HS Critical Reading
MCA Grade 10 Standards and Preparation
Mary Barrett
Mayo HS
1420 SE 11th Avenue
Rochester, MN 55904
HS Critical Reading for MCA1
©These materials may be reproduced for nonprofit, educational use.
HS Critical Reading
Grade 10 Reading MCA-II/GRAD
Degrees of Rdg Power(DRP) Range / Target Word Count / Passages (Min-Max) / Items / Total Items / Total Points
Vocabulary / Comprehension / Literature
Total / Narrative or Poetry / Expository / MC / CR / MC / CR / MC / CR
MCA-II only / 52-75 / 4000 – 42000 / 1-3 / 0-3 / 1-3 / 0-4 / 10-21 / 2
(8 pts) / 1-8 / 1
(4 pts) / 22MC
+ 3 CR
25 / 34 Pts
MCA-II
& GRAD / 52-69 / 3-7 / 0-1 / 3-5 / 6-8 / 8-13 / 6-9 / 25MC / 25 Pts
GRAD Only / 62-69 / 0-1400 / 0-2 / 0-2 / 0-4 / 11-15 / 15 MC / 15 Pts
Total
Test / 52-75 / 4000-5400 / 5-10 / 2-3 / 4-8 / 6-10 / 35-46 / 2
(8 Pts.) / 7-14 / 1
(4 Pts) / 62 MC
+ 3 CR
65 / 74 Pts
GRAD Only Retest
MCAII & GRAD / 52-69 / 2800-4200 / 3-7 / 0-1 / 3-5 / 6-8 / 8-13 / 6-9 / 25 MC / 25 Pts.
GRAD Only / 62-69 / 0-1400 / 0-2 / 0-2 / 0-4 / 11-15 / 15 MC / 15 Pts
Total Test / 52-75 / 2800-4200 / 3-7 / 0-1 / 3-7 / 6-10 / 19-28 / 6-9 / 40 MC / 40 Pts
.
HS Critical Reading for MCA1
©These materials may be reproduced for nonprofit, educational use.
GRAD Benchmarks:
Item Types / Cognitive Levels / Benchmarks / Item Totals by BenchmarkMC / A
B / I.B.G6The student will determine the meaning of unfamiliar words by using context clues / 2-4
(p. 6-7)
MC / A
B / I.C.G11The students will summarize and paraphrase expository or informational text by identifying main ideas, themes, details, or procedures of the text / 5-7
(p. 21-29)
MC / A
B / I.C.G.12The student will make reasonable inferences and conclusions about the text, supporting them with accurate and implied information from texts. / 5-7
(p. 9-14)
The G in the benchmark identifies this as one measured by the GRAD test. The GRAD portion of the test is HIGH STAKES, meaning that the students must demonstrate minimum competency in reading in order to graduate.
COMMON Benchmarks
Item Types / Cognitive Levels / Benchmarks / Item Totals by BenchmarkMC / A
B / I.B.2The student will determine the meaning of unfamiliar words and metaphors by using dictionaries, context clues, and reference books. / 6-8
(p. 6-7)
MC
or
CR / B
C / I.C.3Analyze and draw accurate conclusions about information contained in warranties, contracts, job descriptions, technical descriptions and other information sources, selected form labels, warning manuals, directions, applications, and forms in order to complete specific tasks. / 0-3
MC
or
CR / A
B
C / I.C.5Students will summarize and paraphrase main idea and supporting details. / 4-8
(p. 15; 21-29)
(p. 33-39)
MC
or
CR / A
B
C / I.C.7Students will make inferences and draw conclusions based on explicit and implied information from texts. / 10-15
(p. 9-14)
MC
or
CR / C / I.C.8Students will evaluate clarity and accuracy of information, as well as the credibility of sources. / 2-6
(p. 21-29; 30-31)
MC
or
CR / B
C / I.D.4Students will evaluate the impact of an author's decisions regarding word choice, point of view, style, and literary elements.
(I.B.3The student will identify and analyze analogies.) / 1-3
(p. 16-17; 32)
MC
or
CR / A
B
C / I.D.14Students will respond to literature using ideas and details from the text to support reactions and make literary connections. / 3-6
The Common benchmarks may be used to identify either basic (i.e. GRAD) reading comprehension questions or higher-level (MCA) comprehension of the MN Academic Standards. Generally speaking, the GRAD questions will be at cognitive level A and written as multiple choice items.
