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9th Grade Reading State of Idaho 2003VocabularyWord Analysis McRel Document Literal Reading ComprehensionInterpretive Reading Comprehension ISAT Test Cut ScoresEvaluative Reading ComprehensionLiterary Analysis State Standards
New VocabularyVocabulary Word Analysis Literal Reading
ComprehensionInterpretive Reading Comprehension
Evaluative Reading 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 Top752.01.aDecode
unfamiliar words using
Context Clues
ISAT – Context Clues
Learning Continuum
ISAT, ECA
For Learning:Context QuestionsContext AssessmentContext Self-Assessment Rubric
Of Learning:RIT 201-210RIT 211-220
Give students s different reading passage per cooperative group from the information/text to be studied. After students have reviewed the reading,, have them find examples of words that can be defined in the context of the sentence. Have them create three columns that: list the word; define the word; write the word using the same definition in another sentence. Have students present to class.
752.01.aDecode
unfamiliar words using
Word Analysis
skills
Learning Continuum
ISAT, ECA
For Learning:Dictate sentences using sets of homophones being studied.Have students write sentences that adequately and correctly utilize the meaning of the word.Of Learning:RIT 201-210
Homophones: have students search through reading materials for homophones. Write the homophone and then draw pictures or write clues in their Word Study Notebooks in the “Homophone” section.
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9th Grade Reading State of Idaho 2003State
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
ISAT – Multiple
Meanings
Use Mini-Multiple Meaning Maps & Define it A & B (See Sarah’s LANGUAGE!)
752.01.a
Decode unfamiliar
words using Word
Analysis Skills
ISAT – Antonyms,
Homonyms, Synonyms
Learning Continuum
ISAT, ECA
For Learning:Fraud is to authentic as costly is to ______. (valuable, elegant, inexpensive).Contented is to satisfied as devastate is to _____ (repair, destroy, escape).In this sentence, Jaime will figure the volume of the swimming pool, volume means: (degree of loudness, one of a group of books, amount of space).Of Learning:RIT 201-210RIT 211-220
Antonym, Synonym, Homonym teaching strategies
Word Analysis Back to Top752.01.aDecode
unfamiliar words using
Word Analysis
Skills
ISAT – Structural Analysis
Learning Continuum
ISAT, ECA
For Learning:What words did you figure out?Can you spell the word?Can you use the word correctly in a sentence?Of Learning:RIT 201-210 (Word Components)
Word Components – Vocabulary Building
Have students keep individual Personal Word Study Notebooks.
752.01.a752.01.c
Root Words, Suffixes,
Learning Continuum
ISAT, ECA
For Learning:The Latin root cogn means to know or recognize. What does incognito mean?
A. intelligent B. lacking knowledge
Mnemonic DevicesSQ3RRead, Recall, Review
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9th Grade Reading State of Idaho 2003State
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
Prefixes C. not able to be recognized D. someone with amnesiaOf Learning:RIT 201-210 (Word Components)
752.01.aDecode
unfamiliar words using
Phonics
For Learning:Decode Words
Decode Unfamiliar Words
Literal Reading Comprehension Back to Top752.05.d752.05.eFollow Written
Directions
ISAT – Reading
Directions
Learning Continuum
ISAT, ECA
For Learning:Following Directions –Assessment
Assessment for Following Written Directions
Question Stems for AssessmentOf Learning:RIT 201-210RIT 211-220RIT 221-230RIT 231-240
Following Directions
A Daily Lesson PlanTest Case for Individual Rights
http://www.nytimes.com/learning/teachers/lessons
752.01.g—Author use of
Structure752.03.b—
Analyze author’s
purpose – Organization
and Form752.05.c—Identify the
organization and nature of
technical
Learning Continuum
ISAT, ECA
For Learning:Give students a list of the main events and details of the story for which they created a timeline in class. Have students put events in chronological order.
Give students a passage that includes interruption of the sequential order of events and/or a flashback. Have students list events in order on a timeline.Of Learning:RIT 201-210
SequencingOrganizing and Recording Information
Have students reorder events into the proper time sequence—create a timeline.
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9th Grade Reading State of Idaho 2003State
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
texts
ISAT –Sequencing
RIT 211-220RIT 221-230
752.01.b—Locate
information752.05.a—
Comprehend Technical
Text752.05.b—
ISAT – Locating
Information
Learning Continuum
ISAT, ECA
For Learning:If you were to find a listing of Italian restaurants in a city in which you were visiting for the first time, which source would you use?
A. GlossaryB. City MapC. IndexD. Phone Book
Of Learning:RIT 201-210RIT 211-220RIT 221-230
Assign each group of students a general topic (like “music.”) Have each student select a more focused topic to research in the library. (such as “Mozart” or “censorship”). Instruct them to locate information from at least four sources and document their sources (formally or informally). After they’ve done their research, groups should present a short lesson that includes the steps they took to locate information on what they learned that combines each individual’s focus into a well-organized presentation.
752.01.d—Collect and Relate Info.752.02.b—Compare
own Experience752.04.a—Generate Questions
ISAT – Reading for
Detail
Learning Continuum
ISAT, ECA
For Learning:Relate InformationApply/Extend InformationUse the relationship of the following words to determine the answer.
