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Keystone Exams: LiteratureAssessment Anchors and Eligible Content

with Sample Questions and Glossary

Pennsylvania Department of Education

www.education.state.pa.us

January 2013

Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 2

PENNSYLVANIA DEPARTMENT OF EDUCATION

General Introduction to the Keystone Exam Assessment Anchors

Introduction

Since the introduction of the Keystone Exams, the Pennsylvania Department of Education (PDE) has been working to create a set of tools designed to help educators improve instructional practices and better understand the Keystone Exams. The Assessment Anchors, as defined by the Eligible Content, are one of the many tools the Department believes will better align curriculum, instruction, and assessment practices throughout the Commonwealth. Without this alignment, it will not be possible to significantly improve student achievement across the Commonwealth.

How were Keystone Exam Assessment Anchors developed?

Prior to the development of the Assessment Anchors, multiple groups of PA educators convened to create a set of standards for each of the Keystone Exams. Enhanced Standards, derived from a review of existing standards, focused on what students need to know and be able to do in order to be college and career ready. (Note: Since that time, PA Common Core Standards have replaced the Enhanced Standards and reflect the college- and career-ready focus.) Additionally, the Assessment Anchors and Eligible Content statements were created by other groups of educators charged with the task of clarifying the standards assessed on the Keystone Exams. The Assessment Anchors, as defined by the Eligible Content, have been designed to hold together, or anchor, the state assessment system and curriculum/instructional practices in schools.

Assessment Anchors, as defined by the Eligible Content, were created with the following design parameters: Clear: The Assessment Anchors are easy to read and are user friendly; they clearly detail which

standards are assessed on the Keystone Exams.

Focused: The Assessment Anchors identify a core set of standards that can be reasonably assessed on a large-scale assessment; this will keep educators from having to guess which standards are critical.

Rigorous: The Assessment Anchors support the rigor of the state standards by assessing higher-order and reasoning skills.

Manageable: The Assessment Anchors define the standards in a way that can be easily incorporated into a course to prepare students for success.

How can teachers, administrators, schools, and districts use these Assessment Anchors?

The Assessment Anchors, as defined by the Eligible Content, can help focus teaching and learning because they are clear, manageable, and closely aligned with the Keystone Exams. Teachers and administrators will be better informed about which standards will be assessed. The Assessment Anchors and Eligible Content should be used along with the standards and the Curriculum Framework of the Standards Aligned System (SAS) to build curriculum, design lessons, and support student achievement.

The Assessment Anchors and Eligible Content are designed to enable educators to determine when they feel students are prepared to be successful in the Keystone Exams. An evaluation of current course offerings, through the lens of what is assessed on those particular Keystone Exams, may provide an opportunity for an alignment to ensure student preparedness.


How are the Assessment Anchors organized?

The Assessment Anchors, as defined by the Eligible Content, are organized into cohesive blueprints, each structured with a common labeling system that can be read like an outline. This framework is organized first by module, then by Assessment Anchor, followed by Anchor Descriptor, and then finally, at the greatest level of detail, by an Eligible Content statement. The common format of this outline is followed across the Keystone Exams.

Here is a description of each level in the labeling system for the Keystone Exams: Module: The Assessment Anchors are organized into two thematic modules for each of the

Keystone Exams. The module title appears at the top of each page. The module level is important because the Keystone Exams are built using a module format, with each of the Keystone Exams divided into two equal-size test modules. Each module is made up of two or more Assessment Anchors.

Assessment Anchor: The Assessment Anchor appears in the shaded bar across the top of each Assessment Anchor table. The Assessment Anchors represent categories of subject matter that anchor the content of the Keystone Exams. Each Assessment Anchor is part of a module and has one or more Anchor Descriptors unified under it.

Anchor Descriptor: Below each Assessment Anchor is a specific Anchor Descriptor. The Anchor Descriptor level provides further details that delineate the scope of content covered by the Assessment Anchor. Each Anchor Descriptor is part of an Assessment Anchor and has one or more Eligible Content statements unified under it.

Eligible Content: The column to the right of the Anchor Descriptor contains the Eligible Content statements. The Eligible Content is the most specific description of the content that is assessed on the Keystone Exams. This level is considered the assessment limit and helps educators identify the range of the content covered on the Keystone Exams.

PA Common Core Standards: In the column to the right of each Eligible Content statement is a code representing one or more Pennsylvania Common Core Standards that correlate to the Eligible Content statement. Some Eligible Content statements include annotations that indicate certain clarifications about the scope of an Eligible Content.

“e.g.” (“for example”)—sample approach, but not a limit to the Eligible Content

“Note”—content exclusions or definable range of the Eligible Content

How do the K–12 Pennsylvania Common Core Standards affect this document?

Assessment Anchor and Eligible Content statements are aligned to the PA Common Core Standards; thus, the former enhanced standards are no longer necessary. Within this document, all standard references reflect the PA Common Core Standards.

Standards Aligned System—www.pdesas.org

Pennsylvania Department of Education—www.education.state.pa.us


MODULE 1—FICTION

Keystone Exams: Literature

ASSESSMENT ANCHOR

L.F.1 Reading for Meaning—Fiction

Anchor Descriptor Eligible Content

PA Common

Core

Standards

L.F.1.1 Use appropriate strategies to analyze an author’s purpose and how it is achieved in literature.

L.F.1.1.1 Identify and/or analyze the author’s intended purpose of a text.

CC.1.3.9–10.A

CC.1.3.9–10.B

CC.1.3.9–10.C

CC.1.3.9–10.EL.F.1.1.2 Explain, describe, and/or analyze examples

of a text that support the author’s intended purpose.

L.F.1.1.3 Analyze, interpret, and evaluate how authors use techniques and elements of fi ction to effectively communicate an idea or concept.

Sample Exam Questions

Standard L.F.1.1.1

What is the author’s purpose in writing the passage?

A. to explain how a place got its name

B. to describe the personality of one ruler

C. to teach an important lesson about life

D. to describe a place in the season of winter

Standard L.F.1.1.1

Explain what the author’s purpose is for writing the passage. Use information from the passage to support your explanation.



MODULE 1—FICTION


Standard L.F.1.1.2

Which addition to the passage could best support the author’s purpose?

A. a description of Mrs. Tolowski’s apartment in the city

B. an explanation of why Dr. Ellenworth became a veterinarian

C. a conversation between Dr. Ellenworth and Mrs. Tolowski

D. an explanation of Mrs. Tolowski’s behavior toward Dr. Ellenworth

Standard L.F.1.1.3

Read the sentence from the poem.

“The yellow flowers turned their happy faces toward the sun and smiled.”

How does the poet’s use of personification help to communicate an idea in the poem?

A. It establishes the speaker’s feelings about fl owers.

B. It conveys the speaker’s recollection of a memory.

C. It shows the speaker’s observations about nature.

D. It indicates the speaker’s need for acceptance.


MODULE 1—FICTION


ASSESSMENT ANCHOR



PA Common

Core

Standards

L.F.1.2 Use appropriate strategies to determine and clarify meaning of vocabulary in literature.

L.F.1.2.1 Identify and/or apply a synonym or antonym of a word used in a text.

CC.1.3.9–10.I

CC.1.3.9–10.J

L.F.1.2.2 Identify how the meaning of a word is changed when an affi x is added; identify the meaning of a word with an affi x from a text.

L.F.1.2.3 Use context clues to determine or clarify the meaning of unfamiliar, multiple-meaning, or ambiguous words.

L.F.1.2.4 Draw conclusions about connotations of words.


Standard L.F.1.2.1

Which word is a synonym for enact?

A. accomplish

B. promote

C. understand

D. concentrate

Standard L.F.1.2.2

The prefix “in-” helps the reader know that “inexplicable” means

A. explained again.

B. explained incorrectly.

C. not able to be explained.

D. over explained.

Standard L.F.1.2.3

Read the sentence from the passage.

“Carl helped Mr. Henderson pick up the books to alleviate the clutter in the room.”

What does the word alleviate mean as used in the sentence?

A. lessen

B. produce

C. compile

D. expand

Standard L.F.1.2.4


“As Rafael read the first chapter of the book, he became famished to know the ending.”

Which feeling is being suggested by the use of the word famished?

A. eagerness

B. compassion

C. selfi shness

D. confusion



MODULE 1—FICTION

ASSESSMENT ANCHOR



PA Common

Core

Standards

L.F.1.3 Use appropriate strategies to comprehend literature during the reading process.

L.F.1.3.1 Identify and/or explain stated or implied main ideas and relevant supporting details from a text.Note: Items may target specifi c paragraphs.

CC.1.3.9–10.A

CC.1.3.9–10.B

L.F.1.3.2 Summarize the key details and events of a fi ctional text, in part or as a whole.


Standard L.F.1.3.1

Based on information in the passage, why does Mrs. Allen visit different places in town each day?

A. She has to complete many errands.

B. She has forgotten her journal.

C. She wishes to meet many people in town.

D. She buys new clothes at different stores in town.

Standard L.F.1.3.2

Read the incomplete summary of the passage.

• Seagraves walks down toward the oxen. • He lies down on the ground and watches

the different animals at work and at play. • Seagraves hears the neighbors as they go

about their daily lives. •

Which sentence best completes the summary?

