Reading Domains & Standards

Transcription

1 Reading

2 Reading Domains & Standards Key Ideas Identify central ideas and their support Synthesize or summarize information Connect or extend ideas Explicit Meaning Recognize stated information Understand stated information Implicit Meaning Draw conclusions or make inferences Discern traits, feelings, or motives Make predictions Author s Craft Understand text features, structures, style, or tone Identify purpose or viewpoint; distinguish fact from opinion Understand literary devices and elements Interpret nonliteral language Vocabulary Use context to determine meaning

3 Reading Domains Domain Level 15 Total Items Level 16 Total Items Level 17/18 Total Items Key Ideas Explicit Meaning Implicit Meaning Author s Craft Vocabulary Total Cognitive Levels of Items Above Essential Competencies Conceptual Understanding Level 15 Total Items Level 16 Total Items Level 17/18 Total Items Extended Reasoning 8 9 8

4 Cognitive Levels Essential Competencies Recognize or identify basic information

5 Mathematics Domains & Standards Number Sense and Operations Represent, compare and order numbers Describe and apply properties of numbers Classify numbers by divisibility Demonstrate ways of performing operations Use place value and write numbers in standard, expanded and exponential form Estimate and round real numbers Algebraic Patterns and Connections Use and interpret operational and relational symbols Solve equations/inequalities Use expressions and equations to model situations Explore numerical patterns Apply functional relationships Data Analysis, Probability and Statistics Apply probability concepts and counting rules Understand and apply measures of central tendency and variability Interpret data and make predictions Understand sampling

6 Cognitive Levels Conceptual Understanding Use more complex thought processes in interpreting text, determining important ideas, or reading between the lines

7 Cognitive Levels Extended Reasoning Use critical thinking in judging, evaluating, or analyzing text or in integrating ideas within and beyond the text

8 This passage is from the story Typhoon by Joseph Conrad, which was first published in In this excerpt, the ship Nan-Shan has just encountered a squall a short-lived blast of wind and rain. Jukes is the ship s young first mate. 1 Jukes was as ready a man as any half-dozen young mates that may be caught by casting a net upon the waters; and though he had been somewhat taken aback by the startling viciousness of the first squall, he had pulled himself together on the instant, had called out the hands, and had rushed them along to secure such openings about the deck as had not been already battened down earlier in the evening. Shouting in his fresh, stentorian 1 voice, Jump, boys, and bear a hand! he led in the work, telling himself the while that he had just expected this. 2 But at the same time he was growing aware that this was rather more than he had expected. From the first stir of the air felt on his cheek, the gale seemed to take upon itself the accumulated impetus 2 of an avalanche. Heavy sprays enveloped the Nan-Shan from stem to stern, and instantly in the midst of her regular rolling, she began to jerk and plunge as though she had gone mad with fright. 3 Jukes thought, This is no joke. While he was exchanging explanatory yells with his captain, a sudden lowering of the darkness came upon the night, falling before their vision like something palpable. 3 It was as if the masked lights of the world had been turned down. Jukes was uncritically glad to have his captain at hand. It relieved him as though that man had, by simply coming on deck, taken most of the gale s weight upon his shoulders. Such is the prestige, the privilege, and the burden of command. 4 Captain MacWhirr could expect no relief of that sort from anyone on Earth. Such is the loneliness of command. He was trying to see, with that watchful manner of a seaman who stares into the wind s eye as if into the eye of an adversary, to penetrate the hidden intention and guess the aim and force of the thrust. The strong wind swept at him out of a vast obscurity; 4 he felt under his feet the uneasiness of his ship, and he could not even discern the shadow of her shape. 1 stentorian: loud 3 palpable: able to be felt 2 impetus: force 4 obscurity: darkness

9 Core (Literature): Key Ideas and Details (#1, Grades 9-10) Cite strong and thorough textual evidence to support analysis of what the text says explicitly... Explicit Meaning: Recognize stated information Cognitive Level: Essential Competencies 1 What effect does the captain s presence on deck have on Jukes? A He resents the interference from the captain. B He is nervous at being observed under pressure. C He becomes less anxious about the storm. D He is eager to show off his abilities to the captain.