Chef:kitchen::Judge:________
A. television B. trial C. courtroom D. courthouse
Of Learning:RIT 201-210RIT 211-220RIT 221-230RIT 231-240
Collect and Relate Data: Teach students two column note-taking. They should divide their papers so that the left side takes up about 1/3 of the page and the right side takes the other 2/3’s. On the left side, students should put key words and major topics; on the right side, they should use bulleted lists to record important details.Reading for DetailCompare ExperiencesGenerate Questions
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9th Grade Reading State of Idaho 2003State
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
752.03.b
ISAT –Cause and Effect
Learning Continuum
ISAT, ECA
For Learning:Have students write a cause and effect essay based on a literature story. Use the state 9th grade writing rubric for scoring.State Writing Rubric
Of Learning:RIT 201-210RIT 211-220RIT 221-230
Causes and Effects
752.02.b752.03.c
Compare and Contrast
Learning Continuum
ISAT, ECA
For Learning:Compare/Contrast Assessment
Of Learning:RIT 201-210RIT 211-220
Venn DiagramCreate a Venn diagram to compare and contrast multiple pieces of information or authors’ styles.
752.02.e
Read for Enrichment
Teacher Observable
For Learning:Written Book Assessment
Ninth Grade Enrichment Reading List
Interpretive Reading Comprehension Back to Top
752.01.d—Relate
information752.01.f—
Apply/Extend Information752.03.e—
Make Inferences / Draw Conc.
Learning Continuum
ISAT, ECA
For Learning:InferencesStrategies for Making InferencesAsk students:What do you think…? Why?Why do you suppose…? Have students cite specific phrases or statements from the reading that support their insights.Drawing Valid ConclusionsOf Learning:RIT 201-210 –Drawing ConclusionsRIT 211-220 –Drawing Conclusions
Give student partners passages from literary works, each with an accompanying question that asks students to make an inference. Ask students to identify the parts of the passage that support the inference. Have students share their inferences and supporting information.
Assignment Discovery Online Curriculum
6
9th Grade Reading State of Idaho 2003State
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
ISAT-Drawing
Conclusions / Inference
RIT 201-210 –Inference (Interp)RIT 211-220 –Inference (Interp)
RIT 201-210 –Inference (Eval)RIT 211-220 –Inference (Eval)
Identify/Make Inferences
752.01.h
Main Idea ISAT, ECA
For Learning:Main Idea Assess
Of Learning:RIT 201-210RIT 211-220
Main Idea Strategy
752.01.e—
Prediction / Generali-
zation
Learning Continuum
ISAT, ECA
For Learning:If you were going to do a research paper on selecting and training a good family dog, what would you type into the search engine topic to get the best list of information?
A. dogs + family B. dog training C. poodles + spaniels + Dalmatians D. dogs + pets + family + training
Of Learning:RIT 201-210RIT 211-220
Select a short story with a lot of conflict. At pre-selected passages, stop reading and have students make a prediction about a character or conflict. After reading, have students review their predictions and write a response about how close they were and why they made the predictions they did.
752.01.b752.04.b
Summarize / Synthesize
Learning Continuum
ISAT, ECA
For Learning:Have students read a selected passage several times. Students are to summarize the passage by including only the main idea and important key details in their own words. Responses should be supported with well-reasoned explanations.Summarizing
Summarize
Synthesizing InformationSynthesis Questions
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9th Grade Reading State of Idaho 2003State
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
Summarizing AssessmentSynthesis AssessmentSynthesis Self-AssessmentOf Learning:Missing 201-210RIT 211-220
Evaluative Reading Comprehension Back to Top752.03.a—Evaluate
information752.02.c—historical
significance752.02.d—
Author’s use of language
Persuasive Elements /
Bias, Assump-
tions, Stereotype
Learning Continuum
ISAT, ECA
For Learning:Criteria for Evaluating Resources
Historical SignificanceUse of Language?
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., Stereo.RIT 221-230 –Bias, Assum., Stereo.RIT 231-240 –Bias, Assum., Stereo.
http://www.miracosta.cc.ca.us/home/gfloren/IC3a.htm#top
http://www.ithaca.edu/library/Training/hott.html
http://school.discovery.com/lessonplans/pdf/stereotypes/stereotypes.pdf
Author’s Use of Language
752.01.c752.01.e752.03.c752.04.b
Categorize, Classify, Thinking
Skills
Learning Continuum
ISAT, ECA
For Learning:Critical Thinking Scoring Rubric
Rubrics for Assessing Information Literacy
Of Learning:RIT 201-210RIT 211-220RIT 221-230
http://www.okcareertech.org/careertechconnectrc/Supplemental%20Pages/timesavr/Questioning.PDF
Graphic Organizers
752.03.a Learning Continuum
For Learning:Evaluate Validity
http://www.educationworld.com
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9th Grade Reading State of Idaho 2003State
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
Evaluate Validity/ Author’s
Conclusions
ISAT, ECA Of Learning:RIT 201-210RIT 211-220RIT 221-230RIT 231-240
/a_lesson/02/lp248-05.shtml
Evaluating Website for Bias (same as above)
752.03.e
Fact and Opinion
Learning Continuum
ISAT, ECA
For Learning:Fact and Opinion
Of Learning:RIT 201-210RIT 211-220RIT 221-230
Fact and Opinion Lesson
Literary Analysis Back to Top
752.03.b—Literary
Elements752.02.a--
Genres752.01.g—
Literary Device
752.03.d—Evaluate Literature
Literary Devices
Learning Continuum
ISAT, ECA
For Learning:http://www.jcsd1.k12.wy.us/Standards/Assess/LA/LA10.1-1.pdf
Of Learning:RIT 201-210RIT 211-220RIT 221-230
Symbolism (Frost)Directing the ElementsTone
Genre: http://www.binc.org/videolink-kids/pdf/Video/U4L1-TVShowGenres.pdf
752.02.a
Genre
Learning Continuum
ISAT, ECA
For Learning:
752.01.d—Relate
Learning Continuum
For Learning:Relating Information
9
9th Grade Reading State of Idaho 2003State
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
information752.01.f—
Apply/Extend Information752.03.e—
Make inferences
Story Elements /
Story Grammar
Learning Continuum
ISAT, ECA
Make InferencesApply and Extend Information
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)
Have students write/share responses to the following: Ask “What If?” Connect to life experiences Compare Texts Ask “What would you have done?”
