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6th Grade Reading State of Idaho 2003Vocabulary McRel Document Word AnalysisLiteral Reading Comprehension State Standards Interpretive Reading ComprehensionEvaluative Reading Comprehension ISAT Cut ScoresLiterary Analysis

New VocabularyVocabulary Word Analysis Literal Reading

ComprehensionInterpretive Comprehension

Evaluative Comprehension

Literary Analysis

State Standard

and Benchmark

Local Curriculum

Learning Continuum and other

Performance Objectives

Sample Assessment Question and Sample

Quizzes

Sample Sequence

Minimum Hours

Allotted

Sample TeachingStrategy

Sample Resources

Vocabulary Back to Top

725.01.aContext Clues

Learning Continuum

ISAT, ECA

For Learning:Have students read a paragraph with key vocabulary words underlined. Have students write the vocabulary word and the meaning.Of Learning:RIT 201-210RIT 211-220

Give students a paragraph with a predetermined

vocabulary word underlined. Have students

read the paragraph to determine meaning of word

from context clues.

725.01.aAntonyms,

Homonyms, Synonyms

Learning Continuum

ISAT, ECA

For Learning:Give students a paragraph with vocabulary words and have them write the antonym for each word.Of Learning:RIT 201-210

Remind students the differences between antonyms (right/left),

synonyms (large/big), and homonyms (wind/wind)

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6th Grade Reading State of Idaho 2003State

Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

RIT 211-220

725.01.aMultiple

Meanings

Learning Continuum

ISAT, ECA

For Learning:Place a chart in the room for students to list words that have multiple meanings.Of Learning:RIT 201-210

Using context clues find the meaning of a word that has multiple meanings (i.e. minute)

Word Analysis Back to Top

725.01.aStructural Analysis

Learning Continuum

ISAT, ECA

For Learning:Have students change prefixes and suffixes on root words from vocabulary.Of Learning:RIT 201-210 (Word Components)

Review prefixes and suffixes.

725.01.aRoot Words,

Suffixes, Prefixes

Learning Continuum

ISAT, ECA

For Learning:Give students at the lead of each row a root word and have them add either a prefix or a suffix to the word. Pass the paper back to the next student and see how far they can get on one root word.Of Learning:RIT 201-210 (Word Components)

Review prefixes and suffixes

725.01.cPreviewing Materials

Teacher Observable

For Learning:Have students read the back of a book to decide if that is the book for them to read.

3


Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

725.01.bApply

Reading Strategies

Teacher Observable

For Learning:

Literal Reading Comprehension Back to Top

725.02.b725.05.eReading

Directions

Learning Continuum

ISAT, ECA

For Learning:Give students directions to different teacher’s classrooms without giving them the teacher’s name.Of Learning:RIT 201-210RIT 211-220RIT 221-230RIT 231-240

Give students a recipe for peanut butter and jelly

sandwich and have them make the sandwich.

725.01.c 725.04.b725.05.d

Sequencing

Learning Continuum

ISAT, ECA

For Learning:Divide a paragraph into sentences. Have students put the paragraph back together using sequencing words.Of Learning:RIT 201-210RIT 211-220RIT 221-230

Using an overhead give students sequencing key

word (i.e. next, after, finally).

725.04.aLocating

Information

Learning Continuum

ISAT, ECA

For Learning:Give students a passage to read. Have the day’s assignment written in the passage. Students will have to read all of the details to discover what they are to do.Of Learning:RIT 201-210

Place cards around the room that gives students

information about the class or the teacher. (Great

activity for the first of the school year.)

4


Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

RIT 211-220RIT 221-230

725.01.b725.04.c

Reading for Detail

Learning Continuum

ISAT, ECA

For Learning:Have students skim a document looking for vocabulary words. Have them write down the sentence that the word was in.Of Learning:RIT 201-210RIT 211-220RIT 221-230RIT 231-240

Have various cans and packages with ingredients

printed on the labels. Have students look for specific

things (i.e. calories, vitamin A, etc.)

725.02.eRead for

Enrichment

Teacher Observable

For Learning:Use Accelerated Reader © program.

Model good reading habits, read while your students

read.

Interpretive Reading Comprehension Back to Top

725.01.h725.04.c

Determine Main Idea

ISAT, ECAFor Learning:

Of Learning:RIT 201-210RIT 211-220

725.01.f725.03.d

Draw Conclusions /

Inferences

Learning Continuum

ISAT, ECA

For Learning:Read the several paragraphs of a short story, have student write an ending to the story.Of Learning:RIT 201-210 –Drawing ConclusionsRIT 211-220 –Drawing Conclusions

Explain to students what an inference is. Give students the opportunity to list what they think might happen if.

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Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

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

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

725.01.b Cause and

Effect

Learning Continuum

ISAT, ECA

For Learning:Read students a paragraph and have them list the cause for an effect. Then have students trade papers and write an effect for a cause.Of Learning:RIT 201-210RIT 211-220RIT 221-230

Use a cause and effect overhead and have

students give examples.

6th grade reading

725.01.ePrediction

and Generali-zations

Learning Continuum

ISAT, ECA

For Learning:Read several sentences in a paragraph and then stop, have students write what they think will happen next. Continue reading the story.Of Learning:RIT 201-210RIT 211-220

Give students recipe cards with certain ingredients left out, have student predict

what would happen with the recipe.

