sing betterD. details on different types of singing

TEXT FEATURESThe sample item below is based on “The

Great Garden Experiment” on page G–19.

The illustrations are important to the passage because theyA. contribute to the enjoyment of the passage.B. provide another way to explain how zucchini grows.C. suggest to readers that plants are easier to take care of than pigs.D. prove to readers that the family made mistakes when planting zucchini.

HIGH ORDER QUESTION STEMS STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION NOTESTEXT FEATURES Which sentence from the story

best describes the illustration on page ___?

The purpose of the illustration on page ___ , is to show the reader___ .

What information are you most likely to find in the section titled _____?

Why are the illustrations important to the passage?



ClarificationThe student will: Identify, analyze, and determine

meaning from a variety of text features

Content Focus Text features

Content Limits Assessed within grade-level

appropriate literary fictional texts Identifiable single text feature or

variety of text features within text. Tables of contents, glossaries, bold

text, key/guide words, and indices NOT assessed.

Text Attributes Literary May include fiction, nonfiction,

poetry, or drama. Text stimuli may include titles,

headings, subheadings, sections, charts, tables, graphs, illustrations, maps, diagrams, captions, italicized text, and text boxes.

(Additional information on pp. 49-50, 86-87, 120-121) FCAT 2.0 READING Test Item SpecificationsGrades 3-5



THINKING MAPS CORRELATIONCognitive Process: Defining in ContextProduct: Circle Map





ELEMENTARY SCHOOL BENCHMARK TASK CARD: LA6-3-5.6.1.1 ANALYZING TEXT FEATURESBENCHMARK:LA.3-4.6.1.1 The student will read informational text and organize information for different purposes, including but not limited to being informed, following multi-step directions, making a report, conducting interviews, preparing to take a test, and performing a task.LA.5.6.1.1 The student will read and interpret informational text and organize the information from multiple sources for a variety of purposes.

BENCHMARK SIGNAL WORDS AND SAMPLE ITEMStitles, bullets, subtitles, footnotes, heading, lines, subheadings, numbers, charts, check marks, graphs, tell, diagrams, located, illustrations, better understand, captions, maps, purpose, keys/legends, listed, text boxes

LOCATE/INTERPRET/ORGANIZE TEXT FEATURESThe sample item below is based on “Birds Do It! RECYCLE!” on page G–5.Under which heading would you MOST LIKELY find information on materials birds find in the wild?A. Picky, PickyB. What A YarnC. For The Birds!D. Do It Naturally

LOCATE/INTERPRET/ORGANIZE TEXT FEATURES The sample item below is based on “Play a Game” on page G–13.Read this subheading from the article.MATERIALS =NOTHING BUT TIME & IMAGINATIONWhy does the author include this section?A. to show that the games require little time or skillB. to show that the games require few or no suppliesC. to show that the games require only knowledge of the rulesD. to show that the games do not require specific surroundings

TEXT FEATURESThe sample item below is based on “What Is an Ecosystem?” on page G–16.What is the purpose of the illustration at the beginning of the article?A. to show different types of animalsB. to show how living things interactC. to demonstrate the importance of the waterD. to demonstrate the similarities of the islands

HIGH ORDER QUESTION STEMS STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION NOTESLOCATE/INTERPRET/ORGANIZE TEXT FEATURES By reading the article and looking

at the map, you can tell that ____and _____are located_____.

Based on the article, what is the purpose for the______, ______, and ______ listed in the _______ section?

TEXT FEATURES Under which heading would you

MOST LIKELY find information on _______?

Why are there lines and numbers on the picture of________?

How does the footnote for the word _____ help the reader better understand the information in the passage?

What is the purpose of the check marks used in the section_______?

What is the purpose of the subheadings listed under _____?

What is the purpose of the illustration at the beginning/end of the article?




ClarificationThe student will: Identify, explain, analyze, and determine

meaning from a variety of text features.Content Focus Locate, Interpret, Organize Information Text FeaturesContent Limits Grade-level appropriate texts May include informational articles and

functional reading materials. Single, identifiable text feature or a variety of

text features. Making a report, conducting interviews,

preparing to take a test, and performing a task NOT assessed.

