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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

April 2014

Pennsylvania Department of Education—Assessment Anchors and Eligible Content

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 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 Core Standards: In the column to the right of each Eligible Content statement is a code representing one or more Pennsylvania 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 Core Standards affect this document?

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



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



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


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



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



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



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



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


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



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



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


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



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



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



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



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

Glos

sary

to th

e

Asse

ssm

ent A

ncho

r & E

ligib

le C

onte

nt

The

Keys

tone

Glo

ssar

y in

clud

es t

erm

s an

d de

finiti

ons

asso

ciat

ed w

ith t

he K

eyst

one

Asse

ssm

ent

Anch

ors

and

Elig

ible

Con

tent

. The

term

s an

d de

finiti

ons

incl

uded

in th

e gl

ossa

ry a

re in

tend

ed to

ass

ist P

enns

ylva

nia

educ

ator

s in

bet

ter

unde

rsta

ndin

g th

e Ke

ysto

ne A

sses

smen

t Anc

hors

and

Elig

ible

Con

tent

. The

glo

ssar

y do

es n

ot d

efin

e al

l po

ssib

le te

rms

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

par

ticul

ar g

rade

leve

l or c

ours

e.

Penn

sylv

ania

Dep

artm

ent o

f Edu

catio

n w

ww

.edu

cati

on.s

tate

.pa.

us

Apri

l 201

4

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

K

eyst

one

Exam

s: L

iter

atur

e

Asse

ssm

ent A

ncho

r &

Elig

ible

Con

tent

Glo

ssar

y Ap

ril 2

014

Penn

sylv

ania

Dep

artm

ent o

f Edu

catio

n

Pa

ge 2

Ap

ril 2

014

Affix

O

ne o

r mor

e le

tter

s occ

urrin

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

rivat

ive

wor

d or

an

infle

ctio

nal f

orm

(e.g

., a

pref

ix o

r suf

fix).

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 tha

t lie

ou

tsid

e th

e na

rrat

ive

itsel

f. Th

e un

derly

ing

mea

ning

may

hav

e m

oral

, soc

ial,

relig

ious

, or p

oliti

cal s

igni

fican

ce, a

nd

char

acte

rs a

re o

ften

pers

onifi

catio

ns o

f abs

trac

t ide

as su

ch a

s cha

rity,

gre

ed, o

r env

y.

Allit

erat

ion

Th

e re

petit

ion

of in

itial

soun

ds in

nei

ghbo

ring

wor

ds.

Allu

sion

An

impl

ied

or in

dire

ct re

fere

nce

in li

tera

ture

to a

fam

iliar

per

son,

pla

ce, o

r eve

nt.

Anal

ysis

Th

e pr

oces

s or r

esul

t of i

dent

ifyin

g th

e pa

rts o

f a w

hole

and

thei

r rel

atio

nshi

ps to

one

ano

ther

.

Anto

nym

A

wor

d th

at is

the

oppo

site

in m

eani

ng to

ano

ther

wor

d.

Argu

men

t/Po

sitio

n Th

e po

sitio

n or

cla

im th

e au

thor

est

ablis

hes.

Arg

umen

ts sh

ould

be

supp

orte

d w

ith v

alid

evi

denc

e an

d re

ason

ing

and

bala

nced

by

the

incl

usio

n of

cou

nter

argu

men

ts th

at il

lust

rate

opp

osin

g vi

ewpo

ints

.

Auth

or’s

Pur

pose

Th

e au

thor

’s in

tent

eith

er to

info

rm o

r tea

ch so

meo

ne a

bout

som

ethi

ng, t

o en

tert

ain

peop

le o

r to

pers

uade

or c

onvi

nce

his/

her a

udie

nce

to d

o or

not

do

som

ethi

ng.

Bias

Th

e su

btle

pre

senc

e of

a p

ositi

ve o

r neg

ativ

e ap

proa

ch to

war

d a

topi

c.