752.01.h
Use reading strategies to collect data, facts, and
ideas
For Learning:Psychologist Harry Stack Sullivan developed a theory of empathy. According to the theory, people use communication methods other than talk to indicate that they are sympathetic or feel the same emotions as others.
Which of the following is NOT relevant to the topic?
A. A speaker scans the audience to determine if they are interested in the presentation.B. People who set goals for themselves are usually more productive.C. Lawyers often employ psychologists to help in selecting the people to serve on a jury.D. People who are popular tend to smile and look others in the eye.
Reading Strategies to Collect Data, Facts, and Ideas
752.04.c
Produce
For Learning:Sample On-line Research Project with Assessment
Evaluate Primary/Secondary Resources
10
9th Grade Reading State of Idaho 2003State
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
research projects and
reports
11
9th Grade Reading State of Idaho 2003
APPROVED ISAT PROFICIENCY SCORESReturn to Top
Approved by the State Board of Education March 6, 2003
READING 2 3 4 5 6 7 8 9 10Basic 174 185 192 198 203 207 210 213 216Proficient 182 193 200 206 211 215 218 221 224Advanced 193 204 211 217 222 226 229 232 235
LANGUAGE 2 3 4 5 6 7 8 9 10Basic 176 186 193 200 204 207 211 213 214Proficient 184 194 201 208 212 215 219 221 222Advanced 197 207 214 221 225 228 232 234 235
MATH 2 3 4 5 6 7 8 9 10Basic 174 185 194 202 208 214 222 229 231Proficient 185 196 205 213 219 225 233 240 242Advanced 201 212 221 229 235 241 249 256 258
PROFICIENCY LEVELS DEFINITIONS
Approved by the State Board of Education March 6, 2003
ADVANCED: Exceeds Standards Back to Top
The student demonstrates thorough knowledge and mastery of skills that allows him/her to function independently above their current educational level.
The student demonstrates a comprehensive understanding of all relevant information relevant to the topic at level.
The student demonstrates comprehension and understanding of knowledge and skills above his/her grade level.
The student can perform skills or processes independently without any significant errors.
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9th Grade Reading State of Idaho 2003
PROFICIENT: Meets Standards Back to Top
The student demonstrates mastery of knowledge and skills that allow them to function independently on all major concepts and skills related to their educational level.
The student demonstrates a comprehensive understanding of all information relevant to the topic, at level.
The student can perform skills or processes independently without any significant errors.
BASIC: Below Standards Back to Top
The student demonstrates basic knowledge and skills usage but cannot operate independently on concepts and skills related to his/her educational level. Requires remediation and assistance to complete tasks without significant errors.
The student has an incomplete knowledge of the topic and/or misconceptions about some information.
The student requires assistance and coaching to complete tasks without errors.
BELOW BASIC: Critically Below Standards Back to Top
The student demonstrates significant lack of skills and knowledge and is unable to complete basic skills or knowledge sets without significant remediation.
The student has critical deficiencies of relevant knowledge of topic and/or misconceptions about some information.
The student cannot complete any skill set without significant assistance and coaching.
State Standards: Reading—9th-12th grade
669. LANGUAGE ARTS/COMMUNICATIONS STANDARDS.
01. Languages and Communications. Language, the gateway to learning, provides our most powerful and readily available tool to represent the world to ourselves as well as ourselves to the world. Not only a means of communications, language serves as our primary instrument of thought, a defining feature of culture, and an unmistakable mark of personal identity. Encouraging and enabling students to effectively use language remains one of society’s most significant tasks. Educators, parents, and communities share responsibility in helping students prepare for productive performance. When students exit high school, they will be able to use reading, writing, listening, speaking, and viewing for personal use,
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9th Grade Reading State of Idaho 2003
as a citizen and consumer, in the workplace, for cultural enrichment, in the Fine Arts, and for lifelong learning.
02. Local District Book Lists. Local districts may determine book lists to support the Language Arts/ Communications Standards. If needed, the State Department of Education’s English Language Arts Specialist can provide suggested grade-level lists.
751. LANGUAGE ARTS/COMMUNICATIONS STANDARDS – GRADES 9 THROUGH 12
The samples associated with the content standards are meant to illustrate meaning and to represent possible areas of application. They are not intended to be an exhaustive list, but are samples of applications that would demonstrate learning.
752. READING. Return to Top
Standard - The student will:
Content Knowledge and Skills: Samples of Applications:
01.Read a variety of traditional and electronic materials for information and understanding.
a. Decode unfamiliar words using a comprehensive set of reading strategies:- Phonics;- Context clues;- Word analysis skills.
Return to Context CluesReturn to Multiple MeaningsReturn to Antonyms, Synonyms, Homonyms Return to Structural AnalysisReturn to Root Words, Suffixes, PrefixesReturn to Decod Unfamiliar Words
i. Demonstrate fluency in oral reading.ii. Use information from text to clarify
meaning.
Return to Locating InformationReturn to Summarize/ Synthesize
a. Preview materials to understand structure and anticipate content.
i. Scan material for relevancy.ii. Summarize.iii. Paraphrase structures.iv. Scan index, table of contents, chapter
headings and subtitles.