A. Seagraves hears the cry of birds.

B. Seagraves is inspired by the scenes of the land.

C. Seagraves is nervous about the surrounding activity.

D. Seagraves hears the sound of wagons.


MODULE 1—FICTION


ASSESSMENT ANCHOR

L.F.2 Analyzing and Interpreting Literature—Fiction


PA Common

Core

Standards

L.F.2.1 Use appropriate strategies to make and support interpretations of literature.

L.F.2.1.1 Make inferences and/or draw conclusions based on analysis of a text.

CC.1.3.9–10.B

L.F.2.1.2 Cite evidence from a text to support generalizations.


Standard L.F.2.1.1

What does Samuel most likely do at the end of the passage after he looks at the landscape?

A. He eats dinner with Rob.

B. He visits his neighbors.

C. He goes out to the fi eld to do some work.

D. He goes to the meadow to watch the gophers.

Standard L.F.2.1.1

Read the statement from the passage.

“ . . . silence was the only speech amid such splendors.”

Explain the significance of this statement to the passage. Use information from the passage to support your explanation.



MODULE 1—FICTION

Sample Exam Question

Standard L.F.2.1.2

Which sentence from the passage best supports the generalization that beauty comes in many forms?

A. “The lark’s infrequent whistle, piercingly sweet, broke from the longer grass in the swales nearby.”

B. “It was the second year of the town’s existence, and Carl had not yet grown restless under its monotony.”

C. “Many a night, Carl lay in his bunk against the side of his cabin and refl ected on the past.”

D. “The rattle of wagons and the voices of men speaking to their teams multiplied.”


MODULE 1—FICTION


ASSESSMENT ANCHOR



PA Common

Core

Standards

L.F.2.2 Use appropriate strategies to compare, analyze, and evaluate literary forms.

L.F.2.2.1 Analyze how literary form relates to and/or infl uences meaning of a text.

CC.1.3.9–10.G

CC.1.3.9–10.H

L.F.2.2.2 Compare and evaluate the characteristics that distinguish fi ction from literary nonfi ction.

L.F.2.2.3 Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts.

L.F.2.2.4 Compare and evaluate the characteristics that distinguish narrative, poetry, and drama.


Standard L.F.2.2.1

How does the author’s use of fiction as a literary form influence the meaning of the passage?

A. It allows the author to present facts about life in the Midwest.

B. It allows the reader to learn about the author’s family life.

C. It allows the author to use persuasive techniques to create an argument.

D. It allows the reader to understand how the main character feels.

Standard L.F.2.2.2

Which characteristic of the passage best indicates to readers that it is fiction rather than informational nonfi ction?

A. the use of active verbs

B. the development of tone

C. the description of the confl ict

D. the organization of the text

Standard L.F.2.2.3

In which way are the poem and the passage similar?

A. Both examine the value of nature in bringing serenity to life.

B. Both suggest that family always supports its members.

C. Both examine how hard life can be living in a big city.

D. Both reveal that experience brings clarity to one’s thoughts.

Standard L.F.2.2.4

How does the reader know that the passage is narrative prose rather than drama?

A. The author uses the elements of plot.

B. The author uses paragraphs.

C. The author uses dialogue.

D. The author uses fi gurative language.



MODULE 1—FICTION

ASSESSMENT ANCHOR



PA Common

Core

Standards

L.F.2.3 Use appropriate strategies to compare, analyze, and evaluate literary elements.

L.F.2.3.1 Explain, interpret, compare, describe, analyze, and/or evaluate character in a variety of fi ction: Note: Character may also be called narrator or speaker. • the actions, motives, dialogue, emotions/feelings, traits,

and relationships between characters within fi ctional text • the relationship between characters and other

components of a text • the development of complex characters and their roles

and functions within a text

CC.1.3.9–10.A

CC.1.3.9–10.C

CC.1.3.9–10.D

CC.1.3.9–10.E

CC.1.3.9–10.F

L.F.2.3.2 Explain, interpret, compare, describe, analyze, and/or evaluate setting in a variety of fi ction: • the relationship between setting and other components of

a text (character, plot, and other key literary elements)

L.F.2.3.3 Explain, interpret, compare, describe, analyze, and/or evaluate plot in a variety of fi ction: Note: Plot may also be called action. • elements of the plot (e.g., exposition, confl ict, rising

action, climax, falling action, and/or resolution) • the relationship between elements of the plot and other

components of a text • how the author structures plot to advance the action

L.F.2.3.4 Explain, interpret, compare, describe, analyze, and/or evaluate theme in a variety of fi ction: • the relationship between the theme and other components

of a text • comparing and contrasting how major themes are

developed across genres • the refl ection of traditional and contemporary issues,

themes, motifs, universal characters, and genres • the way in which a work of literature is related to the

themes and issues of its historical period

L.F.2.3.5 Explain, interpret, compare, describe, analyze, and/or evaluate tone, style, and/or mood in a variety of fi ction: • the relationship between the tone, style, and/or mood and

other components of a text • how voice and choice of speaker (narrator) affect the

mood, tone, and/or meaning of a text • how diction, syntax, fi gurative language, sentence variety,

etc., determine the author’s style

L.F.2.3.6 Explain, interpret, compare, describe, analyze, and/or evaluate point of view in a variety of fi ction: • the point of view of the narrator as fi rst person or third

person point of view • the impact of point of view on the meaning of a text as a

whole


MODULE 1—FICTION



Standard L.F.2.3.1

Which word best describes Maria in the passage?

A. supportive

B. conceited

C. refl ective

D. stubborn

Standard L.F.2.3.2

Which sentence best describes the relationship of the setting to the plot in the passage?

A. The setting provides the main source of confl ict.

B. The setting makes it easy for a problem to be solved.

C. The setting is unimportant to the climax.

D. The setting explains the rising action.

Standard L.F.2.3.3

Which sentence from the passage best represents the conflict?

A. “It was about fi ve o’clock on a day in late June . . . ”

B. “Teams were moving here and there across the sod . . . ”

C. “ ‘It is necessary to act this way!’ he exclaimed.”

D. “ ‘Say, ain’t y’ comin’ t’ eat?’ he asked impatiently.”

Standard L.F.2.3.4

Which universal theme is most reflected in the passage?

A. Family is the most important element of life.

B. Family always provides a warm welcome to its members.

C. Being years away from family creates a longing to return home.

D. Being years away from family can build one’s independence.

Standard L.F.2.3.5

How does the author’s style help to create the mood of the passage?

A. The descriptive language creates a relaxing mood.

B. The objective language creates an indifferent mood.

C. The complex language creates a formal mood.

D. The sarcastic language creates an irritated mood.

Standard L.F.2.3.6

Why is an omniscient narrator most likely used to describe events in the passage?

A. to develop a biased attitude toward Allysa

B. to provide further understanding of both sisters’ feelings

C. to explain why Allysa had been away from home for so long

D. to describe the conditions on the family farm



MODULE 1—FICTION

Standard L.F.2.4.1

Based on the passage, which American cultural idea is most emphasized?

A. frugality

B. independence

C. love for land

D. respect for rights

ASSESSMENT ANCHOR



PA Common

Core

Standards

L.F.2.4 Use appropriate strategies to interpret and analyze the universal signifi cance of literary fi ction.

L.F.2.4.1 Interpret and analyze works from a variety of genres for literary, historical, and/or cultural signifi cance.

CC.1.3.9–10.H



MODULE 1—FICTION


ASSESSMENT ANCHOR



PA Common

Core

Standards

L.F.2.5 Use appropriate strategies to identify and analyze literary devices and patterns in literary fi ction.

L.F.2.5.1 Identify, explain, interpret, describe, and/or analyze the effects of personifi cation, simile, metaphor, hyperbole, satire, foreshadowing, fl ashback, imagery, allegory, symbolism, dialect, allusion, and irony in a text.

CC.1.3.9–10.E

CC.1.3.9–10.F

L.F.2.5.2 Identify, explain, and analyze the structure of poems and sound devices.

L.F.2.5.3 Identify and analyze how stage directions, monologue, dialogue, soliloquy, and dialect support dramatic script.


Standard L.F.2.5.1


“Javier’s fancy white shirt and blue-striped silk tie with a gold-rimmed gem shone brightly as he sat down at the dinner table among his commonly dressed family.”

What is the effect of the imagery used to describe Javier’s clothes?

A. It shows Javier feels superior to his family.

B. It implies Javier feels uncomfortable around his family.

C. It emphasizes the differences between Javier and his family.

D. It suggests the time of year that Javier visits his family.

Standard L.F.2.5.2

What is the rhyme scheme of the first stanza of the poem?

A. a b c b

B. a b a b

C. a b c a

D. a b c d

Standard L.F.2.5.3

Which stage direction from the passage best reveals insight into James’ personality?

A. “(He rises from the chair.)”

B. “(as he walks toward the door)”

C. “(with a certain solemnity)”

D. “(He turns and recites the words.)”



MODULE 2—NONFICTION

ASSESSMENT ANCHOR

L.N.1 Reading for Meaning—Nonfi ction


PA Common

Core

Standards

L.N.1.1 Use appropriate strategies to analyze an author’s purpose and how it is achieved in literature.