K

eyst

one

Exam

s: L

iter

atur

e

Asse

ssm

ent A

ncho

r &

Elig

ible

Con

tent

Glo

ssar

y Ap

ril 2

014

Penn

sylv

ania

Dep

artm

ent o

f Edu

catio

n

Pa

ge 3

Ap

ril 2

014

Biog

raph

y A

writ

ten

acco

unt o

f ano

ther

per

son'

s life

.

Char

acte

r A

pers

on, a

nim

al o

r ina

nim

ate

obje

ct p

ortr

ayed

in a

lite

rary

wor

k.

Char

acte

rizat

ion

Th

e m

etho

d an

aut

hor u

ses t

o re

veal

cha

ract

ers a

nd th

eir v

ario

us tr

aits

and

per

sona

litie

s (e.

g., d

irect

, ind

irect

).

Clim

ax

The

turn

ing

poin

t in

a na

rrat

ive;

the

mom

ent w

hen

the

conf

lict i

s at i

ts m

ost i

nten

se. T

ypic

ally

, the

stru

ctur

e of

stor

ies,

no

vels,

and

pla

ys is

one

of r

ising

act

ion,

in w

hich

tens

ion

build

s to

the

clim

ax.

Com

pare

/Con

tras

t Pl

ace

toge

ther

cha

ract

ers,

situ

atio

ns, o

r ide

as to

show

com

mon

and

/or d

iffer

ing

feat

ures

in li

tera

ry se

lect

ions

.

Conf

lict/

Prob

lem

A

stru

ggle

or c

lash

bet

wee

n op

posin

g ch

arac

ters

, for

ces,

or e

mot

ions

.

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 dic

tiona

ry m

eani

ng.

Cont

ext C

lues

W

ords

and

phr

ases

in a

sent

ence

, par

agra

ph, a

nd/o

r who

le te

xt, w

hich

hel

p re

ason

out

the

mea

ning

of a

n un

fam

iliar

w

ord.

Cultu

ral S

igni

fican

ce

The

gene

rally

acc

epte

d im

port

ance

of a

wor

k re

pres

entin

g a

give

n cu

lture

.

Defe

nse

of a

Cla

im

Supp

ort p

rovi

ded

to m

ark

an a

sser

tion

as re

ason

able

.

K

eyst

one

Exam

s: L

iter

atur

e

Asse

ssm

ent A

ncho

r &

Elig

ible

Con

tent

Glo

ssar

y Ap

ril 2

014

Penn

sylv

ania

Dep

artm

ent o

f Edu

catio

n

Pa

ge 4

Ap

ril 2

014

Dial

ect

A va

riety

of a

lang

uage

dist

inct

from

the

stan

dard

var

iety

in p

ronu

ncia

tion,

gra

mm

ar, o

r voc

abul

ary.

Dial

ogue

In

its w

ides

t sen

se, d

ialo

gue

is sim

ply

conv

ersa

tion

betw

een

char

acte

rs o

r spe

aker

s in

a lit

erar

y w

ork;

in it

s mos

t re

stric

ted

sens

e, it

refe

rs sp

ecifi

cally

to th

e sp

eech

of c

hara

cter

s in

a dr

ama.

Dict

ion

An a

utho

r’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.

Diffe

rent

iate

Di

stin

guish

, tel

l apa

rt, a

nd re

cogn

ize d

iffer

ence

s bet

wee

n tw

o or

mor

e ite

ms.

Dram

a Th

e ge

nre

of li

tera

ture

repr

esen

ted

by w

orks

inte

nded

for t

he st

age;

a w

ork

to b

e pe

rfor

med

by

acto

rs o

n st

age,

radi

o,

or te

levi

sion;

pla

y.

Dram

atic

Scr

ipt

The

writ

ten

text

of a

pla

y, w

hich

incl

udes

the

dial

ogue

bet

wee

n ch

arac

ters

, sta

ge d

irect

ions

and

ofte

n ot

her e

xpos

itory

in

form

atio

n.