725.01.c725.04.b725.04.c

Summarize and

Synthesize

Learning Continuum

ISAT, ECA

For Learning:Have students decide why they think an author chose the title for a story.Of Learning:Missing 201-210RIT 211-220

Give students magazine articles and have them summarize the article.

Evaluative Reading Comprehension Back to Top

6


Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

725.05 (a-e)Read for Technical

Information

ISAT, Teacher Observable

For Learning:

725.01.d725.03.c

Compare / Contrast

Learning Continuum

ISAT, ECA

For Learning:Have students read a story. Then have them watch the movie of the same story. Finally have students write a paper comparing and contrasting the two.Of Learning:RIT 201-210RIT 211-220

On an overhead, use a Venn diagram to show students the concept of compare and contrast.

725.02.cPersuasive elements /

Propaganda / Bias,

Assump-tions,

Stereotypes

Learning Continuum

ISAT, ECA

For Learning:After reading sales ads in the newspaper students will decide what age group or gender the ad was set to attract.Of Learning:RIT 201-210 –Persuasive ElementsRIT 211-220 –Persuasive ElementsRIT 221-230 –Persuasive ElementsRIT 231-240 –Persuasive Elements

RIT 201-210 –Bias, Assum., Stereo.RIT 211-220 –Bias, Assum.,

Using persuasive devises tell students that school

uniforms are the right things to wear.

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Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

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

725.04.cCategorize /

Classify Information /

Thinking Skills

Learning Continuum

ISAT, ECA

For Learning:Given vocabulary words from similar stories have the students make categories for the words.Of Learning:RIT 201-210RIT 211-220RIT 221-230

Give students two lists of familiar words and have

them put them into classifications (i.e. birds

and animals)

725.03.a Evaluate Validity / Author’s

Conclusions

Learning Continuum

ISAT, ECA

For Learning:After hearing a passage, students will tell what the character’s interests might be.Of Learning:RIT 201-210RIT 211-220RIT 221-230RIT 231-240

Explain to students how certain points must have

support to be valid.

725.03.d725.03.eFact and Opinion

Learning Continuum

ISAT, ECA

For Learning:Place a poster board in the classroom for students to write “buzz” words for fact and opinion (i.e. the chart shows, I feel, etc.)Of Learning:RIT 201-210RIT 211-220RIT 221-230

Give students a paragraph with facts and opinions throughout. Have them label each accordingly.

Literary Analysis Back to Top

8


Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

725.02.d 725.03.b

Story Elements

725.03.aStory

Grammar

Learning Continuum

Learning Continuum

ISAT, ECA

For Learning:Using the story that was read to students, have them write possible solutions to the conflict.

Have students write a short story that contains dialogue between two characters.Of Learning:RIT 201-210 –Problem/ResolutionRIT 211-220 –Problem/ResolutionRIT 221-230 –Problem/Resolution

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

Read a story to the students that contains a

conflict.

Using an overhead, display a paragraph that contains

dialogue.

725.01.g725.02.dLiterary Devices

Learning Continuum

ISAT, ECA

For Learning:Use two stories with strong characters, have students make inferences about the characters.Of Learning:RIT 201-210RIT 211-220RIT 221-230

Read a story that uses idioms (i.e. Amelia Bedilea)

725.03.aAuthor’s

Purpose / Technique

Learning Continuum

ISAT, ECA

For Learning:Have students write a paragraph using dialogue pointing out first person point of view.

Discuss first and third person point of view with

the students.

9


Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours

Allotted


Sample Resources

725.02.aGenre

Learning Continuum

ISAT, ECA

For Learning:Have students write a personal narrative.

Read poetry, fables, and legends with students.

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6th Grade Reading State of Idaho 2003APPROVED ISAT PROFICIENCY SCORES

Return to TopApproved by the State Board of Education March 6, 2003

READING 2 3 4 5 6 7 8 9 10Basic 174 185 192 198 203 207 210 213 216Proficient 182 193 200 206 211 215 218 221 224Advanced 193 204 211 217 222 226 229 232 235

LANGUAGE 2 3 4 5 6 7 8 9 10Basic 176 186 193 200 204 207 211 213 214Proficient 184 194 201 208 212 215 219 221 222Advanced 197 207 214 221 225 228 232 234 235

MATH 2 3 4 5 6 7 8 9 10Basic 174 185 194 202 208 214 222 229 231Proficient 185 196 205 213 219 225 233 240 242Advanced 201 212 221 229 235 241 249 256 258

PROFICIENCY LEVELS DEFINITIONS

Approved by the State Board of Education March 6, 2003

ADVANCED: Exceeds Standards Back to Top

The student demonstrates thorough knowledge and mastery of skills that allows him/her to function independently above their current educational level.

The student demonstrates a comprehensive understanding of all relevant information relevant to the topic at level.

The student demonstrates comprehension and understanding of knowledge and skills above his/her grade level.

The student can perform skills or processes independently without any significant errors.

PROFICIENT: Meets Standards Back to Top

The student demonstrates mastery of knowledge and skills that allow them to function independently on all major concepts and skills related to their educational level.

The student demonstrates a comprehensive understanding of all information relevant to the topic, at level.

The student can perform skills or processes independently without any significant errors.

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6th Grade Reading State of Idaho 2003BASIC: Below Standards Back to Top

The student demonstrates basic knowledge and skills usage but cannot operate independently on concepts and skills related to his/her educational level. Requires remediation and assistance to complete tasks without significant errors.