L.N.1.1.1 Identify and/or analyze the author’s intended purpose of a text.

CC.1.2.9–10.C

CC.1.2.9–10.E

CC.1.2.9–10.F L.N.1.1.2 Explain, describe, and/or analyze examples

of a text that support the author’s intended purpose.

L.N.1.1.3 Analyze, interpret, and evaluate how authors use techniques and elements of nonfi ction to effectively communicate an idea or concept.

L.N.1.1.4 Explain how an author’s use of key words or phrases in text informs and infl uences the reader.


Standard L.N.1.1.1

What is the author’s purpose in writing the passage?

A. to share the facts of the events of the war

B. to give an account of a specifi c time in her life

C. to compare herself to the other working nurses

D. to describe the way the hospital is managed

Standard L.N.1.1.2

Which additional information would best support the author’s purpose?

A. dialogue between the author and people he meets

B. details about why the author has traveled to Australia

C. the names of people the author meets in Australia

D. an explanation of where the author has traveled before

Standard L.N.1.1.3


“Sydney Harbor is shaped somewhat like an oak leaf—a roomy sheet of lovely blue water, with narrow off-shoots of water running up into the country on both sides between long fi ngers of land . . . ”

How does the author’s use of imagery in the sentence help to communicate an idea?

A. It gives a vivid description that suggests vastness of landscape.

B. It gives details that portray a rich city life.

C. It gives a bland description that suggests a dull population.

D. It gives information that indicates great wealth.





Standard L.N.1.1.4

Which statement best describes how the author’s use of the phrase “the hen laid hardboiled eggs” infl uences the reader?

A. The phrase suggests that there are many chickens in Australia.

B. The phrase implies that Australia was not as hot as the author’s home.

C. The phrase indicates how hot Australia could be in the summer.

D. The phrase shows that the author was surprised at how sunny it was in Australia.

Standard L.N.1.1.4


“New York’s compact geography and increasingly robust bicycle infrastructure make it ideally situated to reap significant transportation benefits from a bike-share program.”

Explain how the author’s use of the words “compact geography” influences the reader. Use information from the passage to support your explanation.




ASSESSMENT ANCHOR



PA Common

Core

Standards

L.N.1.2 Use appropriate strategies to determine and clarify meaning of vocabulary in literature.

L.N.1.2.1 Identify and/or apply a synonym or antonym of a word used in a text.

CC.1.2.9–10.J

CC.1.2.9–10.K

L.N.1.2.2 Identify how the meaning of a word is changed when an affi x is added; identify the meaning of a word with an affi x from a text.

L.N.1.2.3 Use context clues to determine or clarify the meaning of unfamiliar, multiple-meaning, or ambiguous words.

L.N.1.2.4 Draw conclusions about connotations of words.


Standard L.N.1.2.1

Which word is a synonym for forbearance?

A. profi t

B. defi ciency

C. glory

D. restraint

Standard L.N.1.2.2

The suffix “-tion” helps the reader know that the word “abstraction” means

A. a person who forms an idea.

B. the result of forming an idea.

C. the belief in forming an idea.

D. without forming an idea.

Standard L.N.1.2.3


“Growing up in a family that liked adventure equipped her with the skills to be gregarious in social situations.”

What does the word gregarious mean as it is used in the sentence?

A. illogical

B. ethical

C. dignifi ed

D. outgoing





Standard L.N.1.2.4


“I look up at the birds as they glide in unison on the wind.”

What is being suggested by the use of the word glide?

A. strength

B. effort

C. grace

D. speed




ASSESSMENT ANCHOR



PA Common

Core

Standards

L.N.1.3 Use appropriate strategies to comprehend literature during the reading process.

L.N.1.3.1 Identify and/or explain stated or implied main ideas and relevant supporting details from a text.Note: Items may target specifi c paragraphs.

CC.1.2.9–10.A

CC.1.2.9–10.B

CC.1.2.9–10.C

L.N.1.3.2 Summarize the key details and events of a nonfi ctional text, in part or as a whole.

L.N.1.3.3 Analyze the interrelationships of ideas and events in a text to determine how one idea or event may interact and infl uence another.


Standard L.N.1.3.1

According to the passage, what was Franklin’s first job upon arriving in Philadelphia?

A. baker

B. sailor

C. printer

D. teacher

Standard L.N.1.3.2

Read the incomplete summary of the passage.

• Apples are a commonly eaten fruit with many health benefits.

• Apples are good for the heart since they contain antioxidants, fiber, and flavonoids.

• Studies have shown that apples can provide protection against asthma.

•

Which sentence best completes the summary?

A. Cloudy apple juice is better for the body than clear apple juice.

B. People should eat three medium-sized apples per week to get their key benefi ts.

C. The apple is actually a member of the rose family.

D. The apple tree originally came from Europe and Asia.





Standard L.N.1.3.3

Based on information in the passage, how does the fiber in apples relate to improved heart health?

A. Fiber can help protect the walls of blood vessels from damage.

B. Fiber helps the oxygen in blood work more effi ciently.

C. Fiber can help keep bad cholesterol levels under control.

D. Fiber helps keep blood platelets from clumping together.




ASSESSMENT ANCHOR

L.N.2 Analyzing and Interpreting Literature—Nonfi ction


PA Common

Core

Standards

L.N.2.1 Use appropriate strategies to make and support interpretations of literature.

L.N.2.1.1 Make inferences and/or draw conclusions based on analysis of a text.

CC.1.2.9–10.B

L.N.2.1.2 Cite evidence from a text to support generalizations.


Standard L.N.2.1.1

Based on information in the passage, what conclusion can be made about apples?

A. They should be eaten every day.

B. They are usually sweet in fl avor.

C. They are expensive since many are grown in other countries.

D. They have substances that benefi t many organs of the body.

Standard L.N.2.1.2

Which statement from the passage best supports the generalization that the sport of curling requires careful strategy?

A. “The weight of a thrown rock affects the amount of curl, but a rock’s progress can be altered by judicious sweeping to polish the ice in front of it . . . ”

B. “You have to think several rocks ahead to make sure that, at the completion of each end of 16 rocks, your rocks are closest to the button, the center of the house.”

C. “The team receives one point for each of their rocks that is within the house and is closer to the center than any of the opposition’s rocks.”

D. “Added complications are that there are rocks in positions that block your access to the center of the target . . . ”




ASSESSMENT ANCHOR



PA Common

Core

Standards

L.N.2.2 Use appropriate strategies to compare, analyze, and evaluate literary forms.

L.N.2.2.1 Analyze how literary form relates to and/or infl uences meaning of a text.

CC.1.2.9–10.G

L.N.2.2.2 Compare and evaluate the characteristics that distinguish fi ction from literary nonfi ction.

L.N.2.2.3 Explain, interpret, compare, describe, analyze, and/or evaluate connections between texts.


Standard L.N.2.2.1

How does the author’s use of autobiography as a literary form influence the meaning of the passage?

A. The autobiography form requires the use of fi gurative language.

B. The autobiography form suggests the use of facts to support opinions.

C. The autobiography form permits instructions to be conveyed clearly.

D. The autobiography form allows for a focus on the person’s life events.

Standard L.N.2.2.2

Which characteristic most identifies the passage as nonfiction rather than fiction?

A. the thematic message

B. the use of paragraphs

C. the use of active verbs in forming sentences

D. the use of statistics from research studies

Standard L.N.2.2.3

In what way are the two passages most similar?

A. Each presents challenges experienced during Georges Bizet’s childhood.

B. Each focuses on the same period of time in Georges Bizet’s life.

C. Each presents details about Georges Bizet’s formal music education.

D. Each focuses on how other musicians infl uenced Georges Bizet’s work.




ASSESSMENT ANCHOR



PA Common

Core

Standards

L.N.2.3 Use appropriate strategies to compare, analyze, and evaluate literary elements.

L.N.2.3.1 Explain, interpret, compare, describe, analyze, and/or evaluate character in a variety of nonfi ction: Note: Character may also be called narrator, speaker, or subject of a biography. • the actions, motives, dialogue, emotions/feelings, traits,

and relationships between characters within nonfi ctional text

• the relationship between characters and other components of a text

• the development of complex characters and their roles and functions within a text

CC.1.2.9–10.A

CC.1.2.9–10.C

CC.1.2.9–10.D

L.N.2.3.2 Explain, interpret, compare, describe, analyze, and/or evaluate setting in a variety of nonfi ction: • the relationship between setting and other components

of a text (character, plot, and other key literary elements)

L.N.2.3.3 Explain, interpret, compare, describe, analyze, and/or evaluate plot in a variety of nonfi ction: Note: Plot may also be called action. • elements of the plot (e.g., exposition, confl ict, rising

action, climax, falling action, and/or resolution) • the relationship between elements of the plot and other

components of a text • how the author structures plot to advance the action

L.N.2.3.4 Explain, interpret, compare, describe, analyze, and/or evaluate theme in a variety of nonfi ction: • the relationship between the theme and other

components of a text • comparing and contrasting how major themes are

developed across genres • the refl ection of traditional and contemporary issues,

themes, motifs, universal characters, and genres • the way in which a work of literature is related to the

themes and issues of its historical period

L.N.2.3.5 Explain, interpret, compare, describe, analyze, and/or evaluate tone, style, and/or mood in a variety of nonfi ction: • the relationship between the tone, style, and/or mood

and other components of a text • how voice and choice of speaker (narrator) affect the

mood, tone, and/or meaning of a text • how diction, syntax, fi gurative language, sentence variety,

etc., determine the author’s style

L.N.2.3.6 Explain, interpret, compare, describe, analyze, and/or evaluate point of view in a variety of nonfi ction: • the point of view of the narrator as fi rst person or third

person point of view • the impact of point of view on the meaning of a text as a

whole





Standard L.N.2.3.1

Which word best describes the author of the passage?

