Language Arts Curriculum Guide Template—Detailed Curriculum Guides files... · Web viewReturn to Guide Identify which word belongs in a group based on implications of words, definitions

11th Grade Reading State of Idaho 2003Vocabulary McRel Document Word AnalysisLiteral Reading Comprehension ISAT Cut ScoresInterpretive Reading ComprehensionEvaluative Reading Comprehension State StandardsLiterary Analysis

New VocabularyVocabulary Word Analysis Literal Reading

ComprehensionInterpretive Comprehension

Evaluative Comprehension

Literary Analysis

State Standard

and Benchmark

Local Curriculum

Learning Continuum and other

Performance Objectives

Sample Assessment Question and Sample

Quizzes

Sample Sequence

Minimum Hours

Allotted

Sample TeachingStrategy

Sample Resources

Vocabulary Back to Top

752.01.aContext Clues

Learning Continuum

ISAT, ECA

For Learning:Using a passage with challenging vocabulary, have students find the difficult word, infer the correct meaning through contextual clues, then substitute more familiar words in the sentence to confirm that the inference works in context.

Of Learning:RIT 201-210RIT 211-220

Use a contemporary song, poem, or speech that contains unfamiliar slang or diction. Have students practice various ways of using context clues such as restatement, example, compare/contrast, inference, or synonym/antonym clues to determine the meaning of several words.

752.01.aLearning

ContinuumFor Learning:In a piece of their own writing, have

In Scattergories fashion, write a word on the

11th Grade Reading State of Idaho 2003State

Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

Antonyms, Homonyms, Synonyms

ISAT, ECA students identify 10 words that could be improved and replace those words with a more powerful or appropriate synonym. For example, rather than describing a girl as smart, they may use synonyms such as intelligent, erudite, learned, bright, or gifted.


board, call out either antonym or synonym, and have students write as many antonyms or synonyms for that word as they can in 45 seconds.

752.01.aMultiple

Meanings

Learning Continuum

ISAT, ECA

For Learning:

Of Learning:RIT 201-210

752.01.aDenotation

and Connotation

Teacher Observable, ISAT, ECA

For Learning:Have students choose five key words from a short poem that help convey the speaker’s attitude or overall tone. Then, have them define the word, and identify the emotional connotations linked to the word. Next, ask students to change the poem so that it conveys an attitude opposite that of the original.

Give students a list of words that are similar in meaning, yet have varied connotations, and ask them to classify the words into two separate categories: those with positive connotations, and those with negative connotations. Then discuss why students associate each word as positive or negative, focusing on the emotional


Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

appeal. (Ex. dislike, resent, lament, hate, scorn, disapprove, decry, deplore, oppose, regret)

Word Analysis Back to Top

752.01.aStructural Analysis

Learning Continuum

ISAT, ECA

For Learning:Have students define a list of words that contain various prefixes and suffixes in order to demonstrate their knowledge of the prefix or and/or the suffix and their ability to apply that knowledge.

Of Learning:RIT 201-210 (Word Components)

Play memory by matching a prefix or a suffix to a root word and defining the created word.

752.01.aRoot Words,

Suffixes, Prefixes

Learning Continuum

ISAT, ECA

For Learning:Give a quiz in which students provide definitions for various prefixes, suffixes, and root wordsOf Learning:RIT 201-210 (Word Components)

Use flashcards to practice meanings of root words, prefixes and suffixes.

Literal Reading Comprehension Back to Top

752.01.e752.01.h752.05.eReading

Directions

Learning Continuum

ISAT, ECA

For Learning:In direct response to a prompt, have students write an essay that clearly shows understanding of the prompt. Use a rubric to assess IDEAS of the essay in regards to directly following a prompt.Of Learning:RIT 201-210

Use sample prompts from the DWA and analyze the prompt locating instruction words and topic words. Then identify how many parts the prompt contains and the most difficult part of the prompt.


Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

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

752.01.eSequencing

Learning Continuum

ISAT, ECA

For Learning:Have students paraphrase the sequence of events in a complex passage.Of Learning:RIT 201-210RIT 211-220RIT 221-230

Beginning with an eyewitness report, usually narrated in chronological order, have students create a sequence chain summarizing events in the order they occur. Then move on to more complicated sequences in various literary passages.

752.01.d752.01.h752.04

Locating Information

Learning Continuum

ISAT, ECA

For Learning:Have students work in small groups to answer questions that require information from weather reports, sports scores, recipes, phone books, pamphlets, etc.Of Learning:RIT 201-210RIT 211-220RIT 221-230

Send students on an information scavenger hunt. Using the internet and/or a compilation of books, magazines, pamphlets, maps, newspapers, etc., give students a list of information that needs to be obtained. Be sure the information is specific and requires careful reading.

752.01.b752.01.d752.01.h

Reading for Detail

Learning Continuum

ISAT, ECA

For Learning:In a passage that contains rich and varied detail, generally unfamiliar content, extensive vocabulary, and complex sentence phrasing, have students answer both recall and understanding level questions to demonstrate literal comprehension

Have students read a passage rich in sensory detail and make a chart identifying details that appeal to each of the five senses. Discuss the effect of the sensory details on the passage.


Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

of specific details.

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

752.02.b752.02.c752.02.e

Read for Enrichment

Teacher Observable

For Learning:After a particular unit, prepare a list of additional readings and ask each student to select one to read outside of class. Have the student write a reflective essay focusing on the overall impact of the literature on him/her as an individual. Provide a list of trigger questions for brainstorming activities. For example, Did this piece cause you to see something in a different way or think of something that you rarely think about? Were you able to relate to a specific character or situation in this piece?Does this piece teach a life lesson or offer a profound or unique perspective?

Direct several class discussions that focus on helping students identify values being presented in the text and encouraging them to compare/contrast these values to their own.

See Course of Study for more teaching strategies:Block 1: Objective 1Block 1: Objective 3

Interpretive Reading Comprehension Back to Top

752.01.h

Determine Main Idea

ISAT, ECAFor Learning:



Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

752.01.d752.01.f752.03.e

Draw Conclusions /

Inferences

Learning Continuum

ISAT, ECA

For Learning:Ask students to write a short response to a prompt that asks them to predict what would have happened differently had a character made an alternative choice.Of Learning:RIT 201-210 –Drawing ConclusionsRIT 211-220 –Drawing Conclusions

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

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

From a variety of sources such as handbooks, magazines, advertisements, literary passages, music videos, etc., ask students to make inferences about meaning.

752.03.bCause and

Effect

Learning Continuum

ISAT, ECA

For Learning:After reading a passage, have students create a chart that shows the relationship between the causes and effects of the passage. For example, using a creation myth, ask students to make a cause/effect chart showing the cause (supernatural explanation) for the origin of each element of the creation myth.Of Learning:RIT 201-210RIT 211-220RIT 221-230

Use a controversial current event that is highly publicized in local, state, or national news and ask students to list causes and effects that have led to the current status or final resolution of the issue.

752.01.eLearning

ContinuumFor Learning:Give students a challenging

Have students fill out an NCAA Basketball


Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

Prediction and Generali-

zations

ISAT, ECA passage and ask them to close read and make inferences in order to predict the outcome of a situation.Of Learning:RIT 201-210RIT 211-220

Tournament Bracket predicting the winner’s of each game. Discuss the types of things that led them to make these predictions. Which predictions and inferences were based on logic? Which were based on personal bias? Which were influenced by outside sources such as the media? Continue the discussion after watching contrasting predictions made by sports analysts on ESPN. Transfer this activity to predicting the end of a story or novel.