The student has an incomplete knowledge of the topic and/or misconceptions about some information.

The student requires assistance and coaching to complete tasks without errors.

BELOW BASIC: Critically Below Standards Back to Top

The student demonstrates significant lack of skills and knowledge and is unable to complete basic skills or knowledge sets without significant remediation.

The student has critical deficiencies of relevant knowledge of topic and/or misconceptions about some information.

The student cannot complete any skill set without significant assistance and coaching.

State Standards: Reading—6th GradeReturn to Top

669. LANGUAGE ARTS/COMMUNICATIONS STANDARDS. 01. Languages and Communications. Language, the gateway to learning, provides our most powerful

and readily available tool to represent the world to ourselves as well as ourselves to the world. Not only a means of communications, language serves as our primary instrument of thought, a defining feature of culture, and an unmistakable mark of personal identity. Encouraging and enabling students to effectively use language remains one of society’s most significant tasks. Educators, parents, and communities share responsibility in helping students prepare for productive performance. When students exit high school, they will be able to use reading, writing, listening, speaking, and viewing for personal use, as a citizen and consumer, in the workplace, for cultural enrichment, in the Fine Arts, and for lifelong learning.

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

724. LANGUAGE ARTS/COMMUNICATIONS STANDARDS - GRADE 6The samples associated with the content standards are meant to illustrate meaning and to represent possible areas of applications. They are not intended to be an exhaustive list, but are samples of applications that would demonstrate learning.

725. READING. Rationale: Students read a variety of grade-level materials and apply strategies appropriate to various situations.

Standard - The student will: Content Knowledge and Skills: Samples of Applications:01. Read a variety of

traditional and electronic materials

a. Use decoding strategies and other visual information to construct sense of grade-level text:

i. Use phonic knowledge to decode unknown words.

ii. Use context clues to determine word

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6th Grade Reading State of Idaho 2003for information and understanding.

Return to Context Clues

Return to Antonyms, Synonyms, Homonyms

Return to Multiple Meanings

Return to Structural Analysis

- Graphophonic sources (letter/sound);- Semantic sources

(meaning/associations);- Lexical sources (word analyses);- Syntactic sources (structure of written

language);- Text elements (graphic elements,

illustrations, and titles/subtitles).

Return to Root Words, Suffixes, Prefixes

identification and meaning.iii. Apply knowledge of roots, affixes,

contractions, compound words, and possessives to determine word meaning.

iv. Use such punctuation as periods, commas, quotation marks, and semicolons as markers of meaning.

v. Read illustrations and captions to assist comprehension.

Return to Apply Reading Strategies

Return to Reading for Detail

Return to Cause/Effect

b. Search purposefully for particular information:- Identify literal and inferential meanings;- Search own background information to

make meaning of text passages;- Based on purpose for reading, search

for most important information;- In order to understand plot development

in narratives, search for information about characters and setting;

- In order to understand text, search for such expository text structures as cause/effect, chronological, problem/solution, classification.

i. Interpret figurative language.ii. To construct meaning, connect information

throughout the same text, from different texts, and from reader's prior knowledge.

iii. To prioritize importance of ideas, use graphic information: bold print, italics, underlining, and headings/subheadings.

Return to Preview Materials

Return to Sequencing

Return to Summarize / Synthesize

c. On basis of prior knowledge and information in text, predict alternatives or probabilities in text:- Synthesize information from text to

anticipate outcomes.- Use connections between text-to-text,

text-to-self, and text-to-world to anticipate new text.

i. When reading, use knowledge of graphophonic, syntactic, and semantic information to predict unfamiliar words.

ii. Skim text to predict content based on such items as titles, headings, subheadings, bold print, and illustrations,

iii. Within literature circles, discuss predictions and reasons for predictions.

iv. Pause while reading to purposefully recall information and experiences relevant to what is being read.

v. Use what is known about an author and his/her style to predict and better understand text.

vi. Read passage that includes foreshadowing and make predictions about future developments.

Return to Compare / Contrast

d. Reconsider a response against more than one source of information from grade-level text.

i. Consider whether information from a text matches reader's personal experiences or knowledge of a topic.

ii. Pause when reading to compare running text with graphic information.

iii. Consider graphophonic information and meaning to accurately decode challenging vocabulary.

Return to Predictions / Generalizations

e. Confirm or self-correct predictions in response to grade level text.

i. Question self to determine if reader is correctly conveying meaning.

ii. Use the following strategies to clarify meaning: rereading, reading ahead, asking questions to text, and retelling what has happened.

f. Draw inferences and conclusions from text. i. Infer meaning and draw conclusions from

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6th Grade Reading State of Idaho 2003Return to Draw Conclusions/Inferences

explicitly-stated textual information.ii. Infer meaning and draw conclusions from

implied textual information.iii. Infer meaning and draw conclusions by

connecting textual information in text to reader's prior knowledge.

Return to Literary Devices

g. Identify literary devices:- Mood;- Tone;- Style;- Figurative language.

i. Articulate personal feelings about or emotional responses to a reading selection.

ii. Compare and contrast tones of various reading selections.

iii. Examine and discuss various authors' styles.iv. Within a selection, locate and discuss uses of

figurative language: similes, metaphors, and personification.