A. arrogant

B. jealous

C. dedicated

D. animated

Standard L.N.2.3.2

What is the relationship between the setting and the characterization of Florence Nightingale?

A. Florence Nightingale is born in Italy and is eager to have adventures traveling in Europe.

B. Florence Nightingale grows up in England but has a calling to be a nurse in Turkey.

C. Florence Nightingale grows up in Italy but becomes dissatisfi ed with small town life.

D. Florence Nightingale is born in England and is satisfi ed to live there for her entire life.

Standard L.N.2.3.3

Which sentence best describes the conflict of the events in the passage?

A. Florence wants to write poetry, but her teacher thinks she has little talent.

B. Florence wants to go to Italy, but her parents believe she is too young to travel alone in another country.

C. Florence wants to move to Russia, but her sister thinks it is too far away from home.

D. Florence wants to study mathematics, but her parents think the subject is unsuitable for girls.

Standard L.N.2.3.4

Which sentence best states a theme in the passage?

A. Family endures many trials and troubles.

B. Greatness requires indifference to the opinions of others.

C. There are few friends who will make extreme sacrifi ces.

D. Happiness comes from a productive life.

Standard L.N.2.3.5

How does the author’s style contribute to the tone of the passage?

A. The author’s use of positive language creates an admiring tone.

B. The author’s use of negative language creates a bitter tone.

C. The author’s use of objective language creates an impartial tone.

D. The author’s use of fi gurative language creates a humorous tone.

Standard L.N.2.3.6

What is the effect of the first person point of view in the passage?

A. It gives an objective description of Franklin’s actions.

B. It provides a historical perspective of Franklin’s contributions.

C. It gives an entertaining account of Franklin’s infl uence on others.

D. It provides a thorough understanding of Franklin’s opinions.




ASSESSMENT ANCHOR



PA Common

Core

Standards

L.N.2.4 Use appropriate strategies to identify and analyze text organization and structure in literary nonfi ction.

L.N.2.4.1 Identify, analyze, and evaluate the structure and format of complex informational texts.

CC.1.2.9–10.C

CC.1.2.9–10.E

L.N.2.4.2 Identify, explain, compare, interpret, describe, and/or analyze the sequence of steps in a list of directions.

L.N.2.4.3 Explain, interpret, and/or analyze the effect of text organization, including headings, graphics, and charts.

L.N.2.4.4 Make connections between a text and the content of graphics and charts.

L.N.2.4.5 Analyze and evaluate how graphics and charts clarify, simplify, and organize complex informational texts.


Standard L.N.2.4.1

What is the main organizational structure of the passage?

A. sequence of events

B. problem and solution

C. cause and effect

D. compare and contrast

Standard L.N.2.4.2

According to the passage, what should be done first when getting ready to photograph a person outside?

A. Zoom in all the way on the person’s face.

B. Arrange the scene so that the sun is behind the person.

C. Take the picture so that the background is as far away as possible.

D. Take the picture in the early morning.

Standard L.N.2.4.3

What effect does the text organization have on the passage?

A. It allows the reader to understand the nature of Nightingale’s relationship with her family.

B. It helps the reader to understand the sequence of events in Nightingale’s life.

C. It helps the reader to understand Nightingale’s unusual childhood by comparing it to others of her time.

D. It helps the reader to understand solutions to problems that Nightingale found during her travels.





Standard L.N.2.4.4

Based on information in the chart and the passage, what conclusion can be made about butterfl ies?

A. Many species of butterfl ies eat nectar from the same types of fl owers.

B. Butterfl ies sometimes perch on fl owers to warm up their wings.

C. Butterfl ies tend to live in areas of the country where it is cooler.

D. Many species of butterfl ies eat more nectar from herbs than from fl owers.

Standard L.N.2.4.5

How does the chart help to clarify information in the passage?

A. It provides information on how to take a photograph with a digital camera.

B. It lists brands of digital cameras that are available within a certain price range.

C. It gives tips on how to use a digital camera to take the best photographs.

D. It lists important specifi cations to consider when buying a digital camera.




ASSESSMENT ANCHOR



PA Common

Core

Standards

L.N.2.5 Use appropriate strategies to identify and analyze essential and nonessential information in literary nonfi ction.

L.N.2.5.1 Differentiate between fact and opinion. CC.1.2.9–10.H

L.N.2.5.2 Explain, interpret, describe, and/or analyze the use of facts and opinions in a text.

L.N.2.5.3 Distinguish essential from nonessential information.

L.N.2.5.4 Identify, explain, and/or interpret bias and propaganda techniques in nonfi ctional text.

L.N.2.5.5 Explain, describe, and/or analyze the effectiveness of bias (explicit and implicit) and propaganda techniques in nonfi ctional text.

L.N.2.5.6 Explain, interpret, describe, and/or analyze the author’s defense of a claim to make a point or construct an argument in nonfi ctional text.


Standard L.N.2.5.1

Which sentence from the passage contains an opinion?

A. “However, what is less known about this amazing woman is her love of mathematics . . . ”

B. “Nightingale’s elder sister had been born in Naples the year before.”

C. “The early education of Parthenope and Florence was placed in the hands of governesses . . . ”

D. “One of the people who also infl uenced Nightingale was the Belgian scientist Quetelet.”

Standard L.N.2.5.2


“ . . . her zeal, her devotion, and her perseverance would yield to no rebuff and to no diffi culty.”

What does the opinion used in the sentence contribute to the passage?

A. It indicates that some people have a negative opinion of Florence Nightingale.

B. It implies that Florence Nightingale was concerned with what others thought of her.

C. It suggests that Florence Nightingale is dedicated to the success of her work.

D. It shows that some people admire the use of mathematics by Florence Nightingale.





Standard L.N.2.5.3

Which detail is least essential to the overall understanding of the passage?

A. the footnote explaining the piano soundboard

B. the year the piano was invented by a harpsichord maker

C. the instrument from which the piano was derived

D. the pitches the different strings on the piano represent

Standard L.N.2.5.4

Which persuasive technique does the author use by including the results of a survey?

A. emotional appeal

B. stereotype

C. bandwagon

D. appeal to statistics

Standard L.N.2.5.5

Read the sentence from the speech.

“If you choose to use your status and influence to raise your voice on behalf of those who have no voice; if you choose to identify not only with the powerful, but also with the powerless; if you retain the ability to imagine yourself into the lives of those who do not have your advantages, then it will not only be your proud families who celebrate your existence, but thousands and millions of people whose reality you have helped change.”

Why is the propaganda technique used in the sentence effective?

A. It convinces the reader that merely imagining change will make it a reality.

B. It persuades the reader to be friends with only those who have power.

C. It convinces the reader that everyone has a responsibility to help others.

D. It persuades the reader to want to please relatives by achieving success.





Standard L.N.2.5.6

Why does the author use a personal anecdote about failure?

A. to gain sympathy for the failures she has endured

B. to show how failure and imagination are related

C. to emphasize that young people should embrace failure

D. to prove a point about the role of failure in building success

Standard L.N.2.5.6

Analyze how the author constructs the argument in the passage. Use examples from the passage to support your analysis.


