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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)
2
6th 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
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
6th 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
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
6th 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
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.
5
6th 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
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
6th 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
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.
7
6th 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
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
6th 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
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
6th 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
725.02.aGenre
Learning Continuum
ISAT, ECA
For Learning:Have students write a personal narrative.
Read poetry, fables, and legends with students.
10
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.
11
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
12
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
13
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 Story Elements / Story Grammar
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.
Return to Story Elements / Story Grammar
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
Return to Summarize / Synthesize
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 Summarize / Synthesize
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.
16
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
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
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
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
19
20
6th 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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6th Grade Reading State of Idaho 2003Word Analysis
Goal ISAT “Sub-Goal” RIT Below 150 RIT 151-160 RIT 161-170
Word Analysis
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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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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
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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
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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
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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
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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
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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6th Grade Reading State of Idaho 2003ISAT “Sub-Goal”
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
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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 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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6th Grade Reading State of Idaho 2003ISAT “Sub-Goal”
RIT 201-210RIT 211-220 RIT 221-240
Persuasive Elements, Propaganda, Bias, Assumptions, Stereotypes, cont.
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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
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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6th Grade Reading State of Idaho 2003ISAT “Sub-Goal”
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
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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
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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6th Grade Reading State of Idaho 2003ISAT “Sub-Goal”
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
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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
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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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6th Grade Reading State of Idaho 2003ISAT “Sub-Goal”
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
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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
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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6th Grade Reading State of Idaho 2003ISAT “Sub-Goal”
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
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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 Format: Read longer and more complex sentences where the content becomes
Format: Read passages that (221-230)
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6th Grade Reading State of Idaho 2003ISAT “Sub-Goal”
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
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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.
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6th Grade Reading State of Idaho 2003ISAT “Sub-Goal”
RIT 201-210RIT 211-220 RIT 221-240
GuideGenre
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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
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
Items include same skills and content as lower RIT bands with more difficult vocabulary and extended thinking.
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 Determine the complex point of Describe complex character Items include same skills and 31
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6th Grade Reading State of Idaho 2003ISAT “Sub-Goal”
RIT 201-210RIT 211-220 RIT 221-240
Elements
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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
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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
Items include same skills and content as lower RIT bands with more difficult vocabulary and 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
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
Items include same skills and content as above with more difficult vocabulary and extended thinking.
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6th Grade Reading State of Idaho 2003ISAT “Sub-Goal”
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
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Use context of an advertising passage to figure out a word that has multiple meanings
Items include same skills and content as lower RIT bands with 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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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
Literal Comprehension: RIT 211-220
Return Return Return Return Return Return
Literal Comprehension: RIT 221-230
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
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Interpretive Comprehension: RIT 211-220
Return Return Return Return Return Return
Evaluative Comprehension: RIT 201-210
Return Return Return Return Return Return
Evaluative Comprehension: RIT 211-220
Return Return Return Return Return Return
Evaluative Comprehension: RIT 221-230
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
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Literary Analysis: RIT 211-220
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Literary Analysis: RIT 221-230
Return Return
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6th Grade Reading State of Idaho 2003Cause/Effect Chart
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