Draw

Con

clus

ion

To m

ake

a ju

dgm

ent o

r dec

ision

bas

ed o

n re

ason

ing

rath

er th

an d

irect

or i

mpl

icit

stat

emen

t.

Elem

ents

of F

ictio

n Tr

aits

that

mar

k a

wor

k as

imag

inat

ive

or n

arra

tive

disc

ours

e (e

.g.,

plot

, the

me,

sym

bol).

Elem

ents

of N

onfic

tion

Trai

ts th

at m

ark

a w

ork

as re

port

oria

l, an

alyt

ical

, inf

orm

ativ

e or

arg

umen

tativ

e (e

.g.,

fact

s, d

ata,

cha

rts,

grap

hics

, he

adin

gs).

K

eyst

one

Exam

s: L

iter

atur

e

Asse

ssm

ent A

ncho

r &

Elig

ible

Con

tent

Glo

ssar

y Ap

ril 2

014

Penn

sylv

ania

Dep

artm

ent o

f Edu

catio

n

Pa

ge 5

Ap

ril 2

014

Eval

uate

Ex

amin

e an

d ju

dge

care

fully

. To

judg

e or

det

erm

ine

the

signi

fican

ce, w

orth

or q

ualit

y of

som

ethi

ng; t

o as

sess

.

Expl

ain

To m

ake

unde

rsta

ndab

le, p

lain

or c

lear

.

Expl

icit

Clea

rly e

xpre

ssed

or f

ully

stat

ed in

the

actu

al te

xt.

Expo

sitio

n A

narr

ativ

e de

vice

, ofte

n us

ed a

t the

beg

inni

ng o

f a w

ork

that

pro

vide

s nec

essa

ry b

ackg

roun

d in

form

atio

n ab

out t

he

char

acte

rs a

nd th

eir c

ircum

stan

ces.

Fact

A

piec

e of

info

rmat

ion

prov

ided

obj

ectiv

ely,

pre

sent

ed a

s tru

e.

Falli

ng A

ctio

n Th

e pa

rt o

f a li

tera

ry p

lot t

hat i

s cha

ract

erize

d by

dim

inish

ing

tens

ions

and

the

reso

lutio

n of

the

plot

’s co

nflic

ts a

nd

com

plic

atio

ns.

Fict

ion

Any

stor

y 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 and

eve

nts i

n su

ch

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 cr

eatio

n of

the

auth

or.

Figu

rativ

e La

ngua

ge

Lang

uage

that

can

not b

e ta

ken

liter

ally

sinc

e it

was

writ

ten

to c

reat

e a

spec

ial e

ffect

or f

eelin

g.

Firs

t Per

son

The

“firs

t per

son”

or “

pers

onal

” po

int o

f vie

w re

late

s eve

nts a

s the

y ar

e pe

rcei

ved

by a

sing

le c

hara

cter

. The

nar

ratin

g ch

arac

ter m

ay o

ffer o

pini

ons a

bout

the

actio

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

atur

e

Asse

ssm

ent A

ncho

r &

Elig

ible

Con

tent

Glo

ssar

y Ap

ril 2

014

Penn

sylv

ania

Dep

artm

ent o

f Edu

catio

n

Pa

ge 6

Ap

ril 2

014

Flas

hbac

k An

org

aniza

tiona

l dev

ice

used

in li

tera

ture

to p

rese

nt a

ctio

n th

at o

ccur

red

befo

re c

urre

nt (p

rese

nt) t

ime

of th

e st

ory.

Fl

ashb

acks

are

ofte

n in

trod

uced

as t

he d

ream

s or r

ecol

lect

ions

of o

ne o

r mor

e ch

arac

ters

.

Focu

s Th

e ce

nter

of i

nter

est o

r att

entio

n.

Fore

shad

owin

g An

org

aniza

tiona

l dev

ice

used

in li

tera

ture

to c

reat

e ex

pect

atio

n or

to se

t up

an e

xpla

natio

n of

late

r dev

elop

men

ts.