Return to Root Words, Suffixes, PrefixesReturn to Categorize / Classify / Thinking Skills
b. Develop analytic processes for understanding and remembering words, phrases, and information from reading material.
i. Use mnemonic devices.ii. Develop acrostics.iii. SQ3R: survey, question, read, recite and
review.
Return to Reading for Detail
Return to Drawing Conclu-sions/Inferences
c. Identify, collect, and/or select, and relate pertinent information to given situations.
Return to Story Elements
i. Answer comprehension questions.ii. Draw conclusions.iii. Justify an opinion.iv. Recognize the difference between fact
and opinion.
Return to Prediction/ Generalization
d. Synthesize and organize information.Return to Categorize / Classify / Thinking Skills
i. Predict outcomes.ii. Combine sources in a presentation.
Return to Drawing Conclu-sions/Inferences
e. Apply and extend information.Return to Story Elements
i. Make inferences.ii. Use information to solve a problem.
Return to Sequencing
Return to Literary Device
f. Explain how an author uses language and literary devices:- Mood;- Tone;- Style;
i. Describe an author’s tone in a book talk.ii. Support one of the bullets with evidence
from the text.iii. Compare two authors’ use of figurative
language and evaluate effectiveness.
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9th Grade Reading State of Idaho 2003
- Figurative language;- Format;- Structure.
Return to Main Idea
Return to Reading Strategies
g. Use reading strategies to determine main ideas and to collect data, facts, and ideas.
i. Recognize the main idea.ii. Determine the main idea of an editorial.iii. Make an abstract connection to relate
literature to personal experience or life situations.
02. Read and respond to a variety of literature to compare and contrast the many dimensions of human experience.
a. Know defining characteristics of literary forms and genres (fiction, nonfiction, myths, poems, biographies, autobiographies, science fiction, parodies, satires, and plays).
Return to Literary DeviceReturn to Genre
i. Analyze how the choice of literary form contributes to the expression on the human experience(s) being described.
Return to Reading for Detail
Return to Compare/ Contrast
b. Identify and compare own experiences to those of others in situations, events, and cultures within reading selections.
i. Generate a document or presentation that identifies and compares personal experiences to those describe in the reading selections(s).
Return to Persuasive Elements / Bias
c. Interpret the social, cultural, and historical significance of a text:- Ancient Literature;- British Literature;- American Literature;- World Literature.
i. Discuss the determination of a text: Lexical word study; Grammar; History; Context.
Return to Persuasive Elements / Bias
d. Evaluate how an author uses language and literary devices to evoke a response in a reader:- Style;- Format;- Structure.
i. Judge an author’s effectiveness.ii. Justify a personal response.iii. Recommend a piece of literature.iv. Recognize archetypes and symbols
across literary texts (heroes, benefits of nature).
Return to Read for Enrichment
e. Demonstrate how reading can provide enrichment, information, and serve as a tool for lifelong learning.
i. Create a family history and anecdotes.
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9th Grade Reading State of Idaho 2003
03.Read a variety of traditional, technical, and electronic materials for critical analysis and evaluation.
a. Evaluate the validity and accuracy of information.
Return to Persuasive Elements / Bias
Return to Evaluate Validity
i. Determine the source of information.ii. Evaluate reliability, validity, and
credibility of materials.iii. Cateorize marketing techniques.iv. Identify inaccuracies within a sample
advertisement or article.v. Support inferences.
Return to Sequencing
Return to Cause/Effect
Return to Literary Device
b. Analyze author’s purpose within a literary text:- Characterization;- Setting;- Plot structure;- Theme;- Point of view;- Organization and form.
i. Understand and interpret actions and conflict among characters.
ii. Discuss Huckleberry Finn.iii. Analyze effectiveness of plot, time
frame, causes and effects, and conflict resolution.
Return to Compare/ Contrast
Return to Categorize / Classify / Thinking Skills
c. Compare and contrast selections within texts.
i. Draw connections between literary works and related themes.
ii. Identify historical and cultural influences on literary works (compare or contrast Heart of Darkness to Apocalypse Now).
Return to Literary Deviced. Form opinions and make judgments about
fiction and non-fiction.i. Evaluate an essay.ii. Create a reading list that illustrates a
theme.iii. Make a preference.
Return to Drawing Conclu-sions/Inferences
Return to Fact / Opinion
Return to Story Elements
e. In response to technical materials, use personal or objective criteria to:- Draw conclusions;- Make inferences;- Decide meanings;- Form opinions;- Make judgments.
i. Sample workplace reading, technical manuals, and professional journals.
ii. Follow directions in technical materials.
04.Read to locate information from a variety of traditional, technical, and electronic sources.
a. Generate relevant and researchable questions.
Return to Reading for Detail
i. Form a hypothesis.ii. Survey literature related to a particular
topic.
Return to Summarize/ Synthesize
b. Systematically organize and record information.
Return to Categorize / Classify / Thinking Skills
i. Use notes, charts, and graphic organizers.
Return to Produce Research Reports
c. Produce research projects and reports. i. Generate self-selected and assigned products.
05. Read for technical information.
a. Comprehend technical text.Return to Locating Information
i. Respond to reports, memos, brochures, charts, graphs, resumes, proposals, or advertising.
Return to Locating Information
b. Demonstrate understanding of graphics, layout, white space, italics, parentheses, and other visual aids.
i. Produce a visual aid.
Return to Sequencing c. Identify the organization and nature of technical texts; ascertain that such texts require precise understanding rather than interpretation.
i. Emphasize precision and accuracy.ii. Determine literal meaning.iii. Complete a travel voucher.iv. Complete a scholarship or employment
application.Return to Reading Directions
d. Apply technical text information to daily situations.
i. Complete a sample tax form or credit application.