MCA Benchmarks:
MC
or
CR / B
C / I.C.6Students will trace the logical development of an author's argument, point of view or perspective and evaluate the adequacy and appropriateness of the author's evidence in a persuasive text.
I.C.9 Students will identify, understand, and explain the various types of fallacies in logic / 3-7
(p. 18)
(p. 19-20)
MC
or
CR / B
C / I.D.5Students will analyze, interpret and evaluate the use of figurative language and imagery in fiction and nonfiction selections, including symbolism, tone, irony, and satire. / 1-3
MC
or
CR / B
C / I.D.6Students will analyze and evaluate the relationship between and among elements of literature, character, setting, plot, tone, symbolism, rising action, climax, falling action, point of view, theme, and conflict/resolution.
I.D.10Students will interpret the effect of literary devices. / 3-6
MC
or
CR / C / I.D.7Students will evaluate a literary selection from several critical perspectives. / 1-3
The MCA benchmarksassess more sophisticated reading comprehension strategies and ask students to process questions through multiple layers of thinking in order to arrive at the answers to the questions. None of these questions will fall into cognitive level A.
MC = Multiple Choice Response
CR = Constructed Response
PTS = points assigned
Vocabulary items may come from ether fiction or nonfiction passages.
Literature passages may include poetry. Poetry has no DRP score
All tenth-grade students will take the MCA-II in reading. If they achieve an adequate score (which has yet to be determined), they will be allowed to graduate. If, however, their score is low, they will have to retest. GRAD stands for Graduation-Required Assessments for Diploma and the items for this high-stakes test are embedded in the MCA-II. As you can see from the test specifications on the first page, when students take the GRAD-Only Retest, the test will be shorter and focus on just a couple of basic comprehension strategies.
Bloom’s Taxonomy
& Cognitive Levels
Highest Level
EvaluationEvaluation questions ask that
judgments be made from information
Signal words: assess, rate, justify,
evaluate, judge, decide, criticize,
defend, argue, support
Synthesis
Synthesis questions combine information in a new way. Students often use concepts learned to originate new products.
Signal words: create, design, revise, hypothesize, arrange, assemble, compose, construct, formulate
Analysis
Analysis questions ask for information to be broken down into parts. Students may discover unique characteristics of something by analyzing it.
Signal words: categorize, sort, classify, arrange, compare, distinguish
Application
Application questions ask that the information be used in some manner. Students must relate or apply what has been learned to new situations.
Signal words: generalize, infer, apply, predict, use, show
/ Comprehension
Comprehension questions determine how well information has been understood. Students translate and interpret information heard or read. Responses are usually in a student’s own words.
Signal words: define in your own words, explain, tell, paraphrase, summarize, identify, illustrate, discuss
Knowledge
Knowledge questions ask for facts about what has been heard or read. Information is recalled in the approximate manner/form it was heard.
Signal words: who, what, when, where, why, how, list, locate, choose, name, repeat, state, describe
Lowest Level
HS Critical Reading for MCA1
©These materials may be reproduced for nonprofit, educational use.
CONTEXT CLUES Introduction
I.B.G6; I.B.2The student will determine the meaning of unfamiliar words by using context clues
Name: Date: Hour:
Kinds of Context Clues
1.COMPARE/CONTRAST
Use the knowledge of the word you know to guess the meaning of the new word. Usually you will have a contrast clue such as the word while or but, or a phrase such as on the other hand.
Ex.Jefferson and Washington were as different as day and night. While Jefferson was a lively conversationalist with something to say on every subject, Washington was shy and TACITURN.
TACITURN:
2.DIRECT EXPLANATION
The meaning of the unknown word is given later in the sentence or paragraph.
Ex.Health officials and government experts are worried that an avian flue PANDEMIC could occur this winter. This world-wide epidemic could kill as many as 20 million people.
PANDEMIC:
3.EXPERIENCE
You use your own experience in life to help you guess intelligently about the meaning of a word.
Ex.Anyone could tell by the look on his face that the test filled him with DREAD.
DREAD:
4.EXPLANATION THROUGH EXAMPLE
Examples that will help you guess the unknown word’s meaning are given in context.