KEYSTONE LITERATURE ASSESSMENT ANCHORS

KEY TO SAMPLE MULTIPLE-CHOICE ITEMS

Literature

Eligible Content Key

L.F.1.1.1 C

L.F.1.1.2 D

L.F.1.1.3 C

L.F.1.2.1 A

L.F.1.2.2 C

L.F.1.2.3 A

L.F.1.2.4 A

L.F.1.3.1 C

L.F.1.3.2 B


L.F.2.1.1 A

L.F.2.1.2 A

L.F.2.2.1 D

L.F.2.2.2 C

L.F.2.2.3 A

L.F.2.2.4 B

L.F.2.3.1 C

L.F.2.3.2 B

L.F.2.3.3 D

L.F.2.3.4 D

L.F.2.3.5 A

L.F.2.3.6 B

L.F.2.4.1 C

L.F.2.5.1 C

L.F.2.5.2 A

L.F.2.5.3 C


L.N.1.1.1 B

L.N.1.1.2 B

L.N.1.1.3 A

L.N.1.1.4 C


L.N.1.2.1 D

L.N.1.2.2 B

L.N.1.2.3 D

L.N.1.2.4 C

L.N.1.3.1 C

L.N.1.3.2 B

L.N.1.3.3 C


L.N.2.1.1 D

L.N.2.1.2 B

L.N.2.2.1 D

L.N.2.2.2 D

L.N.2.2.3 D

L.N.2.3.1 C

L.N.2.3.2 B

L.N.2.3.3 D

L.N.2.3.4 D

L.N.2.3.5 C

L.N.2.3.6 D

L.N.2.4.1 D

L.N.2.4.2 B

L.N.2.4.3 B

L.N.2.4.4 A

L.N.2.4.5 D

L.N.2.5.1 A

L.N.2.5.2 C

L.N.2.5.3 B

L.N.2.5.4 D

L.N.2.5.5 C

L.N.2.5.6 D

Key

ston

e Ex

ams:

Lit

erat

ure

Gl

ossa

ry to

the

As

sess

men

t Anc

hor &

Elig

ible

Con

tent

Th

e Ke

ysto

ne G

loss

ary

incl

udes

ter

ms

and

defin

itio

ns a

ssoc

iate

d w

ith

the

Keys

tone

Ass

essm

ent

Anc

hors

and

El

igib

le C

onte

nt. T

he t

erm

s an

d de

finit

ions

incl

uded

in t

he g

loss

ary

are

inte

nded

to

assi

st P

enns

ylva

nia

educ

ator

s in

bet

ter

unde

rsta

ndin

g th

e Ke

ysto

ne A

sses

smen

t A

ncho

rs a

nd E

ligib

le C

onte

nt. T

he g

loss

ary

does

not

def

ine

all

poss

ible

ter

ms

incl

uded

on

an a

ctua

l Key

ston

e Ex

am, a

nd it

is n

ot in

tend

ed t

o de

fine

term

s fo

r us

e in

cla

ssro

om

inst

ruct

ion

for

a pa

rtic

ular

gra

de le

vel o

r co

urse

.

Penn

sylv

ania

Dep

artm

ent o

f Edu

cati

on

ww

w.e

du

cati

on.s

tate

.pa.

us

Janu

ary

2013

http://www.education.state.pa.us/

K

eyst

one

Exam

s: L

iter

atu

re

Ass

essm

ent

An

chor

& E

ligi

ble

Con

ten

t G

loss

ary

Jan

uar

y 2

01

3

Penn

sylv

ania

Dep

artm

ent o

f Edu

cati

on

Pa

ge 2

Ja

nuar

y 20

13

Aff

ix

One

or m

ore

lett

ers

occu

rrin

g as

a b

ound

form

att

ache

d to

the

begi

nnin

g, e

nd, o

r bas

e of

a w

ord

and

serv

ing

to p

rodu

ce

a de

riva

tive

wor

d or

an

infle

ctio

nal f

orm

(e.g

., a

pref

ix o

r su

ffix

).

Alle

gory

A

form

of e

xten

ded

met

apho

r in

whi

ch o

bjec

ts, p

erso

ns, a

nd a

ctio

ns in

a n

arra

tive

are

equa

ted

with

mea

ning

s th

at li

e ou

tsid

e th

e na

rrat

ive

itsel

f. Th

e un

derl

ying

mea

ning

may

hav

e m

oral

, soc

ial,

relig

ious

, or

polit

ical

sig

nific

ance

, and

ch

arac

ters

are

oft

en p

erso

nific

atio

ns o

f abs

trac

t ide

as s

uch

as c

harit

y, g

reed

, or e

nvy.

Alli

tera

tion

Th

e re

petit

ion

of in

itial

sou

nds

in n

eigh

bori

ng w

ords

.

Allu

sion

A

n im

plie

d or

indi

rect

ref

eren

ce in

lite

ratu

re to

a fa

mili

ar p

erso

n, p

lace

, or e

vent

.

Ana

lysi

s

The

proc

ess

or r

esul

t of i

dent

ifyin

g th

e pa

rts

of a

who

le a

nd th

eir r

elat

ions

hips

to o

ne a

noth

er.

Ant

onym

A

wor

d th

at is

the

oppo

site

in m

eani

ng to

ano

ther

wor

d.

Arg

umen

t/Po

siti

on

The

posi

tion

or c

laim

the

auth

or e

stab

lishe

s. A

rgum

ents

sho

uld

be s

uppo

rted

with

val

id e

vide

nce

and

reas

onin

g an

d ba

lanc

ed b

y th

e in

clus

ion

of c

ount

erar

gum

ents

that

illu

stra

te o

ppos

ing

view

poin

ts.

Aut

hor’

s Pu

rpos

e Th

e au

thor

’s in

tent

eith

er to

info

rm o

r tea

ch s

omeo

ne a

bout

som

ethi

ng, t

o en

tert

ain

peop

le o

r to

pers

uade

or

conv

ince

hi

s/he

r au

dien

ce to

do

or n

ot d

o so

met

hing

.

Bias

Th

e su

btle

pre

senc

e of

a p

ositi

ve o

r ne

gativ

e ap

proa

ch to

war

d a

topi

c.

K

eyst

one

Exam

s: L

iter

atu

re

Ass

essm

ent

An

chor

& E

ligi

ble

Con

ten

t G

loss

ary

Jan

uar

y 2

01

3

Penn

sylv

ania

Dep

artm

ent o

f Edu

cati

on

Pa

ge 3

Ja

nuar

y 20

13

Biog

raph

y A

wri

tten

acc

ount

of a

noth

er p

erso

n's

life.

Char

acte

r A

per

son,

ani

mal

or

inan

imat

e ob

ject

por

tray

ed in

a li

tera

ry w

ork.

Char

acte

riza

tion

Th

e m

etho

d an

aut

hor

uses

to r

evea

l cha

ract

ers

and

thei

r va

rious

trai

ts a

nd p

erso

nalit

ies

(e.g

., di

rect

, ind

irec

t).

Clim

ax

The

turn

ing

poin

t in

a na

rrat

ive;

the

mom

ent w

hen

the

conf

lict i

s at

its

mos

t int

ense

. Typ

ical

ly, t

he s

truc

ture

of s

tori

es,

nove

ls, a

nd p

lays

is o

ne o

f ris

ing

actio

n, in

whi

ch te

nsio

n bu

ilds

to th

e cl

imax

.

Com

pare

/Con

tras

t Pl

ace

toge

ther

cha

ract

ers,

situ

atio

ns, o

r ide

as to

sho

w c

omm

on a

nd/o

r di

ffer

ing

feat

ures

in li

tera

ry s

elec

tions

.

Conf

lict/

Prob

lem

A

str

uggl

e or

cla

sh b

etw

een

oppo

sing

cha

ract

ers,

forc

es, o

r em

otio

ns.

Conn

otat

ion

The

rang

e of

ass

ocia

tions

that

a w

ord

or p

hras

e su

gges

ts in

add

ition

to it

s di

ctio

nary

mea

ning

.

Cont

ext

Clue

s

Wor

ds a

nd p

hras

es in

a s

ente

nce,

par

agra

ph, a

nd/o

r w

hole

text

, whi

ch h

elp

reas

on o

ut th

e m

eani

ng o

f an

unfa

mili

ar

wor

d.

Cult

ural

Sig

nific

ance

Th

e ge

nera

lly a

ccep

ted

impo

rtan

ce o

f a w

ork

repr

esen

ting

a gi

ven

cultu

re.

Def

ense

of a

Cla

im

Supp

ort p

rovi

ded

to m

ark

an a

sser

tion

as r

easo

nabl

e.

K

eyst

one

Exam

s: L

iter

atu

re

Ass

essm

ent

An

chor

& E

ligi

ble

Con

ten

t G

loss

ary

Jan

uar

y 2

01

3

Penn

sylv

ania

Dep

artm

ent o

f Edu

cati

on

Pa

ge 4

Ja

nuar

y 20

13

Dia

lect

A

var

iety

of a

lang

uage

dis

tinct

from

the

stan

dard

var

iety

in p

ronu

ncia

tion,

gra

mm

ar, o

r voc

abul

ary.

Dia

logu

e In

its

wid

est s

ense

, dia

logu

e is

sim

ply

conv

ersa

tion

betw

een

char

acte

rs o

r sp

eake

rs in

a li

tera

ry w

ork;

in it

s m

ost

rest

rict

ed s

ense

, it r

efer

s sp

ecifi

cally

to th

e sp

eech

of c

hara

cter

s in

a d

ram

a.

Dic

tion

A

n au

thor

’s c

hoic

e of

wor

ds, p

hras

es, s

ente

nce

stru

ctur

es a

nd fi

gura

tive

lang

uage

, whi

ch c

ombi

ne to

hel

p cr

eate

m

eani

ng a

nd to

ne.

Diff

eren

tiat

e D

istin

guis

h, te

ll ap

art,

and

rec

ogni

ze d

iffer

ence

s be

twee

n tw

o or

mor

e ite

ms.

Dra

ma

The

genr

e of

lite

ratu

re re

pres

ente

d by

wor

ks in

tend

ed fo

r the

sta

ge; a

wor

k to

be

perf

orm

ed b

y ac

tors

on

stag

e, r

adio

, or

tele

visi

on; p

lay.