Return to Reading e. Follow written directions. i. Read brochure on assembly of product.
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9th Grade Reading State of Idaho 2003Evaluative Comprehension
Goal ISAT “Sub-Goal” RIT Below 150 RIT 151-160 RIT 161-170
Evaluative Compre-hension
Return to Top
New Vocabulary thing sentence, page, missing word, belongs
RIT 171-180 RIT 181-190 RIT 191-200
story, paragraph, bias, passage, writer
classified as, describe, idea, list, ad, make-believe, advertisement, definition, label, facts
opinion, conclusion, valid, appeal, descriptions, detail, accuracy, attitude, phrase
RIT 201-210 RIT 211-220 RIT 221-240
comments, persuasion, technique, editorial
evaluate, assumption, logical argument, factual, unbiased, propaganda
221-230 observation, contradict231-240 analyze, stereotype
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9th Grade Reading State of Idaho 2003Interpretive Comprehension
Goal ISAT “Sub-Goal” RIT Below 150 RIT 151-160 RIT 161-170
Interpretive Compre-hension
Return to Top
New Vocabulary missing word, story, paragraph, sentence
questions, main idea, riddle, list, passage
RIT 171-180 RIT 181-190 RIT 191-200
title, cause, facts, effect, opinion, ad, describes, author
predict, outcome, statement, poem, article, conclude, summary, problem
summarize, conclusion, cause and effect, central idea, compare, selection, introduction
RIT 201-210 RIT 211-220 RIT 221-230
infer, solution, prediction, announcement, biography, explanation, chapter, legend, topics, characteristics, main characters, assume, library, speaker
implied, inferred, premise, impression, contrast
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9th Grade Reading State of Idaho 2003Literal Comprehension
Goal ISAT “Sub-Goal” RIT 151-160 RIT 161-170 RIT 171-180
Literal Compre-hension
Return to Top
New Vocabulary last, after, story after, book, first, directions, sentences, poem, index, table of contents, sign, passage
before, second, paragraph, following, letter, label, note, article, list
RIT 181-190 RIT 191-200 RIT 201-210
recipe, instructions, order of events, information, describe, ad, bibliography, editor, character
literature, advertising, schedule, statement, announcement, biography, entries, chapter, introduction, comparison, glossary
indicated, series of events, chronological order, definition, dictionary, sequence, description, catalog, journal, report
RIT 211-220 RIT 221-230 RIT 231-240
guide, handbook, selections
publications, editorial
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9th Grade Reading State of Idaho 2003Literary Analysis
Goal ISAT “Sub-Goal” RIT Below 150 RIT 151-160 RIT 161-170
Literary Analysis
Return to Top
New Vocabulary story passage, sentence, problem, sign, list, poem, fairy tale
RIT 171-180 RIT 181-190 RIT 191-200
describe, missing word, paragraph, author’s purpose, ad, letter, fable, report
theme, action, setting, predict, author, solve, purpose, make-believe, mood, point of view, tone, moral, character, legend, fantasy, diary, note
fiction, subject, event, conflict, appeal, narrator, main point, main character, detail, solution, short story, folktale
RIT 201-210 RIT 211-220 RIT 221-230
application, opinion, plot, exaggeration, speaker, science fiction, personal narrative, autobiography, historical fiction, non-fiction, mythology
intent, irony, suspense, simile, figure of speech, dialogue, metaphor
personification, alliteration, method of characterization, flashback, literary device, narration, exposition, memoir
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9th Grade Reading State of Idaho 2003Vocabulary
Goal ISAT “Sub-Goal” RIT Below 150 RIT 151-160 RIT 161-170
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
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9th Grade Reading State of Idaho 2003Word Analysis
Goal ISAT “Sub-Goal” RIT Below 150 RIT 151-160 RIT 161-170
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
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9th Grade Reading State of Idaho 2003ISAT Learning Continuum—Reading
ISAT “Sub-Goal”RIT 201-210
RIT 211-220 RIT 221-240
Evaluative ComprehensionCategorize-Classify Information, Thinking Skills
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Identify which word belongs in a group based on implications of words, definitions provided, or interpreting multiple meanings or words
Identify which sentence does not relate to a more specific topic when given sentences all relating to a general topic
Put ideas in appropriate groups when given two category names
Match information in a passage with informal outline of information
Identify items not like others based on secondary attributes provided in written definitions
Combine information written in a passage with information from experience to determine how one thing is like or unlike another thing
Identify topics that could be added to an existing outline
Identify which word is not like the others based on secondary attributes
Find common attributes of a defined list of items
Demonstrate using alphabetical order to the fourth letter
Find words that are like or different from the others based on secondary attributes when given definitions of similar or related words
Identify words that belong to the same group based on implications, connotations, multiple meanings, or secondary attributes when given more difficult vocabulary words
Identify analogous relationships Find commonalities in a set of
distinct descriptions Determine which would be logical
explanations for events
221-230 Identify words that belong to the
same group based on implications, connotations, multiple meanings, or secondary attributes given more difficult vocabulary words
Identify the sentence that does not related to the specific topic in a long, complex passage
Find commonalities in a set of distinct descriptions
Compare and Contrast
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Locate multiple pieces of information to compare or contrast Determine what information is
being compared
Evaluate Infer/evaluate content based on small Format: Read passages that are 221-230
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9th Grade Reading State of Idaho 2003ISAT “Sub-Goal”
RIT 201-210RIT 211-220 RIT 221-240
Validity-Author’s Conclusions
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sample of writing Infer/evaluate what is important to a
character Infer/evaluate character’s feelings or
interests Determine which facts do or do not
support a conclusion Given a simple passage, distinguish
what is true or factual Determine the most qualified source of
information Evaluate and prioritize reasons At upper range of RITs, determine
which fact supports more than one conclusion
Determine which statement best supports a specific conclusion