10 Core (Literature): Key Ideas and Details (#1, Grades 9-10) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn... Implicit Meaning: Draw conclusions or make inferences Cognitive Level: Conceptual Understanding 2 Paragraph 4 suggests that the decisions Captain MacWhirr must make are ultimately based on J what he alone feels is right. K what his first mate recommends. L what his superior commands. M what the ship owner has instructed.

11 Core (Literature): Key Ideas and Details (#2, Grades 9-10) Determine a theme or central idea of a text and analyze in detail its development over the course of the text... Key Ideas: Identify central ideas and their support Cognitive Level: Conceptual Understanding 3 A main idea in this passage is that people in positions of leadership A can freely enjoy the exercise of power. B must be honest with those they command. C depend on having capable assistants to help them. D bear responsibilities along with their authority.

12 Core (Literature): Craft & Structure (#5, grades 9-10) Analyze how an author s choices concerning how to structure a text... create such effects as mystery, tension, or surprise. Author s Craft: Understand text features, structures, style, or tone Cognitive Level: Extended Reasoning 4 In paragraphs 3 and 4, the author uses the storm as an opportunity to J portray weakness in Jukes s character. K foreshadow a developing conflict between characters. L contrast the captain s position with Jukes s position. M provide a detailed description of emergency measures at sea.

13 Math

14 Mathematics Domains & Standards (cont.) Geometry Identify, classify and compare geometric figures Describe geometric properties, patterns, and relationships Apply concepts of perimeter, area and volume Estimate geometric measurements Measurement Measure length/distance, time, temperature, money, weight, mass and volume Estimate measurements with appropriate precision Identify and use appropriate units of measurement and measurement tools Understand and apply rate

15 Mathematics Domains and Cognitive Levels Domain Level 15 Total Items Level 16 Total Items Level 17/18 Total Items Number Sense and Operations Algebraic Patterns and Connections Data Analysis, Probability, and Statistics Geometry Measurement Total Cognitive Levels of Items Above Essential Competencies Conceptual Understanding Level15 Total Items Level 16 Total Items Level 17/18 Total Items Extended Reasoning

16 Cognitive Levels Essential Competencies: students recall information, facts, definitions; perform simple one-step procedure Conceptual Understanding: students make decisions of how to approach the problem; specify and explain relationships between facts, terms, properties, or operations; perform multiple-step procedure Extended Reasoning: students use reasoning, use planning, draw conclusions, or cite evidence to solve a problem; develop a strategy to connect and relate ideas to solve problems while using multiple-step procedures and a variety of skills

17 Core: Number and Quantities; Quantities Reason quantitatively and use units to solve problems Measurement Understand and apply rate Cognitive Level Extended reasoning 1 Chris and Sandy leave Sandy s house at the same time and travel in opposite directions. After 4 hours they are 480 miles apart. Chris traveled 10 miles per hour (mph) faster than Sandy. What is Sandy s average rate of speed? A 40 mph B 45 mph C 55 mph D 60 mph E 65 mph

18 Core: Geometry; Similarity, Right Triangles, and Trigonometry Define trigonometric ratios and solve problems involving right triangles Geometry Describe geometric properties, patterns, and relationships Cognitive Level Conceptual understanding 2 Mrs. Price has planted a triangular flower garden in the corner of her yard as shown below. She needs to put a fence along the side of the garden labeled x. What length of fence is needed for that side of the garden? A 4 2 feet B 8 2 feet C D 16 feet 32 feet E 32 2 feet