752.01.b752.01.e752.01.h752.03.c752.04.b

Summarize and

Synthesize

Learning Continuum

ISAT, ECA

For Learning:Read two short passages that discuss the same general subject but demonstrate completely different authorial purposes. Have students write an essay analyzing how the distinctive style of each passage reveals the purpose of its writer. Of Learning:Missing 201-210RIT 211-220

In reference to a controversial literary topic, have each student read a different magazine, journal, and/or internet article articulating a strong opinion by a scholar or other stakeholder. Assign short summaries for each article, and then ask students to role-play as their scholar or stakeholder, giving brief


Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

oral statements of their positions. Synthesize the information in class discussion by drawing conclusions.

Evaluative Reading Comprehension Back to Top752.01.e752.03.c

Compare / Contrast

Learning Continuum

ISAT, ECA

For Learning:Write an essay either comparing or contrasting two novels in terms of character, theme, or setting. Of Learning:RIT 201-210RIT 211-220

Have students make a consumer decision on which of two or more products to buy through comparing and contrasting the products. For example, have them choose between 2 or more cars, homes, stereo systems, entertainment centers, etc. Use comparison and contrast charts to guide class discussion.

752.01.g752.02.d752.03.a752.03.d

Persuasive elements /

Propaganda / Bias,

Assump-

Learning Continuum

ISAT, ECA

For Learning:In small groups have students read persuasive essays and assess them on a student-generated rubric for effective traits of persuasive writing.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.

After reading tabloid articles, have students find as many examples of faulty logic as they can. For example, circular reasoning, over-generalization, name-calling, bandwagon appeal, cause-and-effect fallacy, either-or fallacy, etc. Then use well-written models to show the characteristics of


Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

tions, Stereotypes

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

effective persuasion such as, sensitivity to audience, appeal to emotion and reason, use of devices (charged words, aphorisms, specific evidence), etc.

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

Categorize / Classify

Information / Thinking

Skills

Learning Continuum

ISAT, ECA

For Learning:After reading an essay or a passage from another genre that utilizes classification as a means of exploring an idea or topic, discuss the benefits of using classification as an organizational approach in writing. Then ask students to write an essay using this method. For example, classifying men’s personalities by the way they wear their hats, students by the contents of their backpacks, boys by the type of car they drive, etc. Of Learning:RIT 201-210RIT 211-220RIT 221-230

Give students a long list of words and have them classify the list into small groups in as many different ways as possible.

Use DIDLS (Diction, Images, Details, Language, Sentence Structure) to classifyinformation from a passage and determine tone.

752.03.a752.03.b752.03.d 752.03.eEvaluate Validity / Author’s

Learning Continuum

ISAT, ECA

For Learning:As a class, develop a rubric that evaluates the validity and effectiveness of an author’s claims and conclusions. After the rubric is developed, divide students into small cooperative groups and give an argumentative essay to each

Use SOAPSS (Subject, Occasion, Audience, Purpose, Speaker, Style) to analyze a rich passage and evaluate validity and authorial purpose. Use it to also analyze an advertisement from a


Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

Conclusions group. Have them assess the essays/articles for established criteria. Be sure to include consistency of argument, conclusions supported by facts, avoidance of faulty reasoning, logical development, quality of references and sources, etc.Of Learning:RIT 201-210RIT 211-220RIT 221-230RIT 231-240

magazine.

752.03.aFact and Opinion

Learning Continuum

ISAT, ECA

For Learning:After reading editorials, have students evaluate effectiveness of articles by analyzing the ratio of fact and opinion. Of Learning:RIT 201-210RIT 211-220RIT 221-230

Analyze a talk show, sports analyst broadcast, or a news program with commentary and debate (The O’Reilly Factor) by asking student to create a log and to label remarks as fact or opinion.

752.05 (a-e)Technical

Information Teacher Observable,

ISAT

Literary Analysis Back to Top

752.03.bStory

Elements

Learning Continuum

For Learning:After reading a short story, give a written assessment with short answer questions aimed at various levels of Bloom’s Taxonomy in

Use a plot chart to map out the exposition, inciting incident, major conflict, rising action, climax, falling action, and


Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

ISAT, ECA which students are asked to identify the major conflict, the inciting incident, and the sequence of events. Of Learning:RIT 201-210 –Problem/ResolutionRIT 211-220 –Problem/ResolutionRIT 221-230 –Problem/Resolution

resolution of a short story. Read several stories that don’t follow the traditional plot structure and discuss those stories as well.

