FCATSkills for Successful Reading Comprehension

FCAT tests a student’s ability to apply various skills to the reading process.

Cluster 1:Words and

Phrases

Cluster 1: Words and Phrases

The student should select and use strategies to understand words and texts, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations.

Content/focus Analyze words/text Context Conclusions/Inferences Interpret graphical information

Cluster 1: Words and Phrases – Context Clues You will be asked vocabulary questions on the

FCAT, and these questions have you figure out a word’s meaning by looking at the context of the word—that is, the words and sentences around it.

Without a context (and a dictionary), it’s difficult to figure out the meaning of challenging words.

For example, try defining these words: Feigned Illicit Morbid

Cluster 1: Words and Phrases – Context Clues cont’d. With a context (when the word is surrounded by

other words in a sentence), it is easier to figure out its meaning.

For example, determine the meaning of the word based on the word’s context: Keith feigned being sick, so he could stay home from

school. Feigned means _________________

The thief kept his illicit wealth locked in a closet in the basement. Illicit means ____________________

After watching the sad movie, the teenager was plagued with morbid thoughts.

Morbid means __________________

Cluster 1: Words and Phrases – Context Clues Strategies

Cluster 1: Words and Phrases – Context Clues strategies cont’d.Strategies for determining the meaning of a

word from its context:1. Comma clues – Commas are used to link

concepts. When you see a comma, it indicates that a clue is being given to help you determine the word’s meaning.

For example: Cockatiels, small gray Australian parrots, make excellent pets. OR One witness was convicted of perjury; that is, he lied under oath. [Notice the word clues are set off by commas.]

Cluster 1: Words and Phrases – Context Clues strategies cont’d.2. Context clues – Certain linking words can provide keys to

the meaning of a word. Synonym clues – Your word may be similar to another word in the

sentence. Look for these clues: and, so, completely, thoroughly. Rusty and unreliable, the old car was thoroughly in need of a

glemgebog. Glemgebog probably means “overhaul” or” repair.”

Antonym clues – Your word may be the opposite of another word in the sentence. Look for these clues: but, nevertheless, despite, though, although, in spite of, on the other hand, however.

Although Scott likes potatoes, his sister Margie snargles them. Snargles probably means “hates.”

Cause and effect clues – Your word may have a causal relationship with another word. Look for these clues: because, as a result of, led to.

Because the singer was so popular, the audience blemmled when she appeared.

Blemmled probably means “screamed” or “cheered.”

Cluster 1: Words and Phrases – Context Clues strategies cont’d.3. Charge clues (connotations – the positive, negative, or neutral

associations surrounding a word) – Context clues and an understanding of the sentence as a whole should tell you whether the tested word has a positive or negative “charge.”

Some words have a charge all by themselves: Disgusting has a negative word charge; lovely has a positive

word charge; table may not have a charge (it’s usually neutral). Some words have a charge based on the context of the sentence:

Every time I think of her, my heart is filled and my soul sings. Word Charge can help you on the FCAT:

If you know that a mystery word has a positive charge, you can eliminate any answer choices that are ____ or ____.

If you know that the mystery word should have a negative charge, you can eliminate any answer choices that are ____ or ____.

If the mystery word is fairly neutral, you can eliminate any answer choices that have strong ____ or ____ charges.

Cluster 1: Words and Phrases – Context Clues strategies cont’d.

3 Tips:Look for Context Clues in the sentence.Use commas to link the word to the rest of the

sentence.Use Word Charge to predict whether the word

is positive, negative, or neutral.

Cluster 1: Words and Phrases – Context Clues strategies cont’d. Putting them all together (the 3Cs): There are three things that will help you figure

out the definition of a word: context, comma, and charge.

Although at first my coach intimidated me, he turned out to be a nice, relaxed man who cared about his team.

Clue Word: Although indicates contrast ?

Comma clue – the result of the sentence is not what was expected.

Word charge: This is what the coach was like—so what did the writer think he would be like?

Cluster 1: Words and Phrases – Interpreting graphical information Let’s take a look at what we need to do

when interpreting graphs, charts, etc. There are 3 simple steps:Read the title (to know the topic/subject of the

graphic)Read the main headings (to know what the

author is trying to illustrate) Go to the questions [Read the questions

being asked.]

Cluster 1: Words and Phrases – Interpreting graphical information

Contaminate Contaminate Level Detected

Maximum Contaminate Level Allowed by Law

Arsenic (in ug/L) 4 50

Fluoride 1 2

Lead 20 15

Copper 760 1300

Detected Primary Drinking Water Constituents (mg/L unless specified)Title

Headings

1. According to the table, which element is contaminating the water to an unsafe level?

2. What kind of article might this table accompany?

Questions

Cluster 1: Words and Phrases – Interpreting graphical information cont’d.