Return to Determine Main Idea

h. Determine main idea or essential message within a text and identify relevant details and facts.

i. After reading a novel or passage, discuss main idea.

ii. After reading an expository selection, relate supporting facts to main ideas using such graphic organizers as a web, outline, or diagram.

02. Read and respond to a variety of literature to compare and contrast the many dimensions of human experience.

a. Describe characteristics of the following genres: fiction, nonfiction, poetry, biography/autobiography, legend, fable, and myth.

Return to Genre

i. Explain differences among literary genres.ii. Use genre knowledge to compare and

contrast selections.iii. Identify universal themes and pieces of

themes.

Return to Reading Directions

b. Activate and draw upon own experiences to connect to reading selections.

i. Before reading, free-write personal experiences that relate to the topic of a particular text.

ii. Compare and contrast own experiences with those described in text.

Return to Persuasive Elements / Bias

c. Relate social, cultural, and historical aspects of literature to reader's personal experience.

i. Describe how a main character's motives and actions are influenced by the society, culture, and historical period reflected by the story's setting.

ii. Compare and contrast the society, culture, and historical period reflected within a selection to that of the reader.

Return to Story Elements / Story Grammar

Return to Literary Devices

d. Analyze narrative literature according to the following text elements:- Character;- Setting;- Plot structure;- Theme;- Point of view.

i. Demonstrate understanding that characters are developed through actions, reactions, thoughts, speech, and author’s comments.

ii. Assess importance of setting.iii. Analyze and evaluate how conflict drives a

plot and affects characters.iv. Draw inferences from text to identify theme,

draw conclusions, and make predictions. Develop new ideas and unique interpretations related to text.

Return to Read for Enrichment

e. Demonstrate an understanding of how reading can provide enrichment and information as well as serve as a tool for lifelong learning.

i. Interview parents and other adults to identify types of texts and purposes for reading both on the job as well as outside the job.

ii. Identify such appropriate sources for locating specific information as yellow pages for contracting businesses, ads for price comparisons, and manuals for how-to instructions.

iii. Bring a children's book to class to illustrate how reading can teach important life skills and enhance friendships such as Rose and

14

6th Grade Reading State of Idaho 2003Michael.

03. Read a variety of traditional, technical, and electronic materials for critical analysis and evaluation.

a. Identify author's purpose and describe how language, setting, and information support purpose within literary text.

Return to Evaluate Validity / Author’s Conclusions


Return to Author’s Purpose / Technique

i. Relate new pieces of literature to previously-read pieces with similar purposes. Explain how a different setting affects author's purpose.

ii. Identify information within a literary piece that is critical for developing author's purpose.

iii. State various purposes for which authors write: to entertain, to persuade, to inform, or to connect knowledge of literary pieces to state purposes.


b. Analyze literary text for following story elements:- Characters;- Setting;- Point of view;- Plot structure;- Theme.

i. Demonstrate understanding that characters are developed through actions, reactions, thought, speech, and author comment.

ii. Identify time, place, and mood of a selection.iii. Use plot curve/story map to exhibit exposition,

situation, rising action, climax, falling action, and denouement.

iv. With justification, explain the theme of a given piece.

v. Identify the following types of conflict within text: person versus person, person versus self, person versus nature, person versus society, and person versus fate.

vi. Identify and discuss resolution.

Return to Compare / Contrast

c. Compare and contrast information from multiple sources.

i. Use multiple sources to verify or contradict information.

ii. Identify differences between reader's background knowledge and text information.

iii. Provide possible explanations for

iv. Analyze character traits and use that information to compare and contrast tales from various cultures.

v. Identify bias within text.

Return to Draw Conclusions / Make Inferences

Return to Fact / Opinion

d. Use personal or objective criteria to do the following:- Draw conclusions;- Make inferences;- Determine meanings;- Form opinions;- Make judgments.

i. Make connections from text-to-text, text-to-self, and text-to-world.

ii. Share opinions and judgments about fiction and nonfiction.

iii. Use inferences to synthesize text information.iv. Demonstrate understanding of terms and

concepts defined in examples/non-examples and comparisons.

Return to Fact / Opinion

e. Distinguish between fact and opinion and identify cause and effect relationships within expository text.

i. Identify facts and opinions within commercials and documentaries.

ii. Analyze grade-level content area text to identify causes and effects.

04. Read to locate information from a variety of traditional, technical, and electronic sources.

a. Use questions to guide reading:- Identify type of information required to

answer a specific question;- Use reasonable resources for answering

questions;- Read for purpose of answering specific

questions.

Return to Locating Information

i. Identify whether a question is asking "who," "what," "when," "where," or "why" information.

ii. Skim text to preview its usefulness in providing desired information.

iii. Apply information from textbooks, encyclopedias, atlases, periodicals, electronic media, and primary sources.

15

6th Grade Reading State of Idaho 2003Return to Sequencing


b. Systematically organize new information from expository text.

i. After reading a given text, complete a skeleton outline.

ii. Use note cards to record information from text.

iii. Highlight or underline key words and important information.

Return to Determine Main Idea

Return to Categorize / Classify / Thinking Skills


Return to Read for Detail

c. Synthesize what has been read:- Identify main idea and supporting

details;- Identify important information,

patterns, and themes;- Connect new information with prior

knowledge to enhance understanding and memory;

- Ask new questions;- Use prior knowledge and text

information to draw conclusions, make critical judgments, and form unique interpretations from text.

i. Review notes. Record questions in note margin as needed for clarification or provide for additional information.

ii. Use K-W-L study strategy (What you KNOW, What you WANT to learn, and What you have LEARNED.)

iii. Write essay and summary in response to reading.

iv. Use visual graphics to demonstrate understanding of concepts and relationships.