Determine statements that cannot be concluded from information in a passage
Use logical reasoning to determine the validity of a statement
generally longer, with much detail, extensive vocabulary, and less familiar content Evaluate relative importance of
information Determine which statement or detail
best supports a specific conclusion Determine most qualified source of
information Determine most valid conclusion based
on information in a passage Distinguish facts that can be concluded
from that which is opinion or inferred when given a longer, more detailed passage
Determine additional information needed to evaluate information in a passage
Use logical reasoning to determine the validity of a conclusion
Note the clue word “probably” meaning not conclusively
Determine which statement or detail does not support a conclusion
Identify faulty reasoning leading to a conclusion
Evaluate the quality of information used to support a conclusion
Format: Read longer passages with more detail, more extensive vocabulary, and less familiar content
Evaluate whether or not an argument is consistent
Determine which conclusion is supported by facts in a passage
Determine which fact or detail supports a conclusion
Identify faulty reasoning leading to a conclusion
Identify a conclusion not supported by facts or details in a passage
Evaluate reasoning leading to a conclusion
Evaluate the quality of information sources
231-240 Determine the most qualified source of
information Analyze the reasoning used to support a
conclusion or opinion Determine which conclusion is
supported by facts or details in a passage
Use logical reasoning to arrive at a conclusion
Fact and Opinion
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Identify which specific words are opinions
In a longer passage, distinguish which statements are facts from those that are opinions
Identify word clues that signal fact, not opinion
Analyze passage for opinion, inference, value judgment, or fact
Distinguish unsupported opinion from fact
Determine content of passage—proportion of fact to opinion
Distinguish that which is fact from
221-230 Use word clues to distinguish
opinions from fact
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9th Grade Reading State of Idaho 2003ISAT “Sub-Goal”
RIT 201-210RIT 211-220 RIT 221-240
Determine that which is fact from that which is inferred
Analyze a passage to determine proportion of fact or opinion
that which is inferred Identify a sentence as being an
editorial comment or part of a factual news story
Persuasive Elements, Propaganda, Bias, Assumptions, Stereotypes
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Format: Read longer passages, generally less than 150 words but some longer where the difficulty of vocabulary increases as RIT increases
Recognize persuasive techniques or methods
Determine to whom an ad will appeal Determine how an ad gets your attention Determine the effectiveness of persuasive
arguments Determine the action the ad persuades the
reader to take Infer errors in reasoning that lead to
stereotypical thinking Infer beliefs, opinions, or way of
thinking of speaker, writer, or character Understand and apply meaning of
“bias” Recognize bias or assumptions as
opinionsAt upper range of RIT –
Generalize type of people who would agree or disagree with specific opinions
Understand the meaning of “assumption” or “underlying assumption”
Understand why people have different opinions or ways of thinking
As RIT levels increase, differences between distracters and correct answer choice become less obvious, require more thought
Read passages that vary in length, while difficulty of vocabulary tends to increase
Determine how assertions of persuasive writing are supported
Determine to whom and to what feelings ads appeal
Determine what the writer wants the reader to believe about their product or service
Determine information not given in an ad
Understand meaning of the word “discrimination”
Infer beliefs, opinions, ways of thinking, or assumptions of writer or characters
Generalize type of people who would agree or disagree with specific opinions
Compare and contrast opinions or assumptions of characters
Infer errors in reasoning that lead to stereotypical thinking
Infer assumptions reader can make from a passage
Generalize opinions or assumptions of writer
Discriminate between fact and bias
221-230 Read passages where topics are less
familiar, with rich, varied vocabulary Determine purpose of persuasive ad or
argument Determine persuasive techniques or
methods Determine tone or effect of persuasive
writing Analyze persuasive statements Determine to whom or what feelings
persuasive writing will appeal Incorporate higher level thinking to
understand topics and to differentiate between answer choices
Infer assumptions of writer or character
Generalize opinions or assumptions of writer
Generalize people likely to agree or disagree with opinion or assumption
Recognize difference between discriminatory and non-discriminatory statements
Recognize statements or thinking not assumed by the writer
More
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9th Grade Reading State of Idaho 2003ISAT “Sub-Goal”
RIT 201-210RIT 211-220 RIT 221-240
Persuasive Elements, Propaganda, Bias, Assumptions, Stereotypes
231-240 Format: Read passages with
complex topics, some quite difficult vocabulary, and more complex distracters that require more thought to determine correct answer choice
Understand the meaning of the word “stereotype”
Infer and generalize assumptions of writer
Imply purpose of persuasive writing
Interpretive ComprehensionCause-Effect
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Read slightly longer passages, with more difficult content and vocabulary which use clue words “since” and “because of”
Demonstrate combining several pieces of information to understand the cause and effect relationship
Identify which is the “cause” and which is the “effect” when given a situation
Read longer passages, with more difficult content and vocabulary
Identify which is not the effect of a stated cause
Read passages with more difficult, less familiar content and vocabulary
Items include same skills and content as lower RIT bands with more difficult vocabulary and extended thinking.
Draw Conclusions-Inferences
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Make inferences from announcements
Make inferences about directions on labels
Make inferences about a character type within a variety
Make inferences from catalog selections
Make inferences from handbooks Make inferences from a science
fiction passage Draw a conclusion from the passage
Items include same skills and content as lower RIT scores with more difficult vocabulary and extended thinking.