752.01.g752.02.d

Story Grammar

Learning Continuum

ISAT, ECA

For Learning:Divide class into small groups and assign each group a rhetorical device (dialogue, figurative language, sequence of events, word choice, syntax, etc). Then ask each group to close read the same passage in order to explain the relationship between assigned rhetorical device and authorial purpose.Of Learning:RIT 201-210 –Inference (Literary)RIT 211-220 –Inference (Literary)

Examine dialogue, figurative language, sequence of events, word choice, and syntax from various pieces of literature and discuss the effects of these devices in the text, specifically in relation to authorial purpose.

752.01.g752.02.d752.03.bLiterary Devices

Learning Continuum

ISAT, ECA

For Learning:Divide and Conquer Divide a literary text into sections or chapters and assign each section or chapter to a small group.Have each group “conquer” its section by listing examples of literary devices evident in the passage. Alternative: Assign each group a literary device (flashback,

Play a card game such as Go Fish or Old Maid, matching a literary device (irony, flashback, symbolism, simile, metaphor, imagery, etc.) with an example of that device from a literary piece read during that particular unit.


Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

symbolism, motif, satire, etc.) and have each group “conquer” the entire text looking for that particular device.Of Learning:RIT 201-210RIT 211-220RIT 221-230

752.01.g752.02.c752.02.d752.03.bAuthor’s

Purpose / Technique

Learning Continuum

ISAT, ECA

For Learning:Give an in class writing assignment in which students are asked to analyze the effects of devices on overall tone and them. Encourage students to use the SIFT method in their pre-writing strategies.

Use SIFT method to analyze a piece. Symbol: Examine the title and text for symbolismImages: Identify images and sensory detailFigures of Speech: analyze figurative language and other devicesTone and Theme: Discuss how all devices reveal tone and theme

752.02.a

Genre

Learning Continuum

ISAT, ECA

For Learning:Use a piece of writing that has been presented in more than one genre, for example, the play Trifles and the short story Jury of Her Peers by Susan Glaspell, and have the students answer an essay question evaluating which genre is most effective.

Keep a chart in the classroom listing the characteristics of particular genres. Refer to the chart when analyzing various pieces throughout the year.

11th 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

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exit high school, they will be able to use reading, writing, listening, speaking, and viewing for personal use, as a citizen and consumer, in the workplace, for cultural enrichment, in the Fine Arts, and for lifelong learning.

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

751. LANGUAGE ARTS/COMMUNICATIONS STANDARDS – GRADES 9 THROUGH 12 Return to Top

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.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 Antonyms, Synonyms, HomonymsReturn to Multiple MeaningsReturn to Connotations/DenotationsReturn to Structural AnalysisReturn to Root Words, Suffixes, Prefixes

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

meaning.

a. Preview materials to understand structure and anticipate content.

Return to Reading for DetailReturn to Summarize/Synthesize

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

headings and subtitles.

Return 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.

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

Return to Locating InformationReturn to Reading for DetailReturn to Draw Conclusions/Inferences

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

and opinion.

Return to Categorize / Classify / Thinking Skills

d. Synthesize and organize information.Return to Reading DirectionsReturn to SequencingReturn to Prediction/GeneralizationReturn to Summarize/SynthesizeReturn to Compare/Contrast

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

e. Apply and extend information.Return to Draw Conclusions/Inferences

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

Return to Persuasive f. Explain how an author uses language and i. Describe an author’s tone in a book talk.

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Elements / Bias / Stereotypes

Return to Story Grammar

Return to Literary Devices

Return to Author’s Purpose

literary devices:- Mood;- Tone;- Style;- Figurative language;- Format;- Structure.

ii. Support one of the bullets with evidence from the text.

iii. Compare two authors’ use of figurative language and evaluate effectiveness.