Gen

eral

izat

ion

A co

nclu

sion

draw

n fr

om sp

ecifi

c in

form

atio

n th

at is

use

d to

mak

e a

broa

d st

atem

ent a

bout

a to

pic

or p

erso

n.

Gen

re

A ca

tego

ry u

sed

to c

lass

ify li

tera

ry w

orks

, usu

ally

by

form

, tec

hniq

ue o

r con

tent

(e.g

., pr

ose,

poe

try)

.

Head

ings

, Gra

phic

s and

Cha

rts

Any

visu

al c

ues o

n a

page

of t

ext t

hat o

ffer a

dditi

onal

info

rmat

ion

to g

uide

the

read

er’s

com

preh

ensio

n. H

eadi

ngs

typi

cally

are

wor

ds o

r phr

ases

in b

old

prin

t tha

t ind

icat

e a

topi

c or

the

them

e of

a p

ortio

n of

text

; gra

phic

s may

be

phot

ogra

phs,

dra

win

gs, m

aps o

r any

oth

er p

icto

rial r

epre

sent

atio

n; c

hart

s (an

d ta

bles

or g

raph

s) c

onde

nse

data

into

a

serie

s of r

ows,

line

s or o

ther

shor

tene

d lis

ts.

Hype

rbol

e

An e

xagg

erat

ion

or o

vers

tate

men

t (e.

g., I

had

to w

ait f

orev

er.)

Imag

ery

De

scrip

tive

or fi

gura

tive

lang

uage

in a

lite

rary

wor

k; th

e us

e of

lang

uage

to c

reat

e se

nsor

y im

pres

sions

.

Impl

icit

Thou

gh u

nexp

ress

ed in

the

actu

al te

xt, m

eani

ng th

at m

ay b

e un

ders

tood

by

the

read

er; i

mpl

ied.

K

eyst

one

Exam

s: L

iter

atur

e

Asse

ssm

ent A

ncho

r &

Elig

ible

Con

tent

Glo

ssar

y Ap

ril 2

014

Penn

sylv

ania

Dep

artm

ent o

f Edu

catio

n

Pa

ge 7

Ap

ril 2

014

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

conc

lusio

n ba

sed

on fa

cts o

r 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

writ

ten

prim

arily

to c

onve

y fa

ctua

l inf

orm

atio

n. In

form

atio

nal t

exts

com

prise

the

maj

ority

of p

rinte

d m

ater

ial

adul

ts re

ad (e

.g.,

text

book

s, ne

wsp

aper

s, re

port

s, di

rect

ions

, bro

chur

es, t

echn

ical

man

uals)

.

Inte

rpre

t To

giv

e re

ason

s thr

ough

an

expl

anat

ion

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.

Irony

Th

e us

e of

a w

ord

or p

hras

e to

mea

n th

e ex

act o

ppos

ite o

f its

lite

ral o

r usu

al m

eani

ng; i

ncon

grui

ty b

etw

een

the

actu

al

resu

lt of

a se

quen

ce o

f eve

nts a

nd th

e ex

pect

ed re

sult.

Key/

Supp

ortin

g D

etai

ls

Poin

ts o

f inf

orm

atio

n in

a te

xt th

at st

rong

ly su

ppor

t the

mea

ning

or t

ell t

he st

ory.

Sta

tem

ents

that

def

ine,

des

crib

e, o

r ot

herw

ise p

rovi

de 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 st

rong

ly su

ppor

t the

tone

, moo

d, o

r mea

ning

of t

he te

xt.

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 An

ess

entia

l tec

hniq

ue u

sed

in li

tera

ture

(e.g

., ch

arac

teriz

atio

n, se

ttin

g, p

lot,

them

e).

Lite

rary

For

m

The

over

all s

truc

ture

or s

hape

of a

wor

k th

at fr

eque

ntly

follo

ws a

n es

tabl

ished

des

ign.