05. Read for technical information.

Return to Read for Technical Information

a. Read, understand, and apply technical information.

i. Read and follow written directions for constructing a model or playing a game.

ii. Read and follow directions for reprogramming a VCR or digital phone.

b. Identify and use comprehension strategies to understand technical text.

i. Preview technical text by reading headings/subheadings, bold-faced words, schematics, pictures, charts, and other visual information.

ii. Slow reading rate to assist comprehension of challenging text.

iii. Reread text when meaning is unclear.

c. Apply knowledge of the following elements to understand text:- Graphics;- Highlighting techniques;- Organizers.

i. Read and interpret charts, graphs, maps, diagrams, and tables.

ii. Use bold-faced print, italics, font size, underlining, color, and bulleted information to locate specific information.

iii. Use headings/subheadings, captions, sidebar, and footnote information to clarify meaning.

Return to Sequencing d. Identify organization of technical texts. i. Identify numbers, letters, and words that indicate sequencing of information.

ii. Match graphics with explanations or related information within text.

iii. Locate tables of contents, indices, and appendices within manuals.

Return to Reading Directions

e. Apply technical information to complete tasks.

i. Use information from expository sources to construct a terrarium or animal habitat that will sustain life.

ii. Follow simple word processing procedures on a personal computer.

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6th Grade Reading State of Idaho 2003Evaluative Comprehension

Goal ISAT “Sub-Goal” RIT Below 150 RIT 151-160 RIT 161-170

Evaluative Compre-hension

Return to Top

New Vocabulary thing sentence, page, missing word, belongs

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

story, paragraph, bias, passage, writer

classified as, describe, idea, list, ad, make-believe, advertisement, definition, label, facts

opinion, conclusion, valid, appeal, descriptions, detail, accuracy, attitude, phrase

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

comments, persuasion, technique, editorial

evaluate, assumption, logical argument, factual, unbiased, propaganda

221-230 observation, contradict231-240 analyze, stereotype

16

17

6th Grade Reading State of Idaho 2003Interpretive Comprehension


Interpretive Compre-hension

Return to Top

New Vocabulary missing word, story, paragraph, sentence

questions, main idea, riddle, list, passage

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

title, cause, facts, effect, opinion, ad, describes, author

predict, outcome, statement, poem, article, conclude, summary, problem

summarize, conclusion, cause and effect, central idea, compare, selection, introduction

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

infer, solution, prediction, announcement, biography, explanation, chapter, legend, topics, characteristics, main characters, assume, library, speaker

implied, inferred, premise, impression, contrast

17

18

6th Grade Reading State of Idaho 2003Literal Comprehension

Goal ISAT “Sub-Goal” RIT 151-160 RIT 161-170 RIT 171-180

Literal Compre-hension

Return to Top

New Vocabulary last, after, story after, book, first, directions, sentences, poem, index, table of contents, sign, passage

before, second, paragraph, following, letter, label, note, article, list

RIT 181-190 RIT 191-200 RIT 201-210

recipe, instructions, order of events, information, describe, ad, bibliography, editor, character

literature, advertising, schedule, statement, announcement, biography, entries, chapter, introduction, comparison, glossary

indicated, series of events, chronological order, definition, dictionary, sequence, description, catalog, journal, report

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

guide, handbook, selections

publications, editorial

18

19

6th Grade Reading State of Idaho 2003Literary Analysis


Literary Analysis

Return to Top

New Vocabulary story passage, sentence, problem, sign, list, poem, fairy tale

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

describe, missing word, paragraph, author’s purpose, ad, letter, fable, report

theme, action, setting, predict, author, solve, purpose, make-believe, mood, point of view, tone, moral, character, legend, fantasy, diary, note

fiction, subject, event, conflict, appeal, narrator, main point, main character, detail, solution, short story, folktale

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

application, opinion, plot, exaggeration, speaker, science fiction, personal narrative, autobiography, historical fiction, non-fiction, mythology

intent, irony, suspense, simile, figure of speech, dialogue, metaphor

personification, alliteration, method of characterization, flashback, literary device, narration, exposition, memoir

19

20

6th Grade Reading State of Idaho 2003Vocabulary


Vocabu-lary

Return to Top

New Vocabulary picture, word missing word, choose, sentence

compound word, opposite, root or base word, story

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

homonym, synonym, underlined, incomplete, paragraph, passage

nonsense, antonym, directions, definition

similar to

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

advertisement, magazine, article, recipe

label, selections, introduction

20

21

6th Grade Reading State of Idaho 2003Word Analysis


Word Analysis

Return to Top

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

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

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

underlined, suffix contraction, directions, definition

alphabetical order, syllable

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

antonym, multi-syllable

21

22

6th Grade Reading State of Idaho 2003ISAT Learning Continuum—Reading

ISAT “Sub-Goal”RIT 201-210

RIT 211-220 RIT 221-240

Evaluative ComprehensionCategorize-Classify Information, Thinking Skills

Return to Guide

Identify which word belongs in a group based on implications of words, definitions provided, or interpreting multiple meanings or words