Dra

mat

ic S

crip

t Th

e w

ritte

n te

xt o

f a p

lay,

whi

ch in

clud

es th

e di

alog

ue b

etw

een

char

acte

rs, s

tage

dir

ectio

ns a

nd o

ften

oth

er e

xpos

itory

in

form

atio

n.

Dra

w C

oncl

usio

n To

mak

e a

judg

men

t or d

ecis

ion

base

d on

reas

onin

g ra

ther

than

dir

ect o

r im

plic

it st

atem

ent.

Elem

ents

of F

icti

on

Trai

ts th

at m

ark

a w

ork

as im

agin

ativ

e or

nar

rativ

e di

scou

rse

(e.g

., pl

ot, t

hem

e, s

ymbo

l).

Elem

ents

of N

onfic

tion

Tr

aits

that

mar

k a

wor

k as

repo

rtor

ial,

anal

ytic

al, i

nfor

mat

ive

or a

rgum

enta

tive

(e.g

., fa

cts,

dat

a, c

hart

s, g

raph

ics,

he

adin

gs).

K

eyst

one

Exam

s: L

iter

atu

re

Ass

essm

ent

An

chor

& E

ligi

ble

Con

ten

t G

loss

ary

Jan

uar

y 2

01

3

Penn

sylv

ania

Dep

artm

ent o

f Edu

cati

on

Pa

ge 5

Ja

nuar

y 20

13

Eval

uate

Ex

amin

e an

d ju

dge

care

fully

. To

judg

e or

det

erm

ine

the

sign

ifica

nce,

wor

th o

r qu

ality

of s

omet

hing

; to

asse

ss.

Expl

ain

To m

ake

unde

rsta

ndab

le, p

lain

or

clea

r.

Expl

icit

Cl

earl

y ex

pres

sed

or fu

lly s

tate

d in

the

actu

al te

xt.

Expo

siti

on

A n

arra

tive

devi

ce, o

ften

use

d at

the

begi

nnin

g of

a w

ork

that

pro

vide

s ne

cess

ary

back

grou

nd in

form

atio

n ab

out t

he

char

acte

rs a

nd th

eir c

ircu

mst

ance

s.

Fact

A

pie

ce o

f inf

orm

atio

n pr

ovid

ed o

bjec

tivel

y, p

rese

nted

as

true

.

Falli

ng A

ctio

n Th

e pa

rt o

f a li

tera

ry p

lot t

hat i

s ch

arac

teri

zed

by d

imin

ishi

ng te

nsio

ns a

nd th

e re

solu

tion

of th

e pl

ot’s

con

flict

s an

d co

mpl

icat

ions

.

Fict

ion

Any

sto

ry th

at is

the

prod

uct o

f im

agin

atio

n ra

ther

than

a d

ocum

enta

tion

of fa

ct. C

hara

cter

s an

d ev

ents

in s

uch

narr

ativ

es m

ay b

e ba

sed

in re

al li

fe, b

ut th

eir u

ltim

ate

form

and

con

figur

atio

n is

a c

reat

ion

of th

e au

thor

.

Figu

rati

ve L

angu

age

Lang

uage

that

can

not b

e ta

ken

liter

ally

sin

ce it

was

writ

ten

to c

reat

e a

spec

ial e

ffec

t or f

eelin

g.

Firs

t Per

son

The

“firs

t per

son”

or “

pers

onal

” po

int o

f vie

w r

elat

es e

vent

s as

they

are

per

ceiv

ed b

y a

sing

le c

hara

cter

. The

nar

ratin

g ch

arac

ter m

ay o

ffer

opi

nion

s ab

out t

he a

ctio

n an

d ch

arac

ters

that

diff

er fr

om th

ose

of th

e au

thor

.

K

eyst

one

Exam

s: L

iter

atu

re

Ass

essm

ent

An

chor

& E

ligi

ble

Con

ten

t G

loss

ary

Jan

uar

y 2

01

3

Penn

sylv

ania

Dep

artm

ent o

f Edu

cati

on

Pa

ge 6

Ja

nuar

y 20

13

Flas

hbac

k A

n or

gani

zatio

nal d

evic

e us

ed in

lite

ratu

re to

pre

sent

act

ion

that

occ

urre

d be

fore

cur

rent

(pre

sent

) tim

e of

the

stor

y.

Flas

hbac

ks a

re o

ften

intr

oduc

ed a

s th

e dr

eam

s or

reco

llect

ions

of o

ne o

r mor

e ch

arac

ters

.

Focu

s

The

cent

er o

f int

eres

t or

atte

ntio

n.

Fore

shad

owin

g A

n or

gani

zatio

nal d

evic

e us

ed in

lite

ratu

re to

cre

ate

expe

ctat

ion

or to

set

up

an e

xpla

natio

n of

late

r de

velo

pmen

ts.

Gen

eral

izat

ion

A c

oncl

usio

n dr

awn

from

spe

cific

info

rmat

ion

that

is u

sed

to m

ake

a br

oad

stat

emen

t abo

ut a

topi

c or

per

son.

Gen

re

A c

ateg

ory

used

to c

lass

ify li

tera

ry w

orks

, usu

ally

by

form

, tec

hniq

ue o

r co

nten

t (e.

g., p

rose

, poe

try)

.

Hea

ding

s, G

raph

ics

and

Char

ts

Any

vis

ual c

ues

on a

pag

e of

text

that

off

er a

dditi

onal

info

rmat

ion

to g

uide

the

read

er’s

com

preh

ensi

on. H

eadi

ngs

typi

cally

are

wor

ds o

r ph

rase

s in

bol

d pr

int t

hat i

ndic

ate

a to

pic

or th

e th

eme

of a

por

tion

of te

xt; g

raph

ics

may

be

phot

ogra

phs,

dra

win

gs, m

aps

or a

ny o

ther

pic

tori

al r

epre

sent

atio

n; c

hart

s (a

nd ta

bles

or g

raph

s) c

onde

nse

data

into

a

seri

es o

f row

s, li

nes

or o

ther

sho

rten

ed li

sts.

Hyp

erbo

le

An

exag

gera

tion

or o

vers

tate

men

t (e.

g., I

had

to w

ait f

orev

er.)

Imag

ery

D

escr

iptiv

e or

figu

rativ

e la

ngua

ge in

a li

tera

ry w

ork;

the

use

of la

ngua

ge to

cre

ate

sens

ory

impr

essi

ons.

Impl

icit

Th

ough

une

xpre

ssed

in th

e ac

tual

text

, mea

ning

that

may

be

unde

rsto

od b

y th

e re

ader

; im

plie

d.

K

eyst

one

Exam

s: L

iter

atu

re

Ass

essm

ent

An

chor

& E

ligi

ble

Con

ten

t G

loss

ary

Jan

uar

y 2

01

3

Penn

sylv

ania

Dep

artm

ent o

f Edu

cati

on

Pa

ge 7

Ja

nuar

y 20

13

Infe

renc

e A

judg

men

t bas

ed o

n re

ason

ing

rath

er th

an o

n a

dire

ct o

r exp

licit

stat

emen

t. A

con

clus

ion

base

d on

fact

s or

ci

rcum

stan

ces;

und

erst

andi

ng g

aine

d by

“re

adin

g be

twee

n th

e lin

es.”

Info

rmat

iona

l Tex

t N

onfic

tion

wri

tten

prim

arily

to c

onve

y fa

ctua

l inf

orm

atio

n. In

form

atio

nal t

exts

com

pris

e th

e m

ajor

ity o

f pri

nted

mat

eria

l ad

ults

rea

d (e

.g.,

text

book

s, n

ewsp

aper

s, r

epor

ts, d

irec

tions

, bro

chur

es, t

echn

ical

man

uals

).

Inte

rpre

t To

giv

e re

ason

s th

roug

h an

exp

lana

tion

to c

onve

y an

d re

pres

ent t

he m

eani

ng o

r und

erst

andi

ng o

f a te

xt.

Iron

y

The

use

of a

wor

d or

phr

ase

to m

ean

the

exac

t opp

osite

of i

ts li

tera

l or u

sual

mea

ning

; inc

ongr

uity

bet

wee

n th

e ac

tual

re

sult

of a

seq

uenc

e of

eve

nts

and

the

expe

cted

resu

lt.

Key/

Supp

orti

ng D

etai

ls

Poin

ts o

f inf

orm

atio

n in

a te

xt th

at s

tron

gly

supp

ort t

he m

eani

ng o

r tel

l the

sto

ry. S

tate

men

ts th

at d

efin

e, d

escr

ibe,

or

othe

rwis

e pr

ovid

e in

form

atio

n ab

out t

he to

pic,

them

e, o

r mai

n id

ea.

Key

Wor

ds

Spec

ific

wor

d ch

oice

s in

a te

xt th

at s

tron

gly

supp

ort t

he to

ne, m

ood,

or m

eani

ng o

f the

text

.

Lite

rary

Dev

ice

Tool

use

d by

the

auth

or to

enl

iven

and

pro

vide

voi

ce to

the

text

(e.g

., di

alog

ue, a

llite

ratio

n).

Lite

rary

Ele

men

t A

n es

sent

ial t

echn

ique

use

d in

lite

ratu

re (e

.g.,

char

acte

riza

tion,

set

ting,

plo

t, th

eme)

.