For

ms m

ay re

fer t

o a

liter

ary

type

(n

arra

tive,

shor

t sto

ry) o

r to

patt

erns

of m

eter

, lin

es, a

nd rh

ymes

(sta

nza,

ver

se).

K

eyst

one

Exam

s: L

iter

atur

e

Asse

ssm

ent A

ncho

r &

Elig

ible

Con

tent

Glo

ssar

y Ap

ril 2

014

Penn

sylv

ania

Dep

artm

ent o

f Edu

catio

n

Pa

ge 8

Ap

ril 2

014

Lite

rary

Mov

emen

t A

tren

d or

pat

tern

of s

hare

d be

liefs

or p

ract

ices

that

mar

k an

app

roac

h to

lite

ratu

re (e

.g.,

Real

ism, N

atur

alism

, Ro

man

ticism

).

Lite

rary

Non

fictio

n Te

xt th

at in

clud

es li

tera

ry e

lem

ents

and

dev

ices

usu

ally

ass

ocia

ted

with

fict

ion

to re

port

on

actu

al p

erso

ns, p

lace

s, o

r ev

ents

. Exa

mpl

es in

clud

e na

ture

and

trav

el te

xt, b

iogr

aphy

, mem

oir a

nd th

e es

say.

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 Th

e co

mpa

rison

of t

wo

unlik

e th

ings

in w

hich

no

wor

ds o

f com

paris

on (l

ike

or a

s) a

re u

sed

(e.g

., Th

e sp

eech

gav

e m

e fo

od fo

r tho

ught

.)

Mon

olog

ue

An e

xten

ded

spee

ch sp

oken

by

one

spea

ker,

eith

er to

oth

ers o

r as i

f alo

ne.

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 su

ch a

s dia

logu

e an

d lit

erar

y el

emen

ts

such

as s

ettin

g. T

he m

ood

of a

wor

k is

not a

lway

s wha

t mig

ht b

e ex

pect

ed b

ased

on

its su

bjec

t mat

ter.

Mot

if A

recu

rrin

g su

bjec

t, th

eme,

or i

dea

in a

lite

rary

wor

k.

Mul

tiple

-mea

ning

Wor

ds

Wor

ds th

at h

ave

seve

ral m

eani

ngs d

epen

ding

upo

n ho

w th

ey a

re u

sed

in a

sent

ence

.

Nar

rativ

e

A st

ory,

act

ual o

r fic

tiona

l, ex

pres

sed

oral

ly o

r in

text

.

K

eyst

one

Exam

s: L

iter

atur

e

Asse

ssm

ent A

ncho

r &

Elig

ible

Con

tent

Glo

ssar

y Ap

ril 2

014

Penn

sylv

ania

Dep

artm

ent o

f Edu

catio

n

Pa

ge 9

Ap

ril 2

014

Nar

rato

r A

pers

on, a

nim

al, o

r thi

ng te

lling

the

stor

y or

giv

ing

an a

ccou

nt o

f som

ethi

ng.

Non

fictio

n Te

xt th

at is

not

fict

iona

l; de

signe

d pr

imar

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

pers

onal

vie

w, a

ttitu

de, o

r app

raisa

l.

Pers

onifi

catio

n

An o

bjec

t or a

bstr

act i

dea

give

n hu

man

qua

litie

s or h

uman

form

(e.g

., Fl

ower

s dan

ced

abou

t the

law

n.)

Plot

Th

e st

ruct

ure

of a

stor

y. T

he se

quen

ce in

whi

ch th

e au

thor

arr

ange

s eve

nts i

n a

stor

y. T

he st

ruct

ure

ofte

n in

clud

es th

e ris

ing

actio

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 c

alle

d co

nflic

t.

Poet

ry

In it

s bro

ades

t sen

se, t

ext t

hat a

ims t

o pr

esen

t ide

as a

nd e

voke

an

emot

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 st

ruct

ure

base

d on

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 m

eani

ng (f

igur

ativ

e la

ngua

ge).