Identify which sentence does not relate to a more specific topic when given sentences all relating to a general topic

Put ideas in appropriate groups when given two category names

Match information in a passage with informal outline of information

Identify items not like others based on secondary attributes provided in written definitions

Combine information written in a passage with information from experience to determine how one thing is like or unlike another thing

Identify topics that could be added to an existing outline

Identify which word is not like the others based on secondary attributes

Find common attributes of a defined list of items

Demonstrate using alphabetical order to the fourth letter

Find words that are like or different from the others based on secondary attributes when given definitions of similar or related words

Identify words that belong to the same group based on implications, connotations, multiple meanings, or secondary attributes when given more difficult vocabulary words

Identify analogous relationships Find commonalities in a set of

distinct descriptions Determine which would be

logical explanations for events

221-230 Identify words that belong to the

same group based on implications, connotations, multiple meanings, or secondary attributes given more difficult vocabulary words

Identify the sentence that does not related to the specific topic in a long, complex passage

Find commonalities in a set of distinct descriptions

Compare and Contrast

Return to Guide

Locate multiple pieces of information to compare or contrast Determine what information is

being compared

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6th Grade Reading State of Idaho 2003ISAT “Sub-Goal”

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

Evaluate Validity-Author’s Conclu-sions

Return to Guide

Infer/evaluate content based on small sample of writing

Infer/evaluate what is important to a character

Infer/evaluate character’s feelings or interests

Determine which facts do or do not support a conclusion

Given a simple passage, distinguish what is true or factual

Determine the most qualified source of information

Evaluate and prioritize reasons At upper range of RITs, determine

which fact supports more than one conclusion

Determine which statement best supports a specific conclusion

Determine statements that cannot be concluded from information in a passage

Use logical reasoning to determine the validity of a statement

Format: Read passages that are generally longer, with much detail, extensive vocabulary, and less familiar content Evaluate relative importance of

information Determine which statement or detail

best supports a specific conclusion Determine most qualified source of

information Determine most valid conclusion

based on information in a passage Distinguish facts that can be

concluded from that which is opinion or inferred when given a longer, more detailed passage

Determine additional information needed to evaluate information in a passage

Use logical reasoning to determine the validity of a conclusion

Note the clue word “probably” meaning not conclusively

Determine which statement or detail does not support a conclusion

Identify faulty reasoning leading to a conclusion

Evaluate the quality of information used to support a conclusion

221-230 Format: Read longer passages with

more detail, more extensive vocabulary, and less familiar content

Evaluate whether or not an argument is consistent

Determine which conclusion is supported by facts in a passage

Determine which fact or detail supports a conclusion

Identify faulty reasoning leading to a conclusion

Identify a conclusion not supported by facts or details in a passage

Evaluate reasoning leading to a conclusion

Evaluate the quality of information sources

231-240 Determine the most qualified source

of information Analyze the reasoning used to

support a conclusion or opinion Determine which conclusion is

supported by facts or details in a passage

Use logical reasoning to arrive at a conclusion

Fact and Opinion

Return to Guide

Identify which specific words are opinions

In a longer passage, distinguish which statements are facts from those that are opinions

Identify word clues that signal

Analyze passage for opinion, inference, value judgment, or fact

Distinguish unsupported opinion from fact

Determine content of passage—proportion of fact to opinion

221-230 Use word clues to distinguish

opinions from fact

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

fact, not opinion Determine that which is fact from

that which is inferred Analyze a passage to determine

proportion of fact or opinion

Distinguish that which is fact from that which is inferred

Identify a sentence as being an editorial comment or part of a factual news story

Persuasive Elements, Propaganda, Bias, Assump-tions, Stereotypes

Return to Guide

Format: Read longer passages, generally less than 150 words but some longer where the difficulty of vocabulary increases as RIT increases

Recognize persuasive techniques or methods

Determine to whom an ad will appeal Determine how an ad gets your attention Determine the effectiveness of

persuasive arguments Determine the action the ad persuades

the reader to take Infer errors in reasoning that lead to

stereotypical thinking Infer beliefs, opinions, or way of

thinking of speaker, writer, or character

Understand and apply meaning of “bias”

Recognize bias or assumptions as opinions

At upper range of RIT – Generalize type of people who

would agree or disagree with specific opinions

Understand the meaning of “assumption” or “underlying assumption”

Understand why people have different opinions or ways of thinking

As RIT levels increase, differences between distracters and correct answer choice become less obvious, require more thought

Read passages that vary in length, while difficulty of vocabulary tends to increase

Determine how assertions of persuasive writing are supported

Determine to whom and to what feelings ads appeal

Determine what the writer wants the reader to believe about their product or service

Determine information not given in an ad

Understand meaning of the word “discrimination”

Infer beliefs, opinions, ways of thinking, or assumptions of writer or characters

Generalize type of people who would agree or disagree with specific opinions

Compare and contrast opinions or assumptions of characters

Infer errors in reasoning that lead to stereotypical thinking

Infer assumptions reader can make from a passage

Generalize opinions or assumptions of writer

Discriminate between fact and bias

221-230 Read passages where topics are less

familiar, with rich, varied vocabulary Determine purpose of persuasive ad

or argument Determine persuasive techniques or

methods Determine tone or effect of

persuasive writing Analyze persuasive statements Determine to whom or what feelings

persuasive writing will appeal Incorporate higher level thinking

to understand topics and to differentiate between answer choices

Infer assumptions of writer or character

Generalize opinions or assumptions of writer

Generalize people likely to agree or disagree with opinion or assumption

Recognize difference between discriminatory and non-discriminatory statements

Recognize statements or thinking not assumed by the writer

More

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

Persuasive Elements, Propaganda, Bias, Assumptions, Stereotypes, cont.

