Context Clues:
The student, using context clues, will identify the meaning of an unfamiliar word. This means that a student will be able to look at words in a sentence or passage that will help him to determine the meaning of an unfamiliar word.
Example:
Read these sentences from the story.
His toes grabbed a long thin willow branch that hung out over the water. But the branch sagged under his weight.
What does the word sagged mean as used in the sentences above?
A. It bent. *
B. It grew.
C. It dripped.
D. It disappeared.
Base Word and Affixes:
This is where students will need to recognize base words and their prefixes and suffixes. They will need to not only recognize these, but understand how these affixes change a word's meaning.
Example:
Read this sentence from the story.
The little brown bird held tightly to a stem and flapped his wings.
If tight means "firm," what does tightly mean?
A. to make firm
B. able to be firm
C. one who is firm
D. in a way that is firm *
Synonyms and Antonyms:
Students must understand meanings through opposites and similar meaning. A student will recognize a word as being a synonym or antonym.
Example:
Read this sentence from the story.
Now his parents circled wildly above him, squawking and shrieking.
Which word has the OPPOSITE meaning of the word wildly?
A. bravely
B. calmly *
C. faithfully
D. merrily
Multiple Meanings Analyze Words in Text Shades of Meaning:
The student will analyze words that have multiple meanings and determine the correct meanings of the words as used in the text. For shades of meaning, the student will analyze the word or phrase to determine small, subtle differences in meaning between related words (e.g., glance, glare, and peek all refer to the concept of looking, but each word has a different meaning or connotation).
Example:
Read this sentence from the story.
Now the little bird’s parents hopped around the cattails and called to their baby.
Which sentence below uses the word called the same way it is used in the sentence above?
A. The teacher called my name twice.
B. Susan called me on the phone to talk.
C. My coach called the plays to the team.
D. The new puppy was called Spot by the children.
Author’s Purpose, Author's Perspective:
The student will identify the author’s purpose or perspective. The student will analyze the impact of the author’s purpose or perspective within a text.
Example:
Sample Item: Author's Purpose
What is the MOST LIKELY reason the author wrote the story "Swim, Baby, Swim!"?
A. to show how pond animals live
B. to tell about a bird learning to fly *
C. to explain why fish hunt young birds
D. to describe how animals raise their babies
Sample Item: Author’s Perspective
With which statement would the author of this article MOST LIKELY agree?
A. Birds show us how to recycle. *
B. Birds create trash for us to recycle.
C. Birds need our help to build their nests.
D. Birds prefer natural materials in their nests.
Main Idea (stated or implied), Relevant Details, Conclusions/Inferences, Chronological Order:
The student will determine the main idea (stated or implied), locate relevant details and facts, draw logical conclusions, or make appropriate inferences within grade-level appropriate texts. In addition, students will identify chronological order (sequencing of events)
Example: Supporting Details
Which is a way to improve your breathing for singing?
A. Take the air in quickly.
B. Bring the air in noisily.
C. Push the air out powerfully.
D. Let the air come out slowly. *
Example: Conclusion/Inferences
Why are the mountains in front of the house once Miss Bilberry has moved?
A. Miss Bilberry has been tricked by her pets.
B. Miss Bilberry moves close to her old house.
C. Miss Bilberry discovers different mountains.
D. Miss Bilberry ends the journey where she began. *
Example: Chronological Order
What happens AFTER everyone loads the cart with supplies but BEFORE everyone gets lost?
A. Everyone helps pack boxes.
B. Everyone waves bye to the house. *
C. Miss Bilberry announces the move.
D. Miss Bilberry thinks about her happiness.
Cause and Effect Relationships:
The student will identify cause-and-effect relationships within texts. Additionally, the student may need to discern a causal relationship implied in the text through the assimilation of facts and details provided.
Example:
Based on the text box "Sing Like a Pro," what might happen if you sing very loudly in a chorus?
A. You can damage your voice. *
B. You can develop stronger lungs.
C. You can sing higher than before.
D. You can hurt your abdominal muscles.
Example: Why Question
Why does Miss Bilberry want to move?
A. She is lonely in the pale yellow house.
B. She is looking for an exciting adventure.
C. She wants more space for her vegetable garden.
D. She thinks she will be more content somewhere else. *
Literary Analysis:
The student will identify and explain the purpose of text features (e.g., table of contents, glossary, headings, charts, graphs, diagrams, illustrations).
Example:
The sample item below is based on "Swim, Baby, Swim!" on page G–2 and references the illustration on page G–2.
Which sentence from the story BEST describes what is happening in the illustration on the first page of the story?
A. He fluffed up his feathers.
B. He dipped his wing tips low into the water.
C. The little bird blinked his dark eyes and looked around.
D. The little brown bird held tightly to a stem and flapped his wings. *
Locate, Interpret, Organize Information:
The student will read informational text (e.g., graphs, charts, manuals) and organize information for different purposes, including but not limited to being informed, following multi-step directions, making a report, conducting interviews, preparing to take a test, and performing a task.
Example:
Under which heading would you MOST LIKELY find information on materials birds find in the wild?