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9th Grade Reading State of Idaho 2003ISAT “Sub-Goal”
RIT 201-210RIT 211-220 RIT 221-240
of literature Make inferences from
information found on book flap Make inferences from textbook
technical reading Form a conclusion based on
interpretation of information from a variety of sources
by inferring the interpretation of the information read
Identify conclusion to story
Predictions and General-izations
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Predict future events based on prior conclusions drawn
Create prediction for recipe Predict outcome from
advertisement
Items include same skills and content as above with more difficult vocabulary and extended thinking.
Summarize and Synthesize
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Identify main idea in magazine articles or stories from other sources
Identify why author chose title Identify main idea in newspaper
and other articles Restate lengthy passage through
summarizing List specific information in
systematic order and give a general summary
Items include same skills and content as lower RIT bands with more difficult vocabulary and extended thinking.
Literal ComprehensionLocating Information
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Use a table of contents: Use chapter summaries to
determine contents Use clue words from chapter
title to determine contents Determine the LAST page of
Format: Read passages that are lengthy, detailed, and contain adult vocabulary. They are typical examples one would find everyday, not specific to children
Use an announcement: Find and
221-230 Read passages where details being
located are more specific and less obvious, requiring careful reading or re-reading
Use an announcement:
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9th Grade Reading State of Idaho 2003ISAT “Sub-Goal”
RIT 201-210RIT 211-220 RIT 221-240
a chapter (if chapter 2 begins on p. 20, chapter 1 ends on p. 19)
Use an announcement: (lengthy and detailed, containing common abbreviations, and adult level vocabulary)
Find and understand information
Use an advertisement: Find and understand specific
information Determine what is being
advertised Understand abbreviations
and shortened phrases in a classified ad
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understand specific information Use a handbook: Find and
understand specific information Use a shipping and handling chart:
Recognize, know it by name Use a phone book:
Yellow pages: how to read, find, and understand specific information
White pages: how to use guide letters
Use a catalogue: Use summary information to
determine which product to purchase
Find and understand specific information
More on Next Page
Find and combine specific pieces of information
Find and understand specific, detailed information
Compare specific pieces of information
Use a weather report: Find and understand small but significant details
Use sports scores: Understand commonly used abbreviations
Use a recipe: Find and understand small but significant details
Locating Information
Use a food label: Determine the relative amounts of ingredients
Use reference materials: Determine the best source of
information (encyclopedia, catalog, advertisement, magazine article, picture book)
Understand information contained in a dictionary entry
Use an index: Organization of topics Using increased specificity
of terms to locate information
Understand page list format, difference between use of commas and hyphens (43, 57, 60-62)
Use a bibliography: Find and understand
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9th Grade Reading State of Idaho 2003ISAT “Sub-Goal”
RIT 201-210RIT 211-220 RIT 221-240
Use a bibliography: How it is organized How to read information
(author, title, publisher, etc.) Recognizing simple listing
of magazines Use a list: Meaning of information
information in an annotated bibliography
Use a glossary: How to use Use a field guide: Find and
understand specific information Use a dictionary: How to use to find
word meaningReading Directions
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Find detail in a typical adult language recipe
Understand complex directions involving multiple variables (if you want this, do that, if you want something else, do something else…)
Understand typical medicine or product labels
Understand vocabulary specific to typical recipes and product labels
Find detail in complex, multi-step directions containing adult language
Paraphrase complex directions Understand complex directions—
must find one detail, then re-read to incorporate previous information
Use skills that progress in difficulty: Skim, scan to locate details Re-read specific parts Combine two or more sets of
information to complete understanding
Paraphrase
Synthesize/paraphrase directions Follow multi-step directions
containing adult vocabulary where the outcome is not obvious
Follow detail in typical medicine or product label
Synthesize intention of directions
Understand small but significant detail in directions
221-230 Understand intent of directions Synthesize complex directions
231-240 Synthesize/paraphrase directions
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9th Grade Reading State of Idaho 2003ISAT “Sub-Goal”
RIT 201-210RIT 211-220 RIT 221-240
Reading for Detail
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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
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Format: Read longer and more complex sentences where the content becomes less familiar and the difficulty of the vocabulary increases (soon after this happened, that happened)
Read passages where word clues are less direct: from “first, later, and finally” to “after the frost”, “in the spring”, “when they had eaten lunch”
Use indirect word clues to determine sequence of sentences from scrambled order
Determine which event came second or
Format: Read passages that contain unfamiliar content, adult vocabulary, few word clues, longer sentences, and complex phrasing
Paraphrase sentence order from passage with phrases like “just before this happened, that happened” and “after this happens but before that
(221-230) Summarize events in correct
order Use reasoning to determine the
correct order of scrambled sentences
Determine what comes after in passages with complex phrasing (just before he did this, he did that)
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9th Grade Reading State of Idaho 2003ISAT “Sub-Goal”
RIT 201-210RIT 211-220 RIT 221-240
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
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
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
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Infer how author develops characters through story sequence
Recognize the use of suspense to get the reader’s interest
Items include same skills and content as lower RIT bands with more difficult vocabulary and extended thinking.
Genre
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Recognize newspaper writing and personal note writing
Distinguish between fiction and nonfiction writing in lengthy passages
Identify historical fiction Identify realistic fiction Determine purpose of lengthy folk
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
Items include same skills and content as lower RIT bands with more difficult vocabulary and extended thinking.