Return to Guide

231-240 Format: Read passages with

complex topics, some quite difficult vocabulary, and more complex distracters that require more thought to determine correct answer choice

Understand the meaning of the word “stereotype”

Infer and generalize assumptions of writer

Imply purpose of persuasive writing

Interpretive ComprehensionCause-Effect

Return to Guide

Read slightly longer passages, with more difficult content and vocabulary which use clue words “since” and “because of”

Demonstrate combining several pieces of information to understand the cause and effect relationship

Identify which is the “cause” and which is the “effect” when given a situation

Read longer passages, with more difficult content and vocabulary

Identify which is not the effect of a stated cause

Read passages with more difficult, less familiar content and vocabulary

Items include same skills and content as lower RIT bands with more difficult vocabulary and extended thinking.

Draw Conclusions-Inferences

Make inferences from announcements

Make inferences about

Make inferences from catalog selections

Make inferences from handbooks

Items include same skills and content as lower RIT scores with more difficult vocabulary and

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

Return to Guide

directions on labels Make inferences about a

character type within a variety of literature

Make inferences from information found on book flap

Make inferences from textbook technical reading

Form a conclusion based on interpretation of information from a variety of sources

Make inferences from a science fiction passage

Draw a conclusion from the passage by inferring the interpretation of the information read

Identify conclusion to story

extended thinking.

Predictions and General-izations

Return to Guide

Predict future events based on prior conclusions drawn

Create prediction for recipe Predict outcome from

advertisement

Items include same skills and content as above with more difficult vocabulary and extended thinking.

Summarize and Synthesize

Return to Guide

Identify main idea in magazine articles or stories from other sources

Identify why author chose title Identify main idea in

newspaper and other articles Restate lengthy passage through

summarizing List specific information in

systematic order and give a general summary


Literal ComprehensionLocating Information

Use a table of contents: Use chapter summaries to

determine contents

Format: Read passages that are lengthy, detailed, and contain adult vocabulary. They are

221-230 Read passages where details being

located are more specific and less

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

Return to Guide

Use clue words from chapter title to determine contents

Determine the LAST page of a chapter (if chapter 2 begins on p. 20, chapter 1 ends on p. 19)

Use an announcement: (lengthy and detailed, containing common abbreviations, and adult level vocabulary)

Find and understand information

Use an advertisement: Find and understand

specific information Determine what is being

advertised Understand abbreviations

and shortened phrases in a classified ad

More on Next Page

typical examples one would find everyday, not specific to children

Use an announcement: Find and understand specific information

Use a handbook: Find and understand specific information

Use a shipping and handling chart: Recognize, know it by name

Use a phone book: Yellow pages: how to

read, find, and understand specific information

White pages: how to use guide letters

Use a catalogue: Use summary information

to determine which product to purchase

Find and understand specific information

More on Next Page

obvious, requiring careful reading or re-reading

Use an announcement: Find and combine specific

pieces of information Find and understand

specific, detailed information

Compare specific pieces of information

Use a weather report: Find and understand small but significant details

Use sports scores: Understand commonly used abbreviations

Use a recipe: Find and understand small but significant details

Locating Information

Return to Guide

Use a food label: Determine the relative amounts of ingredients

Use reference materials: Determine the best source

of information (encyclopedia, catalog,

Use an index: Organization of topics Using increased specificity

of terms to locate information

Understand page list 27

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

advertisement, magazine article, picture book)

Understand information contained in a dictionary entry

Use a bibliography: How it is organized How to read information

(author, title, publisher, etc.)

Recognizing simple listing of magazines

Use a list: Meaning of information

format, difference between use of commas and hyphens (43, 57, 60-62)

Use a bibliography: Find and understand

information in an annotated bibliography

Use a glossary: How to use Use a field guide: Find and

understand specific information Use a dictionary: How to use to

find word meaning

Reading Directions

Return to Guide

Find detail in a typical adult language recipe

Understand complex directions involving multiple variables (if you want this, do that, if you want something else, do something else…)

Understand typical medicine or product labels

Understand vocabulary specific to typical recipes and product labels

Find detail in complex, multi-step directions containing adult language

Paraphrase complex directions Understand complex directions—

must find one detail, then re-read to incorporate previous information

Use skills that progress in

Synthesize/paraphrase directions

Follow multi-step directions containing adult vocabulary where the outcome is not obvious

Follow detail in typical medicine or product label

Synthesize intention of directions

Understand small but significant detail in directions

221-230 Understand intent of directions Synthesize complex directions

231-240 Synthesize/paraphrase directions

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

difficulty: Skim, scan to locate

details Re-read specific parts Combine two or more sets

of information to complete understanding

ParaphraseReading for Detail

Return to Guide

Format: Read passages that contain rich and varied detail, often unfamiliar content, extensive vocabulary, complex sentence phrasing

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

Format: Read passages that contain rich and varied detail, often unfamiliar content, extensive vocabulary, complex sentence phrasing