It m

ay a

lso m

ake

use

of th

e ef

fect

s of r

egul

ar rh

ythm

on

the

ear a

nd m

ay m

ake

a st

rong

app

eal t

o th

e se

nses

th

roug

h th

e us

e of

imag

ery.

Poin

t of V

iew

Th

e po

sitio

n of

the

narr

ator

in re

latio

n to

the

stor

y, a

s ind

icat

ed b

y th

e na

rrat

or’s

outlo

ok fr

om w

hich

the

even

ts a

re

depi

cted

(e.g

., fir

st p

erso

n, th

ird p

erso

n lim

ited,

third

per

son

omni

scie

nt, e

tc).

The

pers

pect

ive

from

whi

ch a

spea

ker o

r au

thor

reco

unts

a n

arra

tive

or p

rese

nts i

nfor

mat

ion.

The

aut

hor’s

man

ner i

n re

veal

ing

char

acte

rs, e

vent

s, a

nd id

eas;

the

vant

age

poin

t fro

m w

hich

a st

ory

is to

ld.

Pref

ix

Grou

ps o

f let

ters

pla

ced

befo

re a

wor

d to

alte

r its

mea

ning

.

K

eyst

one

Exam

s: L

iter

atur

e

Asse

ssm

ent A

ncho

r &

Elig

ible

Con

tent

Glo

ssar

y Ap

ril 2

014

Penn

sylv

ania

Dep

artm

ent o

f Edu

catio

n

Pa

ge 1

0

Apri

l 201

4

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 beh

avio

rs o

f lar

ge n

umbe

rs o

f peo

ple.

Prop

agan

da T

echn

ique

s Pr

opag

anda

tech

niqu

es a

nd p

ersu

asiv

e ta

ctic

s are

use

d to

influ

ence

peo

ple

to b

elie

ve, b

uy o

r do

som

ethi

ng. S

tude

nts

shou

ld b

e ab

le to

iden

tify

and

com

preh

end

the

prop

agan

da te

chni

ques

and

per

suas

ive

tact

ics l

isted

bel

ow.

1. N

ame-

calli

ng is

an

atta

ck o

n a

pers

on in

stea

d of

an

issue

.

2. B

andw

agon

trie

s to

pers

uade

the

read

er to

do,

thin

k or

buy

som

ethi

ng b

ecau

se it

is p

opul

ar o

r bec

ause

“e

very

one”

is d

oing

it.

3. R

ed h

errin

g is

an a

ttem

pt to

dist

ract

the

read

er w

ith d

etai

ls no

t rel

evan

t to

the

argu

men

t.

4. E

mot

iona

l app

eal t

ries t

o pe

rsua

de th

e re

ader

by

usin

g w

ords

that

app

eal t

o th

e re

ader

’s em

otio

ns in

stea

d of

to lo

gic

or re

ason

.

5. T

estim

onia

l att

empt

s to

pers

uade

the

read

er b

y us

ing

a fa

mou

s per

son

to e

ndor

se a

pro

duct

or i

dea

(for

inst

ance

, the

cel

ebrit

y en

dors

emen

t).

6. R

epet

ition

att

empt

s to

pers

uade

the

read

er b

y re

peat

ing

a m

essa

ge o

ver a

nd o

ver a

gain

.

7. S

wee

ping

gen

eral

izat

ion

(ste

reot

ypin

g) m

akes

an

over

simpl

ified

stat

emen

t abo

ut a

gro

up b

ased

on

limite

d in

form

atio

n.

8. C

ircul

ar a

rgum

ent s

tate

s a c

oncl

usio

n as

par

t of t

he p

roof

of t

he a

rgum

ent.

9. A

ppea

l to

num

bers

, fac

ts, o

r sta

tistic

s att

empt

s to

pers

uade

the

read

er b

y sh

owin

g ho

w m

any

peop

le th

ink

som

ethi

ng is

true

.