Lite

rary

For

m

The

over

all s

truc

ture

or

shap

e of

a w

ork

that

freq

uent

ly fo

llow

s an

est

ablis

hed

desi

gn. F

orm

s m

ay r

efer

to a

lite

rary

type

(n

arra

tive,

sho

rt s

tory

) or t

o pa

tter

ns o

f met

er, l

ines

, and

rhy

mes

(sta

nza,

ver

se).

K

eyst

one

Exam

s: L

iter

atu

re

Ass

essm

ent

An

chor

& E

ligi

ble

Con

ten

t G

loss

ary

Jan

uar

y 2

01

3

Penn

sylv

ania

Dep

artm

ent o

f Edu

cati

on

Pa

ge 8

Ja

nuar

y 20

13

Lite

rary

Mov

emen

t A

tren

d or

pat

tern

of s

hare

d be

liefs

or

prac

tices

that

mar

k an

app

roac

h to

lite

ratu

re (e

.g.,

Real

ism

, Nat

ural

ism

, Ro

man

ticis

m).

Lite

rary

Non

ficti

on

Text

that

incl

udes

lite

rary

ele

men

ts a

nd d

evic

es u

sual

ly a

ssoc

iate

d w

ith fi

ctio

n to

repo

rt o

n ac

tual

per

sons

, pla

ces,

or

even

ts. E

xam

ples

incl

ude

natu

re a

nd tr

avel

text

, bio

grap

hy, m

emoi

r and

the

essa

y.

Mai

n Id

ea

The

auth

or’s

cen

tral

thou

ght;

the

chie

f top

ic o

f a te

xt e

xpre

ssed

or i

mpl

ied

in a

wor

d or

phr

ase;

the

topi

c se

nten

ce o

f a

para

grap

h.

Met

apho

r

The

com

paris

on o

f tw

o un

like

thin

gs in

whi

ch n

o w

ords

of c

ompa

riso

n (li

ke o

r as

) are

use

d (e

.g.,

The

spee

ch g

ave

me

food

for

thou

ght.

)

Mon

olog

ue

An

exte

nded

spe

ech

spok

en b

y on

e sp

eake

r, e

ither

to o

ther

s or

as

if al

one.

Moo

d Th

e pr

evai

ling

emot

ions

or a

tmos

pher

e of

a w

ork

deriv

ed fr

om li

tera

ry d

evic

es s

uch

as d

ialo

gue

and

liter

ary

elem

ents

su

ch a

s se

ttin

g. T

he m

ood

of a

wor

k is

not

alw

ays

wha

t mig

ht b

e ex

pect

ed b

ased

on

its s

ubje

ct m

atte

r.

Mot

if A

rec

urri

ng s

ubje

ct, t

hem

e, o

r id

ea in

a li

tera

ry w

ork.

Mul

tipl

e-m

eani

ng W

ords

W

ords

that

hav

e se

vera

l mea

ning

s de

pend

ing

upon

how

they

are

use

d in

a s

ente

nce.

Nar

rati

ve

A s

tory

, act

ual o

r fic

tiona

l, ex

pres

sed

oral

ly o

r in

text

.

K

eyst

one

Exam

s: L

iter

atu

re

Ass

essm

ent

An

chor

& E

ligi

ble

Con

ten

t G

loss

ary

Jan

uar

y 2

01

3

Penn

sylv

ania

Dep

artm

ent o

f Edu

cati

on

Pa

ge 9

Ja

nuar

y 20

13

Nar

rato

r A

per

son,

ani

mal

, or t

hing

telli

ng th

e st

ory

or g

ivin

g an

acc

ount

of s

omet

hing

.

Non

ficti

on

Text

that

is n

ot fi

ctio

nal;

desi

gned

pri

mar

ily to

exp

lain

, arg

ue, i

nstr

uct o

r des

crib

e ra

ther

than

ent

erta

in. F

or th

e m

ost

part

, its

em

phas

is is

fact

ual.

Opi

nion

A

per

sona

l vie

w, a

ttitu

de, o

r ap

prai

sal.

Pers

onifi

cati

on

An

obje

ct o

r ab

stra

ct id

ea g

iven

hum

an q

ualit

ies

or h

uman

form

(e.g

., Fl

ower

s da

nced

abo

ut th

e la

wn.

)

Plot

Th

e st

ruct

ure

of a

sto

ry. T

he s

eque

nce

in w

hich

the

auth

or a

rran

ges

even

ts in

a s

tory

. The

str

uctu

re o

ften

incl

udes

the

risi

ng a

ctio

n, th

e cl

imax

, the

falli

ng a

ctio

n, a

nd th

e re

solu

tion.

The

plo

t may

hav

e a

prot

agon

ist w

ho is

opp

osed

by

an

anta

goni

st, c

reat

ing

wha

t is

calle

d co

nflic

t.

Poet

ry

In it

s br

oade

st s

ense

, tex

t tha

t aim

s to

pre

sent

idea

s an

d ev

oke

an e

mot

iona

l exp

erie

nce

in th

e re

ader

thro

ugh

the

use

of

met

er, i

mag

ery

and

conn

otat

ive

and

conc

rete

wor

ds. S

ome

poet

ry h

as a

car

eful

ly c

onst

ruct

ed s

truc

ture

bas

ed o

n rh

ythm

ic p

atte

rns.

Poe

try

typi

cally

relie

s on

wor

ds a

nd e

xpre

ssio

ns th

at h

ave

seve

ral l

ayer

s of

mea

ning

(fig

urat

ive

lang

uage

). It

may

als

o m

ake

use

of th

e ef

fect

s of

reg

ular

rhy

thm

on

the

ear

and

may

mak

e a

stro

ng a

ppea

l to

the

sens

es

thro

ugh

the

use

of im

ager

y.

Poin

t of

Vie

w

The

posi

tion

of th

e na

rrat

or in

rel

atio

n to

the

stor

y, a

s in

dica

ted

by th

e na

rrat

or’s

out

look

from

whi

ch th

e ev

ents

are

de

pict

ed (e

.g.,

first

per

son,

thir

d pe

rson

lim

ited,

thir

d pe

rson

om

nisc

ient

, etc

). Th

e pe

rspe

ctiv

e fr

om w

hich

a s

peak

er o

r au

thor

rec

ount

s a

narr

ativ

e or

pre

sent

s in

form

atio

n. T

he a

utho

r’s

man

ner

in re

veal

ing

char

acte

rs, e

vent

s, a

nd id

eas;

the

vant

age

poin

t fro

m w

hich

a s

tory

is to

ld.

Pref

ix

Gro

ups

of le

tter

s pl

aced

bef

ore

a w

ord

to a

lter

its m

eani

ng.

K

eyst

one

Exam

s: L

iter

atu

re

Ass

essm

ent

An

chor

& E

ligi

ble

Con

ten

t G

loss

ary

Jan

uar

y 2

01

3

Penn

sylv

ania

Dep

artm

ent o

f Edu

cati

on

Pa

ge 1

0

Janu

ary

2013

Prop

agan

da

Info

rmat

ion

aim

ed a

t pos

itive

ly o

r neg

ativ

ely

influ

enci

ng th

e op

inio

ns o

r be

havi

ors

of la

rge

num

bers

of p

eopl

e.

Prop

agan

da T

echn

ique

s

Prop

agan

da te

chni

ques

and

per

suas

ive

tact

ics

are

used

to in

fluen

ce p

eopl

e to

bel

ieve

, buy

or

do s

omet

hing

. Stu

dent

s sh

ould

be

able

to id

entif

y an

d co

mpr

ehen

d th

e pr

opag

anda

tech

niqu

es a

nd p

ersu

asiv

e ta

ctic

s lis

ted

belo

w.

1. N

ame-

calli

ng is

an

atta

ck o

n a

pers

on in

stea

d of

an

issu

e.

2. B

andw

agon

trie

s to

per

suad

e th

e re

ader

to d

o, th

ink

or b

uy s

omet

hing

bec

ause

it is

pop

ular

or

beca

use

“eve

ryon

e” is

doi

ng it

.

3. R

ed h

erri

ng is

an

atte

mpt

to d

istr

act t

he r

eade

r w

ith d

etai

ls n

ot re

leva

nt to

the

argu

men

t.

4. E

mot

iona

l app

eal t

ries

to p

ersu

ade

the

read

er b

y us

ing

wor

ds th

at a

ppea

l to

the

read

er’s

em

otio

ns in

stea

d of

to lo

gic

or re

ason

.

5. T

esti

mon

ial a

ttem

pts

to p

ersu

ade

the

read

er b

y us

ing

a fa

mou

s pe

rson

to e

ndor

se a

pro

duct

or

idea

(for

in

stan

ce, t

he c

eleb

rity

end

orse

men

t).

6. R

epet

itio

n at

tem

pts

to p

ersu

ade

the

read

er b

y re

peat

ing

a m

essa

ge o

ver a

nd o

ver

agai

n.

7. S

wee

ping

gen

eral

izat

ion

(ste

reot

ypin

g) m

akes

an

over

sim

plifi

ed s

tate

men

t abo

ut a

gro

up b

ased

on

limite

d in

form

atio

n.