A. Picky, Picky
B. What A Yarn
C. For The Birds!
D. Do It Naturally *
The student, using context clues, will identify the meaning of an unfamiliar word. This means that a student will be able to look at words in a sentence or passage that will help him to determine the meaning of an unfamiliar word.
Example:
Read these sentences from the story.
His toes grabbed a long thin willow branch that hung out over the water. But the branch sagged under his weight.
What does the word sagged mean as used in the sentences above?
A. It bent. *
B. It grew.
C. It dripped.
D. It disappeared.
Base Word and Affixes:
This is where students will need to recognize base words and their prefixes and suffixes. They will need to not only recognize these, but understand how these affixes change a word's meaning.
Example:
Read this sentence from the story.
The little brown bird held tightly to a stem and flapped his wings.
If tight means "firm," what does tightly mean?
A. to make firm
B. able to be firm
C. one who is firm
D. in a way that is firm *
Synonyms and Antonyms:
Students must understand meanings through opposites and similar meaning. A student will recognize a word as being a synonym or antonym.
Example:
Read this sentence from the story.
Now his parents circled wildly above him, squawking and shrieking.
Which word has the OPPOSITE meaning of the word wildly?
A. bravely
B. calmly *
C. faithfully
D. merrily
Multiple Meanings Analyze Words in Text Shades of Meaning:
The student will analyze words that have multiple meanings and determine the correct meanings of the words as used in the text. For shades of meaning, the student will analyze the word or phrase to determine small, subtle differences in meaning between related words (e.g., glance, glare, and peek all refer to the concept of looking, but each word has a different meaning or connotation).
Example:
Read this sentence from the story.
Now the little bird’s parents hopped around the cattails and called to their baby.
Which sentence below uses the word called the same way it is used in the sentence above?
A. The teacher called my name twice.
B. Susan called me on the phone to talk.
C. My coach called the plays to the team.
D. The new puppy was called Spot by the children.
Author’s Purpose, Author's Perspective:
The student will identify the author’s purpose or perspective. The student will analyze the impact of the author’s purpose or perspective within a text.
Example:
Sample Item: Author's Purpose
What is the MOST LIKELY reason the author wrote the story "Swim, Baby, Swim!"?
A. to show how pond animals live
B. to tell about a bird learning to fly *
C. to explain why fish hunt young birds
D. to describe how animals raise their babies
Sample Item: Author’s Perspective
With which statement would the author of this article MOST LIKELY agree?
A. Birds show us how to recycle. *
B. Birds create trash for us to recycle.
C. Birds need our help to build their nests.
D. Birds prefer natural materials in their nests.
Main Idea (stated or implied), Relevant Details, Conclusions/Inferences, Chronological Order:
The student will determine the main idea (stated or implied), locate relevant details and facts, draw logical conclusions, or make appropriate inferences within grade-level appropriate texts. In addition, students will identify chronological order (sequencing of events)
Example: Supporting Details
Which is a way to improve your breathing for singing?
A. Take the air in quickly.
B. Bring the air in noisily.
C. Push the air out powerfully.
D. Let the air come out slowly. *
Example: Conclusion/Inferences
Why are the mountains in front of the house once Miss Bilberry has moved?
A. Miss Bilberry has been tricked by her pets.
B. Miss Bilberry moves close to her old house.
C. Miss Bilberry discovers different mountains.
D. Miss Bilberry ends the journey where she began. *
Example: Chronological Order
What happens AFTER everyone loads the cart with supplies but BEFORE everyone gets lost?
A. Everyone helps pack boxes.
B. Everyone waves bye to the house. *
C. Miss Bilberry announces the move.
D. Miss Bilberry thinks about her happiness.
Cause and Effect Relationships:
The student will identify cause-and-effect relationships within texts. Additionally, the student may need to discern a causal relationship implied in the text through the assimilation of facts and details provided.
Example:
Based on the text box "Sing Like a Pro," what might happen if you sing very loudly in a chorus?
A. You can damage your voice. *
B. You can develop stronger lungs.
C. You can sing higher than before.
D. You can hurt your abdominal muscles.
Example: Why Question
Why does Miss Bilberry want to move?
A. She is lonely in the pale yellow house.
B. She is looking for an exciting adventure.
C. She wants more space for her vegetable garden.
D. She thinks she will be more content somewhere else. *
Literary Analysis:
The student will identify and explain the purpose of text features (e.g., table of contents, glossary, headings, charts, graphs, diagrams, illustrations).
Example:
The sample item below is based on "Swim, Baby, Swim!" on page G–2 and references the illustration on page G–2.
Which sentence from the story BEST describes what is happening in the illustration on the first page of the story?
A. He fluffed up his feathers.
B. He dipped his wing tips low into the water.
C. The little bird blinked his dark eyes and looked around.
D. The little brown bird held tightly to a stem and flapped his wings. *
Locate, Interpret, Organize Information:
The student will read informational text (e.g., graphs, charts, manuals) and organize information for different purposes, including but not limited to being informed, following multi-step directions, making a report, conducting interviews, preparing to take a test, and performing a task.
Example:
Under which heading would you MOST LIKELY find information on materials birds find in the wild?
A. Picky, Picky
B. What A Yarn
C. For The Birds!
D. Do It Naturally *