Text Attributes Informational Grade-level appropriate informational articles

and functional reading materials. Text stimuli may include titles, subtitles,

headings, subheadings, italicized text, sections, tables, charts, graphs, diagrams, illustrations, captions, maps, and text boxes

(Additional information on pp. 52-53, 89-90, 123-124FCAT 2.0 READING Test Item SpecificationsGrades 3-5)


After completing___________, the proof from the lesson that helps me understand and answer the essential question is ____________. This relates to the essential question because ____________________.THINKING MAPS CORRELATIONCognitive Process: ClassifyingProduct: Tree Map

Cognitive Process: Compare/ContrastProduct: Double Bubble Map

ELEMENTARY SCHOOL BENCHMARK TASK CARD: LA.5.6.2.2 VALIDITY AND RELIABILITYBENCHMARK: LA.5.6.2.2 The student will read and record information systematically, evaluating the validity and reliability of information in text by examining several sources of information.

BENCHMARK SIGNAL WORDS AND SAMPLE ITEMSVALIDITY AND RELIABILTYsupports, sound, greatest, benefit, argument,evidence, reasons behind, credible,

DETERMINE THE VALIDITY AND RELIABILITY OF INFORMATION The sample item below is based

DETERMINE THE VALIDITY AND RELIABILITY OF INFORMATIONThe sample item below is based

DETERMINE THE VALIDITY AND RELIABILITY OF INFORMATIONThe sample item below is based on “What Is an Ecosystem?” on page G–16.




reliableMOST VALID , dependable, convincing, BEST be used

on “Your Bicycle Helmet” on page G–22.

The information in the article would be most useful in creatingA. a booklet listing bicycle repair shops.B. a brochure advertising a local bicycle event.C. a pamphlet showing the location of bicycle trails.D. a report explaining the importance of bicycle safety.

on “What Is an Ecosystem?” on page G–16.

What does the author use to support the information in the article?A. scientific researchB. stories from booksC. personal observationD. interviews with experts

What information from the article supports the scientists’ conclusion that ecosystems are difficult to understand?

A. Although Amchitka Island and Shemya Island have interactive ecosystems, they change constantly.B. Although Amchitka Island has always supported giant kelp forests, Shemya Island has many sea otters.C. Even though Amchitka Island and Shemya Island have similar offshore environments, the ecosystems are vastly different.D. Even though sea otters returned to Shemya Island after their numbers dwindled, they never returned to Amchitka Island.

HIGH ORDER QUESTION STEMS STUDENT SCALE QUESTIONS TEST ITEM SPECIFICATION NOTESDETERMINE THE VALIDITY AND RELIABILITY OF INFORMATION

For what could the information in the article____ best be used?

What does the author use to support the information in the article?

What information from the article supports the conclusion that________?

What are the reasons behind the author’s opinion that______?

According to the information, what is the MOST VALID argument for ______?

Which statement best supports the idea that ________?

What is the greatest benefit of__?

What evidence supports_____?


__________? Where is my learning on the scale? ___ I can teach someone else. ___ I can do it on my own. ___ I understand, but have questions

ClarificationThe student will: Use a variety of techniques and strategies to

analyze and evaluate information located within or across texts

Identify the validity and reliability of information in a text by identifying supporting facts within or across texts.

May apply information from a text in a valid and/or reliable way.

Identify the relationships between two or more ideas or among other textual elements found within or across texts

Content Focus Determine the Validity and Reliability of Information

(within/across texts)Content Limits Grade-level appropriate text Aid the student’s determination of validity and

reliability of information Express a relationship among two or more ideas; Express a relationship among ideas and certain text

features; Reflect ideas that can be analyzed and evaluated. Information from primary and/or secondary sources. Synthesis assessed by identifying the relationships

among two or more ideas.Text Attributes Informational but on occasion may be literary May include either primary or secondary sources. Primary sources may include eyewitness accounts

of events, such as letters, journals, diaries, and historical documents.

Secondary sources may include encyclopedias, books, newspapers, and magazine articles.

Text stimuli may include illustrations with captions, graphics, and charts.

Evidence presented should be logical, consistent, and clearly developed by the author in order to assess the validity and reliability of information.

(Additional information on pp. 125-127FCAT 2.0 READING Test Item SpecificationsGrades 3-5)

STUDENT SUMMATIVE WRITING TASKAfter completing___________, the proof from the lesson that helps me understand and answer the essential question is ____________. This relates to the essential question because ______________________.THINKING MAPS CORRELATIONCognitive Process: Seeing AnalogiesProduct: Bridge Map

Cognitive Process: Cause and EffectProduct: Multi-Flow Map




Documents

Web viewGrade-level appropriate texts should be used to assess a word unfamiliar to ... “My body is crying out for a tender tomato ... books, newspapers, and magazine