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9th Grade Reading State of Idaho 2003ISAT “Sub-Goal”
RIT 201-210RIT 211-220 RIT 221-240
tales Understand the content of poems
with figurative language
by its rhyme and length of lines Recognize science fiction Recognize a book review
Literary Devices
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Use devices such as humor, exaggeration, word choice to create mood
Use devices by the author such as word choice and complex descriptors
Infer the story structure as a literary device
Understand meaning of idioms used in the story
Understand the imagery in the writing
Understand and explain the meaning of metaphors used in the story
Understand the meaning of symbolism in stories
Make inferences about a character type within a variety of literature
Use the story structure as a literary device
Determine how author develops character traits through inference
Use descriptive dialogue to develop tone
Recognize foreshadowing as a literary device in writing
Find a figure of speech and explain Understand the author’s purpose in
use of similes Understand the meaning of
symbolism in stories Identify exaggeration and
understand its impact on story line
Items include same skills and content as lower RIT bands with more difficult vocabulary and extended thinking.
Story Elements
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Determine the complex point of view of the author or characters through character descriptions
Identify the problem and articulate the resolution
Identify main conflict Identify exaggeration Identify a complex problem and list
possible resolutions
Describe complex character descriptions
Understand complex problems and develop one or more solutions
Items include same skills and content as lower RIT bands with more difficult vocabulary and extended thinking.
Story Grammar
Determine purpose of dialogue Use figurative language, sequence of events, word choice, suspense, imagery that creates complex
Items include same skills and content as lower RIT bands with more difficult vocabulary and
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9th Grade Reading State of Idaho 2003ISAT “Sub-Goal”
RIT 201-210RIT 211-220 RIT 221-240
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interest Recognize dialogue that provides a
variety of purposes and information
extended thinking.
VocabularyAntonyms, Homonyms, Synonyms
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Identify sentence which means the opposite in a paragraph of 50-75 words
Choose word missing in the sentence when all choices are homonyms
Find words with opposite meanings within the context of a story or passage
Items include same skills and content as lower RIT bands with more difficult vocabulary and extended thinking.
Context Clues
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After reading a paragraph of 50-75 words, use context to determine meaning of a specific word in paragraph
Given a complex sentence, determine which of four words is synonym (not defined) for underlined word
Knowledge of vocabulary with or without context within a complex paragraph
Recognize and understand a variety of word referents
Recognize and understand sentences containing explanatory phrases, sometimes set off by commas
After reading a sentence with a paragraph of 75-100 words, use the context of the sentence to find the meaning of specific word
After reading a story, find the word in the story which means about the same as underlined word
Increased vocabulary within the story or passage
Items include same skills and content as above with more difficult vocabulary and extended thinking.
Multiple Meanings
Use context of an advertising passage to figure out a word that has
Items include same skills and content as lower RIT bands with
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9th Grade Reading State of Idaho 2003ISAT “Sub-Goal”
RIT 201-210RIT 211-220 RIT 221-240
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multiple meanings more difficult vocabulary and extended thinking.
Word AnalysisRoot Words, Suffixes, Prefixes
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Identify base or root word in multi-syllable words
Items include same skills and content as above with more difficult vocabulary and extended thinking.
Structural Analysis
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Form multi-syllable compound words
Identify word that, with correct prefix, becomes its own antonym
Identify suffix which will give new meaning to specified word
Items include same skills and content as above with more difficult vocabulary and extended thinking.
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9th Grade Reading State of Idaho 2003Sample Test Items
Word Analysis & Vocabulary: RIT 201-210
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Word Analysis & Vocabulary: RIT 211-220
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Literal Comprehension: RIT 201-210
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Literal Comprehension: RIT 211-220
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Literal Comprehension: RIT 221-230
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9th Grade Reading State of Idaho 2003Literal Comprehension: RIT 231-240
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Interpretive Comprehension: RIT 201-210
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Interpretive Comprehension: RIT 211-220
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Evaluative Comprehension: RIT 201-210
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Evaluative Comprehension: RIT 211-220
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Evaluative Comprehension: RIT 221-230
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9th Grade Reading State of Idaho 2003Evaluative Comprehension: RIT 231-240
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Literary Analysis: RIT 201-210
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Literary Analysis: RIT 211-220
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Literary Analysis: RIT 221-230
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9th Grade Reading State of Idaho 2003Resources
Written Book Assessment.doc
Apply and Extend Information A...
ApplyInformation.doc
Assessment for following writt...
Author's Use of Language.doc
Causes and Effects.doc
Compare and Contrast Assessmen...
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Compare Experiences.doc
Criteria for Evaluating Inform...
Critical Thinking Scoring Rubr...
Decode Unfamiliar Word Assess1...
Decode Unfamiliar Words.doc
Directing the Elements.doc
Drawingconclusions.doc
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Evaluate Validity.doc
Evaluating Website for Bias.do...
Fact and Opinion.doc
FactOpinion Lesson.doc
Following Written Directions A...
Generate Questions.doc
Historical Significance.doc
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Identifying and Making Inferen...
Inferences.doc MAIN IDEA assess.doc
Main Idea.doc Make Inferences Assessment.doc...
Mneumonics.doc Ninth Grade Enrichment Reading...
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Organizi.doc Question Stems for Assessing t...
Reading for Detail.doc
Reading strategies to collect ...
Readrecallreview.doc
Relate Information.doc
Relating InformationAssess.doc...
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Sequencing.doc SQR3 Strategies.doc
Strategies for Making Inferenc...
Summarize.doc Summarizing.docSummarizingAssess.doc
SymbolismAn American Bard.doc
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Synthesizing.doc Tone.doc Venn Diagram.docVocabularyWord Components.doc
Writing and Following Directio...
antonym, synonym, homonym.doc
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