Reso

lutio

n Th

e po

rtio

n of

a st

ory

follo

win

g th

e cl

imax

in w

hich

the

conf

lict i

s res

olve

d. T

he re

solu

tion

of Ja

ne A

uste

n’s N

orth

ange

r Ab

bey

is ne

atly

sum

med

up

in th

e fo

llow

ing

sent

ence

: “He

nry

and

Cath

erin

e w

ere

mar

ried,

the

bells

rang

and

eve

rybo

dy

smile

d.”

Risi

ng A

ctio

n Th

e pa

rt o

f a st

ory

whe

re th

e pl

ot b

ecom

es in

crea

singl

y co

mpl

icat

ed. R

ising

act

ion

lead

s up

to th

e cl

imax

, or t

urni

ng

poin

t.

K

eyst

one

Exam

s: L

iter

atur

e

Asse

ssm

ent A

ncho

r &

Elig

ible

Con

tent

Glo

ssar

y Ap

ril 2

014

Penn

sylv

ania

Dep

artm

ent o

f Edu

catio

n

Pa

ge 1

1

Apri

l 201

4

Satir

e

A lit

erar

y ap

proa

ch th

at ri

dicu

les o

r exa

min

es h

uman

vic

e or

wea

knes

s.

Sent

ence

Var

iety

Va

rious

sent

ence

stru

ctur

es, s

tyle

s, a

nd le

ngth

s tha

t can

enh

ance

the

rhyt

hm o

f or a

dd e

mph

asis

to a

pie

ce o

f tex

t. Th

e pr

esen

ce o

f mul

tiple

sent

ence

stru

ctur

es in

a te

xt (s

impl

e, c

ompl

ex, c

ompo

und,

com

poun

d-co

mpl

ex) a

nd/o

r var

ious

se

nten

ce b

egin

ning

s (e.

g., d

epen

dent

and

inde

pend

ent c

laus

es, p

hras

es, s

ingl

e w

ords

).

Sequ

ence

of S

teps

A

liter

ary

orga

niza

tiona

l for

m th

at p

rese

nts t

he o

rder

in w

hich

task

s are

to b

e pe

rfor

med

.

Sett

ing

The

time

and

plac

e in

whi

ch a

stor

y un

fold

s.

Sim

ile

A co

mpa

rison

of t

wo

unlik

e th

ings

in w

hich

a w

ord

of c

ompa

rison

(lik

e or

as)

is u

sed

(e.g

., Th

e an

t scu

rrie

d as

fast

as a

ch

eeta

h.)

Solil

oquy

A

dram

atic

spee

ch, r

evea

ling

inne

r tho

ught

s and

feel

ings

, spo

ken

alou

d by

one

cha

ract

er w

hile

alo

ne o

n th

e st

age.

Soun

d De

vice

s El

emen

ts o

f lite

ratu

re th

at e

mph

asize

soun

d (e

.g.,

asso

nanc

e, c

onso

nanc

e, a

llite

ratio

n, rh

yme,

ono

mat

opoe

ia).

Spea

ker

The

voic

e us

ed b

y an

aut

hor t

o te

ll/na

rrat

e a

stor

y or

poe

m. T

he sp

eake

r is o

ften

a cr

eate

d id

entit

y, a

nd sh

ould

not

au

tom

atic

ally

be

equa

ted

with

the

auth

or. S

ee a

lso n

arra

tor a

nd p

oint

of v

iew

.

Stag

e Di

rect

ion

A pl

ayw

right

’s w

ritte

n in

stru

ctio

ns p

rovi

ded

in th

e te

xt o

f a p

lay

abou

t the

sett

ing

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

atur

e

Asse

ssm

ent A

ncho

r &

Elig

ible

Con

tent

Glo

ssar

y Ap

ril 2

014

Penn

sylv

ania

Dep

artm

ent o

f Edu

catio

n

Pa

ge 1

2

Apri

l 201

4

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

rega

rdin

g 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.