Let’s look at some more charts…[Obtain the handouts on interpreting graphical information.]

Cluster 1: Words and Phrases – Making Inferences

An inference is an educated guess based on textual evidence.

The way an inference question is worded can tell you a lot about the kinds of connection you should make to the passage.

See the following chart:

Cluster 1: Words and Phrases – Making InferencesWhen the Question Says You Should

What is the tone?What is the mood?What feeling is created?

Underline words that give sensory descriptions: sights, sounds, smells, tastes. How do those descriptions make you feel? How does that feeling connect to the main idea?

What does this event mean?Why is this event important?

Connect the detail in question to the main idea. Does it fit within that main idea? Does it support or prove the main idea? Is it a contradiction or a challenge to it? What importance does this event have in the context of the main idea?

You are the main character…You have decided to …How would you …

Connect the scenario posed in the question to the main idea of the passage. How can you apply the ideas in the passage to this new situation? What is similar between the two situations? Where are there differences?

Why did the character do something?What was the cause of this event?What was the result of this action?

Use strategies for determining cause and effect.

Cluster 1 (Words & Phrases) & Cluster 4: (Reference & Research): Making Inferences and Synthesizing

Let’s take a look at what we need to do when interpreting graphs, charts, etc.

[Obtain the handouts on interpreting graphical information.]

Reading Between the Lines

Making Inferences

Or

Drawing Conclusions

Inferences are:

Logical conclusions not directly stated by the author

Based on clues from text and personal connections made by the reader

Logical conclusions made with the mind, not the heart

“Reading between the lines” “Putting two and two together”

Inferences are not:

Explicitly stated in the text

(you cannot find the answer on the page – the answer is in your head)

Based on opinion

Inferences come from:

Clues in the text Knowledge you already have from

experience or prior knowledge

Inferences = textual clues + background knowledge

(or personal experiences)

Example:

Background knowledge: you know many motorboats

cruise the waterway.

Inference: A motorboat propeller caused the scars.

You see a manatee in one of Florida's coastal rivers.

You notice that it has several deep scars on its back.

Steps to help readers infer meaning:1. Ask yourself a question (I wonder what . . . I

wonder why . . . I wonder how . . .) OR Choose an inference-type question from the test.

2. Consider textual evidence left by the author that may represent important clues that pertain to your question.

3. Think about what you know about the evidence.

4. Using clues in the text and your background knowledge about the topic, try to answer the original question.

Read the short story on page 188

- Thieves attempted to steal a Tyrannosaurus Rex in northern Montana.

1. Question:

I wonder: why would someone steal bones?

2. Textual evidence:

- Residents raised $55,000 for a museum to house the fossil.

- the fossil must be valuable (it has historical value and monetary value)

3. Background knowledge:

- thieves steal items of value

- museums hold historical artifacts and items of value

4. Therefore:

FCAT tests a student’s ability to apply various skills to the reading process.

Cluster 4:

Reference and Research

Cluster 4: Reference and Research

Locates, gathers analyzes and evaluates written information for a variety of purposes including research projects, real-world tasks, and self-improvement. Analyzes the validity and reliability of primary source information and uses the information appropriately. Synthesizes information from multiple sources to draw conclusions.

Content/focus Analyze/evaluate information Validity/reliability of information Synthesizes information (from multiple sources and within text)

Cluster 4: Reference and Research – Gathering, Analyzing, and Evaluating Information from Different Sources

On the FCAT, you will be asked questions about the validity and reliability of an author’s claims in a passage.

For instance, what makes a particular author qualified to write about a subject? Or what does the author use to support the main points of the essay? (For instance, does the author use personal opinions, common knowledge, or expert opinions?)

Cluster 4: Reference and Research – Gathering, Analyzing, and Evaluating Information from Different Sources Cont’d.

Source Primary or Secondary Type of Information Questions to ask about the Source

Almanac Secondary Facts, statistics, dates, & current events.

Is it up to date?

Atlas Secondary Maps, geographical information

Is it current and accurate?

Autobiography Primary An account of a person’s life written by that person

Is it authentic?

Diary Primary A personal record of events or reflections.

Why is this record important? Do the observations seem accurate?

Encyclopedia Secondary information arranged alphabetically.

Is it current and complete?

Newspaper Both Daily publication containing news & ads.

Is the writing objective or biased? Are the quotes authentic?

Speech Primary An oral presentation. Is the content fact or opinion?

Textbook Secondary Contains subject-area info. for school use.

Is it up to date? Does it represent facts or opinions?

World Wide Web Both System of connected documents.

Is it objective? Is the site linked to a legitimate source?

Literary Work Primary Original work of literature. Is this an accurate version or edition?

Short and Extended Responses