Ex.Jim had been studying for hours and his eyes were tired and scratchy. He decided to take a short break and stretch. After this RESPITE, Jim was ready to study again.
RESPITE:
5.FAMILIAR EXPRESSION
This kind of clue lets you figure out a new word because you have heard a similar idiom or know a similar word. Often, this clue will help you figure out new slang.
Ex.My grandfather smiled knowingly when I said, "That rocks!"
"Yes," he said, "that is the BEE'S KNEES!"
BEE'S KNEES:
6.INFERENCE
This is a combination of all the other clues. You use all the skills you have to understand the new word. In the end, you just "know" the meaning of the word; you can't point to any one place in the sentence that provided a clue.
Ex.Sharon came home from her date and told her roommate: "I'm through with blind dates forever! This one topped them all! What a wasted evening! Every minute was tedious! Even though he was cute, my date was utterly VAPID."
VAPID:
7.MOOD / TONE
The context has a general feeling that allows you to guess the meaning of the word.
Ex.The LUGUBRIOUS cries of the child matched the dreary whistling of the wind in the deserted cemetery.
LUGUBRIOUS:
8.SUMMARY
At the beginning or end of an explanation or description, one word will summarize the whole paragraph or sentence.
Ex.Pete Littlefield, the basketball team center, is six feet, five inches tall and weighs 210 pounds. His teammates call him "Shorty," an obvious MISNOMER.
MISNOMER:
9.SYNONYM OR RESTATEMENT
Usually you will find the new word followed by: ,or , The word following the or is the synonym. Sometimes the or is left out and only the commas remain.
Ex.Flooded with spotlights the newly announced queen received her crown from the queen of the year before. The new queen was the CYNOSURE, or focus, of all eyes for the rest of the Pep Fest.
CYNOSURE:
10.WORDS-IN-A-SERIES
Several synonyms in a row might contain one word you don't know. The unknown word will have a meaning similar to the other words in a series.
Ex.The new student was motivated, eager, INDUSTRIOUS, and anxious to learn.
INDUSTRIOUS:
While it is not a specific clue to use WORD PARTS, it is a useful tool. For example, if you see the word exigency, you might think, "That ends like the word emergency" and base your guess on that. You might see the word directive and notice the word direct, which you already know. You can also use your knowledge of prefixes (ex-, un-, mis-, dis-) to recognize that a word has a negative slant.
DEFINITIONS
I.C.G.12The student will make reasonable inferences and conclusions about the text, supporting them with accurate and implied information from texts.
LITERAL
If something is literal, you can point to it in the text. You don't need to draw a conclusion or make an inference. The information is right there.
INFERENCE
Inference means that you understand something that the author did not directly say. You can find clues in the author's words. The clues help you to make an inference. It is an educated guess, but you are only looking for things implied in the text.
ANALYSIS
Analysis means that you look at each part of what the author wrote. You are trying to find out why each detail is important to the ideas of the author. You use your judgment to help you complete the meaning the author started. You also make inferences as part of this judgment. You are going beyond the text in analysis. Identifying bias in an author's words, evaluating whether the evidence is adequate, and explaining fallacies in the logic of the argument are all examples of analysis.
When Kids Can’t Read by Kylene Beers
©2003 Heinemann – Portsmouth, NH – ISBN 0-86709-519-9
Chapter 5 – Learning to Make an Inference, Pages 61 to 72
I.C.G.12; I.C.7The student will make reasonable inferences and conclusions about the text, supporting them with accurate and implied information from texts.
Definition:
An inference is the ability to connect what is in the text with what is in the mind to create an educated guess.
Here is a sample paragraph. Read it; then write in the margin what you think is happening in this text:
He put down $10.00 at the window. The woman behind the window gave him $4.00. The person next to him gave him $3.00, but he gave it back to her. So, when they went inside, she bought him a large bag of popcorn.
If you could figure out this paragraph, you made all of the following types of inferences:
figured out to whom the pronouns referred
gave explanations for events
decided where this was taking place
decided why the characters were doing what they were doing
figured what the relationship was between the characters
used your own knowledge about the world to provide details
Types of Inferences
Skilled readers ...