Suffi

x Gr

oups

of l

ette

rs p

lace

d af

ter a

wor

d to

alte

r its

mea

ning

or c

hang

e 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

rigin

al te

xt (p

arag

raph

, sto

ry, p

oem

), bu

t exp

ress

them

in a

muc

h sh

orte

r spa

ce, a

nd a

s muc

h as

pos

sible

in th

e re

ader

’s o

wn

wor

ds.

Sym

bolis

m

A de

vice

in li

tera

ture

whe

re a

n ob

ject

repr

esen

ts a

n id

ea.

Syno

nym

A

wor

d th

at is

sim

ilar i

n m

eani

ng to

ano

ther

wor

d (e

.g.,

sorr

ow, g

rief,

sadn

ess)

.

Synt

ax

The

orde

ring

of w

ords

into

mea

ning

ful v

erba

l pat

tern

s suc

h as

phr

ases

, cla

uses

, and

sent

ence

s.

Text

Org

aniz

atio

n/St

ruct

ure

The

auth

or’s

met

hod

of st

ruct

urin

g a

text

; the

way

a te

xt is

stru

ctur

ed fr

om b

egin

ning

to e

nd. I

n lit

erar

y w

orks

, the

st

ruct

ure

coul

d in

clud

e fla

shba

ck a

nd fo

resh

adow

ing,

for e

xam

ple.

In n

onfic

tion

wor

ks, t

he st

ruct

ure

coul

d in

clud

e se

quen

ce, q

uest

ion-

answ

er, c

ause

-effe

ct, e

tc.

Them

e

A to

pic

of d

iscus

sion

or w

ork;

a m

ajor

idea

bro

ad e

noug

h to

cov

er th

e en

tire

scop

e of

a li

tera

ry w

ork.

A th

eme

may

be

stat

ed o

r im

plie

d. C

lues

to th

e th

eme

may

be

foun

d in

the

prom

inen

t and

/or r

ecur

ring

idea

s in

a w

ork.

K

eyst

one

Exam

s: L

iter

atur

e

Asse

ssm

ent A

ncho

r &

Elig

ible

Con

tent

Glo

ssar

y Ap

ril 2

014

Penn

sylv

ania

Dep

artm

ent o

f Edu

catio

n

Pa

ge 1

3

Apri

l 201

4

Third

Per

son

A pe

rspe

ctiv

e in

lite

ratu

re, t

he “

third

per

son”

poi

nt o

f vie

w p

rese

nts t

he e

vent

s of t

he st

ory

from

out

side

of a

ny si

ngle

ch

arac

ter’s

per

cept

ion,

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

spec

ial i

nsig

ht in

to c

hara

cter

s’ 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, su

bjec

t or t

he w

ork

itsel

f (e.

g., s

erio

us, h

umor

ous)

.

Uni

vers

al C

hara

cter

A

char

acte

r tha

t sym

bolic

ally

em

bodi

es w

ell-k

now

n m

eani

ngs a

nd b

asic

hum

an e

xper

ienc

es, r

egar

dles

s of w

hen

or

whe

re h

e/sh

e liv

es (e

.g.,

hero

, vill

ain,

inte

llect

ual,

drea

mer

).

Uni

vers

al S

igni

fican

ce

The

gene

rally

acc

epte

d im

port

ance

or v

alue

of a

wor

k to

repr

esen

t hum

an e

xper

ienc

e re

gard

less

of c

ultu

re o

r tim

e pe

riod.

Voic

e Th

e flu

ency

, rhy

thm

, and

live

lines

s in

a te

xt th

at m

ake

it un

ique

to th

e au

thor

.

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


Assessment Anchors and Eligible Contentwith Sample Questions and Glossary

April 2014

Copyright © 2014 by the Pennsylvania Department of Education. The materials contained in this publication may be

duplicated by Pennsylvania educators for local classroom use. This permission does not extend to the duplication

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