19 Core: Statistics and Probability; Interpreting Categorical and Quantitative Data Summarize, represent, and interpret data on a single count or measurement variable Data Analysis, Probability, and Statistics Make predictions and interpret data Cognitive Level Conceptual understanding 3 The box-and-whisker plot below represents the 20 scores earned on a test. No two students earned the same score on the test. How many students earned a score from 77 to 90? A 4 B 5 C 8 D 10 E 13

20 Science

21 Science Domains & Standards Life Science Organisms & their habitats Changes in organisms Interactions in an ecosystem Human body, health, & safety Earth & Space Science Structure of Earth Natural resources Climate & weather Natural events The universe Physical Science Types & properties of matter Forces & motion Forms of & changes in energy Physical & chemical changes Scientific measurement Scientific inquiry is embedded throughout the assessment

22 Science: Number of Items by Domains and Cognitive Levels Domain Level 15 Total Items Level 16 Total Items Level 17/18 Total Items Life Earth & Space Physical Total Cognitive Levels of Items Above Essential Competencies Conceptual Understanding Extended Reasoning Level15 Total Items Level 16 Total Items Level 17/18 Total Items

23 Cognitive Level Essential Competencies Identify scientific information such as facts, definitions, terminology, basic principles, and relationships Recognize fundamental components of the scientific process

24 Cognitive Level Conceptual Understanding Understand scientific concepts and apply them to explain phenomena Analyze, interpret, and present data Make inferences and predictions

25 Cognitive Level Extended Reasoning Propose solutions to scientific problems Evaluate the appropriateness of scientific findings, conclusions, and experimental design Integrate ideas from various scientific disciplines and phenomena

26 Life Human body Conceptual understanding CORE: Life Functions & chemical reactions--conceptual understanding of scientific investigations Directions Questions 1 and 2 are based on the information below. Students in a biology class performed an experiment to study the digestion of starch by amylase. Amylase is an enzyme found in saliva that breaks down starch into sugar. The students added the ingredients shown in the table below to five test tubes, incubated the tubes (maintained at constant conditions), and then added iodine to test for the presence of starch. Iodine turns black in the presence of starch and stays brown when starch is absent. The students results are shown in the table below. 1 To determine whether incubation temperature influences the digestion of starch, which of the tubes should be compared? A Tubes 1 and 2 B Tubes 1 and 5 C Tubes 2 and 3 D Tubes 4 and 5

27 Life Human body Extended reasoning CORE: Life Functions & chemical reactions Think logically to make the relationships between evidence and explanations Students in a biology class performed an experiment to study the digestion of starch by amylase. Amylase is an enzyme found in saliva that breaks down starch into sugar. The students added the ingredients shown in the table below to five test tubes, incubated the tubes (maintained at constant conditions), and then added iodine to test for the presence of starch. Iodine turns black in the presence of starch and stays brown when starch is absent. The students results are shown in the table below. 2 Do the data support the hypothesis that saliva helps the digestion of starch? J Yes, because Tube 1 appeared black and Tube 3 appeared brown. K Yes, because Tube 3 appeared brown and Tube 5 appeared black. L No, because both Tubes 1 and 2 appeared black. M No, because both Tubes 3 and 4 appeared brown.

28 Earth & Space Structure of Earth Conceptual understanding CORE: Earth and Space Understand and apply knowledge of origin... of the Earth systems 3 Two fossils were found in different layers of rock as shown in the diagram below: Which of the following statements is most likely to be true? A Fossil II is heavier than Fossil I. B Fossil I is heavier than Fossil II. C Fossil II is older than Fossil I. D Fossil I is older than Fossil II.

29 Physical Forces & Motion Essential competencies CORE: Physical Understand and apply knowledge of motion and forces 4 If an object is moving in an artificial environment where no forces whatsoever are acting on the object, which of the following would be observed? J K L The object would continue to move at the same speed in the same direction. The object would continue to move at the same speed, but would change directions. The object would speed up, but continue to move in the same direction. M The object would slow down, but continue to move in the same direction.