8. C

ircu

lar

argu

men

t sta

tes

a co

nclu

sion

as

part

of t

he p

roof

of t

he a

rgum

ent.

9. A

ppea

l to

num

bers

, fac

ts, o

r st

atis

tics

att

empt

s to

per

suad

e th

e re

ader

by

show

ing

how

man

y pe

ople

thin

k so

met

hing

is tr

ue.

Reso

luti

on

The

port

ion

of a

sto

ry fo

llow

ing

the

clim

ax in

whi

ch th

e co

nflic

t is

reso

lved

. The

reso

lutio

n of

Jane

Aus

ten’

s N

orth

ange

r A

bbey

is n

eatly

sum

med

up

in th

e fo

llow

ing

sent

ence

: “H

enry

and

Cat

heri

ne w

ere

mar

ried,

the

bells

ran

g an

d ev

eryb

ody

smile

d.”

Risi

ng A

ctio

n Th

e pa

rt o

f a s

tory

whe

re th

e pl

ot b

ecom

es in

crea

sing

ly c

ompl

icat

ed. R

isin

g ac

tion

lead

s up

to th

e cl

imax

, or t

urni

ng

poin

t.

K

eyst

one

Exam

s: L

iter

atu

re

Ass

essm

ent

An

chor

& E

ligi

ble

Con

ten

t G

loss

ary

Jan

uar

y 2

01

3

Penn

sylv

ania

Dep

artm

ent o

f Edu

cati

on

Pa

ge 1

1

Janu

ary

2013

Sati

re

A li

tera

ry a

ppro

ach

that

rid

icul

es o

r exa

min

es h

uman

vic

e or

wea

knes

s.

Sent

ence

Var

iety

Va

riou

s se

nten

ce s

truc

ture

s, s

tyle

s, a

nd le

ngth

s th

at c

an e

nhan

ce th

e rh

ythm

of o

r ad

d em

phas

is to

a p

iece

of t

ext.

The

pr

esen

ce o

f mul

tiple

sen

tenc

e st

ruct

ures

in a

text

(sim

ple,

com

plex

, com

poun

d, c

ompo

und-

com

plex

) and

/or v

ario

us

sent

ence

beg

inni

ngs

(e.g

., de

pend

ent a

nd in

depe

nden

t cla

uses

, phr

ases

, sin

gle

wor

ds).

Sequ

ence

of S

teps

A

lite

rary

org

aniz

atio

nal f

orm

that

pre

sent

s th

e or

der

in w

hich

task

s ar

e to

be

perf

orm

ed.

Sett

ing

The

time

and

plac

e in

whi

ch a

sto

ry u

nfol

ds.

Sim

ile

A c

ompa

riso

n of

two

unlik

e th

ings

in w

hich

a w

ord

of c

ompa

riso

n (li

ke o

r as

) is

used

(e.g

., Th

e an

t scu

rrie

d as

fast

as

a ch

eeta

h.)

Solil

oquy

A

dra

mat

ic s

peec

h, r

evea

ling

inne

r th

ough

ts a

nd fe

elin

gs, s

poke

n al

oud

by o

ne c

hara

cter

whi

le a

lone

on

the

stag

e.

Soun

d D

evic

es

Elem

ents

of l

itera

ture

that

em

phas

ize

soun

d (e

.g.,

asso

nanc

e, c

onso

nanc

e, a

llite

ratio

n, r

hym

e, o

nom

atop

oeia

).

Spea

ker

The

voic

e us

ed b

y an

aut

hor

to te

ll/na

rrat

e a

stor

y or

poe

m. T

he s

peak

er is

oft

en a

cre

ated

iden

tity,

and

sho

uld

not

auto

mat

ical

ly b

e eq

uate

d w

ith th

e au

thor

. See

als

o na

rrat

or a

nd p

oint

of v

iew

.

Stag

e D

irec

tion

A

pla

ywri

ght’

s w

ritt

en in

stru

ctio

ns p

rovi

ded

in th

e te

xt o

f a p

lay

abou

t the

set

ting

or h

ow th

e ac

tors

are

to m

ove

and

beha

ve in

a p

lay.

K

eyst

one

Exam

s: L

iter

atu

re

Ass

essm

ent

An

chor

& E

ligi

ble

Con

ten

t G

loss

ary

Jan

uar

y 2

01

3

Penn

sylv

ania

Dep

artm

ent o

f Edu

cati

on

Pa

ge 1

2

Janu

ary

2013

Stru

ctur

e of

Poe

m

The

rhym

ing

patt

ern,

met

er, g

ram

mar

, and

imag

ery

used

by

a po

et to

con

vey

mea

ning

.

Styl

e

The

auth

or’s

cho

ices

reg

ardi

ng la

ngua

ge, s

ente

nce

stru

ctur

e, v

oice

, and

tone

in o

rder

to c

omm

unic

ate

with

the

read

er.

Suff

ix

Gro

ups

of le

tter

s pl

aced

aft

er a

wor

d to

alte

r its

mea

ning

or

chan

ge it

into

a d

iffer

ent k

ind

of w

ord,

from

an

adje

ctiv

e to

an

adv

erb,

etc

.

Sum

mar

ize

To c

aptu

re a

ll of

the

mos

t im

port

ant p

arts

of t

he o

rigi

nal t

ext (

para

grap

h, s

tory

, poe

m),

but e

xpre

ss th

em in

a m

uch

shor

ter s

pace

, and

as

muc

h as

pos

sibl

e in

the

read

er’s

ow

n w

ords

.

Sym

bolis

m

A d

evic

e in

lite

ratu

re w

here

an

obje

ct r

epre

sent

s an

idea

.

Syno

nym

A

wor

d th

at is

sim

ilar

in m

eani

ng to

ano

ther

wor

d (e

.g.,

sorr

ow, g

rief

, sad

ness

).

Synt

ax

The

orde

ring

of w

ords

into

mea

ning

ful v

erba

l pat

tern

s su

ch a

s ph

rase

s, c

laus

es, a

nd s

ente

nces

.

Text

Org

aniz

atio

n/St

ruct

ure

The

auth

or’s

met

hod

of s

truc

turi

ng a

text

; the

way

a te

xt is

str

uctu

red

from

beg

inni

ng to

end

. In

liter

ary

wor

ks, t

he

stru

ctur

e co

uld

incl

ude

flash

back

and

fore

shad

owin

g, fo

r ex

ampl

e. In

non

fictio

n w

orks

, the

str

uctu

re c

ould

incl

ude

sequ

ence

, que

stio

n-an

swer

, cau

se-e

ffec

t, e

tc.

Them

e

A to

pic

of d

iscu

ssio

n or

wor

k; a

maj

or id

ea b

road

eno

ugh

to c

over

the

entir

e sc

ope

of a

lite

rary

wor

k. A

them

e m

ay b

e st

ated

or

impl

ied.

Clu

es to

the

them

e m

ay b

e fo

und

in th

e pr

omin

ent a

nd/o

r re

occu

rrin

g id

eas

in a

wor

k.

K

eyst

one

Exam

s: L

iter

atu

re

Ass

essm

ent

An

chor

& E

ligi

ble

Con

ten

t G

loss

ary

Jan

uar

y 2

01

3

Penn

sylv

ania

Dep

artm

ent o

f Edu

cati

on

Pa

ge 1

3

Janu

ary

2013

Thir

d Pe

rson

A

per

spec

tive

in li

tera

ture

, the

“th

ird

pers

on”

poin

t of v

iew

pre

sent

s th

e ev

ents

of t

he s

tory

from

out

side

of a

ny s

ingl

e ch

arac

ter’

s pe

rcep

tion,

muc

h lik

e th

e om

nisc

ient

poi

nt o

f vie

w, b

ut th

e re

ader

mus

t und

erst

and

the

actio

n as

it ta

kes

plac

e an

d w

ithou

t any

spe

cial

insi

ght i

nto

char

acte

rs’ m

inds

or m

otiv

atio

ns.

Tone

Th

e at

titud

e of

the

auth

or to

war

d th

e au

dien

ce, c

hara

cter

s, s

ubje

ct o

r the

wor

k its

elf (

e.g.

, ser

ious

, hum

orou

s).

Uni

vers

al C

hara

cter

A

cha

ract

er th

at s

ymbo

lical

ly e

mbo

dies

wel

l-kno

wn

mea

ning

s an

d ba

sic

hum

an e

xper

ienc

es, r

egar

dles

s of

whe

n or

w

here

he/

she

lives

(e.g

., he

ro, v

illai

n, in

telle

ctua

l, dr

eam

er).

Uni

vers

al S

igni

fican

ce

The

gene

rally

acc

epte

d im

port

ance

or v

alue

of a

wor

k to

rep

rese

nt h

uman

exp

erie

nce

rega

rdle

ss o

f cul

ture

or t

ime

peri

od.

Voi

ce

The

fluen

cy, r

hyth

m, a

nd li

velin

ess

in a

text

that

mak

e it

uniq

ue to

the

auth

or.

Cover photo © Hill Street Studios/Harmik Nazarian/Blend Images/Corbis.


Assessment Anchors and Eligible Contentwith Sample Questions and Glossary

January 2013

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