- recognize the antecedents for pronouns
- figure out the meaning of unknown words from context clues
- figure out the grammatical function of an unknown word
- understand intonation of characters’ words
- identify characters’ beliefs, personalities, and motivations
- understand characters’ relationships to one another
- provide details about the setting
- provide explanations for events or ideas that are presented in the text
- offer details for events or their own explanations of the events presented in the text
- understand the author’s view of the world
- recognize the author’s biases
- relate what is happening in the text to their own knowledge of the world
- offer conclusions from facts presented in the text
How can we help students make inferences?
- Post a list of the types of inferences that good readers make. Refer to the list whenever you are making inferences.
- Model the strategy of making inferences. Read aloud a short passage, and think aloud your inferences. Have students decide what type of inferences you are making (see list above). Kylene Beers recommends doing this at least once each day and says that such books as Two-Minute Mysteries by Donald Sobol and Five-Minute Mysteries and Even More Five-Minute Mysteriesby Ken Weber are excellent sources.
- Teach kids that authors provide clues to help you make inferences.
EXTERNAL TEXT – what the author says IMPLIES something
INTERNAL TEXT – what the reader understands as he INFERS something
Look at this sentence: Sam ate the food on her plate without slowing down between bites.
The literal text tells us that somebody named Sam ate all the food that was on the plate.
The author IMPLIED that Sam is a female by using the pronoun her.
The reader INFERRED that she was hungry since the author stated that she didn’t slow down.
What if the next sentence read, “Her bus would be arriving in about two minutes.”
The reader would change the inference from, “Sam is really hungry” to “Sam is in a hurry so she doesn’t miss her bus.”
- Read ahead in the text and make notes of all the inferences that students will have to make. Make an overhead of a paragraph from the text and then perform SYNTAX SURGERY. In other words, as you make inferences, write them on the page and draw arrows to indicate where you related pronouns to nouns, used the context to figure out a word, or added details to events described in the text.
- Cut out cartoons from the newspaper and put them on an overhead transparency. Read the cartoon aloud and think aloud your inferences. It is our inferences that make the cartoon funny. At first, Beers has kids bring in cartoons to share. Eventually Kylene Beers gives kids extra credit if they bring in cartoons that they CAN’T figure out. This allows Beers to discuss how an inference does not work.
- Show students signs or bumper stickers. Have kids write out their inferences (internal text) based on the clues the author provided (external text).
Syntax Surgery
Beers, page 70
He put down $10.00 at the window. The woman behind the window gave him $4.00. The person next to him gave him $3.00, but he gave it back to her. So when they went inside, she bought him a large bag of popcorn.
Bumper Stickers
Beers, page 71
A mom put this sign on her teenaged son’s door:
Enter at your own risk.
An unknown bacteria is said to be growing in this room
In the football team’s locker room:
I am your coach, not your mother.
At the vet’s office:
Puddles are for jumping over, not walking through.
Bumper sticker on a highway patrolman’s car:
Don’t slow down on my account.
But if you don’t, it will probably hurt your account.
Bumper sticker on a teenager’s car:
A floorboard? There’s carpet on the floorboard?
At the library:
Check it out – really!
Try write one of your own:
Practice Making Inferences
Read each of these conversations and then answer the questions.
1.A:Look at the long line! Do you think we’ll get in?
B:I think so. Some of these people already have tickets.
A.How much are the tickets?
B.Only $4.50 for the first show. I’ll pay.
A.Thanks. I’ll buy some popcorn.
What are these people talking about?
Where are they?
Which words helped you guess?
2.A: Well, what do you think?
B.The color is perfect on you.
A.What about the style?
B.It’s a very popular style.
A.How does it look on me?
B.It looks great on you. It looks great on everybody.
What are these people talking about?
Where are they?
Which words helped you guess?
3.A.Did you understand everything today?
B.No. I’m so confused.
A.So am I.
B.She doesn’t explain things very well. She goes too fast!
A.I know. And now we’re going to have a test!
What are these people talking about?
Where are they?
Which words helped you guess?
4.A.I can’t believe this is my last day here!
B.You’re leaving us today?
A.Yes. I’m so nervous about this.
B.I’m sure it will be fine.
A.I don’t know. It will be so different.
B.I thought you wanted a change.
A.Yes, I did. I wanted more pay. But now I’m not sure it was the right thing to do.