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

Return to Reading DirectionsReturn to Locating InformationReturn to Reading for DetailReturn to Main IdeaReturn to Summarize/Synthesize

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 Genre

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

Return to Read for Enrichment

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 Author’s Purpose 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.

Return to Persuasive Elements / Bias / Stereotypes

Return to Story Grammar


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.

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 Persuasive Elements / Bias / StereotypesReturn to Evaluate Validity/ Author’s ConclusionsReturn to Fact and Opinion

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 Cause / EffectReturn to Evaluate Validity/

Author’s Conclusions

Return to Story Elements



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.

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c. Compare and contrast selections within texts.

Return to Summarize / Synthesize Return to Compare/Contrast Return to Categorize / Classify / Thinking Skills

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 Persuasive Elements / Bias / Stereotypes

d. Form opinions and make judgments about fiction and non-fiction.

Return to Evaluate Validity/ Author’s Conclusions

i. Evaluate an essay.ii. Create a reading list that illustrates a

theme.iii. Make a preference.

Return to Draw Conclusions / Inferences

Return to Evaluate Validity/ Author’s Conclusions

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 Locating Information

b. Systematically organize and record information.

Return to Summarize/SynthesizeReturn to Categorize / Classify / Thinking

Skills

i. Use notes, charts, and graphic organizers.

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

05. Read for technical information.

Return to Technical Information

a. Comprehend technical text. i. Respond to reports, memos, brochures, charts, graphs, resumes, proposals, or advertising.

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

i. Produce a visual aid.

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.d. Apply technical text information to daily

situations.i. Complete a sample tax form or credit

application.

e. Follow written directions.Return to Reading Directions

i. Read brochure on assembly of product.

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11th 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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11th 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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11th 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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11th 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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11th 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

23

11th Grade Reading State of Idaho 2003Word Analysis


Word Analysis

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

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

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

underlined, suffix contraction, directions, definition

alphabetical order, syllable

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

antonym, multi-syllable

24

11th 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

25

11th 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.

28


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:

29


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

Reading for Format: Read passages that contain rich and varied detail, often

Format: Read passages that contain rich and varied detail, often

221-230 Read passages that contain rich and

31


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

Detail

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unfamiliar content, extensive vocabulary, complex sentence phrasing

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

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

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 next from sentences in scrambled order

Determine sequence of key events from

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

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

Determine last, first, and next,

(221-230) Summarize events in correct

order Use reasoning to determine the

correct order of scrambled sentences

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

Use word clues and reasoning to determine what comes first when

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

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

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

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

tales Understand the content of poems

Identify vivid and descriptive writing

Recognize autobiographical writing Use writing as a rule for giving

directions Understand form and general

characteristics of folk tales Understand the structure of poetry

by its rhyme and length of lines Recognize science fiction


33


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

with figurative language Recognize a book reviewLiterary 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

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

Recognize dialogue that provides a


34


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

Guide variety of purposes and information

VocabularyAntonyms, Homonyms, Synonyms

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

Choose word missing in the sentence when all choices are homonyms

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


Context Clues

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

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

Knowledge of vocabulary with or without context within a complex paragraph

Recognize and understand a variety of word referents

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

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

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

Increased vocabulary within the story or passage


Multiple Meanings

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


35


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

Word AnalysisRoot Words, Suffixes, Prefixes

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Identify base or root word in multi-syllable words


Structural Analysis

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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


36

Sample Test Items

Word Analysis & Vocabulary: RIT 201-210

Return Return Return Return

Word Analysis & Vocabulary: RIT 211-220

Return Return

Literal Comprehension: RIT 201-210

Return Return Return Return Return Return




Return Return Return Return Return



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



Return Return Return

Literary Analysis: RIT 201-210





Return Return


RESOURCESReturn to Read for Enrichment

Documents

Language Arts Curriculum Guide Template—Detailed Curriculum Guides files... · Web viewReturn to Guide Identify which word belongs in a group based on implications of words, definitions