Locate small but significant detail in a detail-filled passage

Understand and interpret significant detail

Understand and paraphrase significant detail

Discriminate between details which are and are not stated in a passage

Locate more than one detail in a detail-filled passage

221-230 Read passages that contain rich

and varied detail, generally unfamiliar content, extensive vocabulary, complex sentence phrasing

Isolate information not stated in a detail-filled passage

Paraphrase and interpret significant detail

Locate specific detail in a long, detail-filled passage

Locate and interpret several details in a detail-filled passage

231-240 Read passages that contain

rich and varied detail, generally unfamiliar content, extensive vocabulary, complex sentence phrasing

Locate, paraphrase, and interpret multiple details in a detail-filled passage

Sequencing Format: Read longer and more complex sentences where the content becomes

Format: Read passages that (221-230)

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

Return to Guide

less familiar and the difficulty of the vocabulary increases (soon after this happened, that happened)

Read passages where word clues are less direct: from “first, later, and finally” to “after the frost”, “in the spring”, “when they had eaten lunch”

Use indirect word clues to determine sequence of sentences from scrambled order

Determine which event came second or next from sentences in scrambled order

Determine sequence of key events from complex paragraph

Determine events that occur after or simultaneously in longer, more complex paragraph

Determine first event from a sequence of events written in the middle of a paragraph

Use key words to paraphrase order of events

Use re-reading and cross checking to identify order of events

In a paragraph of unfamiliar content and vocabulary, determine what comes next, after another event

Use direct word clues to determine what comes before

Determine what comes first in a paragraph containing a flashback

contain unfamiliar content, adult vocabulary, few word clues, longer sentences, and complex phrasing

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

Determine last, first, and next, paraphrasing events from passage

Use indirect word clues to determine the order of scrambled sentences

Determine what comes after another event

Determine the sequence of events in a subset of events in the middle of a passage

Paraphrase the sequence of events in a complex passage

Summarize events in correct order

Use reasoning to determine the correct order of scrambled sentences

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

Use word clues and reasoning to determine what comes first when sentences contain flashbacks or are not written in exact time order

Literary AnalysisAuthor’s Purpose-Techniques

Return to

Infer how author develops characters through story sequence

Recognize the use of suspense to get the reader’s interest


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

GuideGenre

Return to Guide

Recognize newspaper writing and personal note writing

Distinguish between fiction and nonfiction writing in lengthy passages

Identify historical fiction Identify realistic fiction Determine purpose of lengthy folk

tales Understand the content of poems

with figurative language

Identify vivid and descriptive writing

Recognize autobiographical writing

Use writing as a rule for giving directions

Understand form and general characteristics of folk tales

Understand the structure of poetry by its rhyme and length of lines

Recognize science fiction Recognize a book review


Literary Devices

Return to Guide

Use devices such as humor, exaggeration, word choice to create mood

Use devices by the author such as word choice and complex descriptors

Infer the story structure as a literary device

Understand meaning of idioms used in the story

Understand the imagery in the writing

Understand and explain the meaning of metaphors used in the story

Understand the meaning of symbolism in stories

Make inferences about a character type within a variety of literature

Use the story structure as a literary device

Determine how author develops character traits through inference

Use descriptive dialogue to develop tone

Recognize foreshadowing as a literary device in writing

Find a figure of speech and explain

Understand the author’s purpose in use of similes

Understand the meaning of symbolism in stories

Identify exaggeration and understand its impact on story line


Story Determine the complex point of Describe complex character Items include same skills and 31

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

Elements

Return to Guide

view of the author or characters through character descriptions

Identify the problem and articulate the resolution

Identify main conflict Identify exaggeration Identify a complex problem and

list possible resolutions

descriptions Understand complex problems

and develop one or more solutions

content as lower RIT bands with more difficult vocabulary and extended thinking.

Story Grammar

Return to Guide

Determine purpose of dialogue

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

Recognize dialogue that provides a variety of purposes and information


VocabularyAntonyms, Homonyms, Synonyms

Return to Guide

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

Choose word missing in the sentence when all choices are homonyms

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


Context Clues

Return to Guide

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

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

Knowledge of vocabulary

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

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


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

with or without context within a complex paragraph

Recognize and understand a variety of word referents

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

Increased vocabulary within the story or passage

Multiple Meanings

Return to Guide

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


Word AnalysisRoot Words, Suffixes, Prefixes

Return to Guide

Identify base or root word in multi-syllable words


Structural Analysis

Return to Guide

Form multi-syllable compound words

Identify word that, with correct prefix, becomes its own antonym

Identify suffix which will give new meaning to specified word


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35

6th Grade Reading State of Idaho 2003Sample Test Items

Word Analysis & Vocabulary: RIT 201-210

Return Return Return Return

Word Analysis & Vocabulary: RIT 211-220

Return Return

Literal Comprehension: RIT 201-210

Return Return Return Return Return Return




Return Return Return Return Return

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6th Grade Reading State of Idaho 2003Literal Comprehension: RIT 231-240

Return Return

Interpretive Comprehension: RIT 201-210

Return Return Return Return

Interpretive Comprehension: RIT 211-220


Evaluative Comprehension: RIT 201-210





Return Return Return Return Return

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6th Grade Reading State of Idaho 2003Evaluative Comprehension: RIT 231-240

Return Return Return

Literary Analysis: RIT 201-210





Return Return

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6th Grade Reading State of Idaho 2003Cause/Effect Chart

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