ID State Learning Continuum

Go to the Table of Contents for links to sections of this document.

Northwest Evaluation Association

Idaho State Aligned Learning Continuum

Release 1.0

Northwest Evaluation Association Learning Continuum

Table of Contents

Section 1 Introduction Section 2 Goal Translation to Norms Chart

Mathematics

Section 3 Number Sense Section 4 Estimation and Accurate Computation Section 5 Mathematical Reasoning and Problem Solving Section 6 Concepts and Principles of Measurement Section 7 Concepts and Language of Algebra, Functions, and

Mathematical Models Section 8 Concepts and Principles of Geometry Section 9 Data Analysis, Probability, Statistics

Reading

Section 10 Word Analysis Section 11 Vocabulary Section 12 Literal Comprehension Section 13 Interpretive Comprehension Section 14 Evaluative Comprehension Section 15 Literary Analysis

Language Usage

Section 16 Writing Composition and the Writing Process Section 17 Writing Composition and Structure Section 18 Correctness and Clarity: Grammar and Usage Section 19 Correctness and Clarity: Conventions-Punctuation Section 20 Correctness and Clarity: Conventions-Capitalization Section 21 Correctness and Clarity: Conventions-Spelling

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Northwest Evaluation Association Introduction to the Learning Continuum

Purpose of the Learning Continuum The Learning Continuum began as a cooperative partnership with one of NWEA’s member districts, Allentown, Pennsylvania. Its development is an example of how a spark of an idea can become a tool that benefits teachers across the country. For years, teachers using NWEA’s Achievement Level Tests or Measures of Academic Progress have been getting valid and useful data on their students. But, they have also continually asked us the same question, “How do I actually put this information to use in my classroom?” In response to this need, and driven by our commitment to improve the learning experience for all children, we developed the NWEA Learning Continuum, which is but one answer to this question. The purpose of this document is to help guide instruction based on reports from an Achievement Level Test or computerized Measure of Academic Progress. The Learning Continuum enhances a teacher’s ability to provide targeted instruction for individual students or groups of students. It is not intended to be a replacement for district curriculum or standards that are already in place.

Development and Organization of the Learning Continuum We developed the continuum by looking at curriculum from an analytical point of view. NWEA researched each and every test item in our item banks (over 15,000 items) in mathematics, reading, and language usage. We used only the items that had successfully passed field testing and were available for use on tests. As we reviewed each item, we looked at the difficulty of the items, the skills and concepts being assessed, and any new vocabulary or symbols that were introduced. By doing this, a learning continuum of these skills and concepts began to unfold. Thus, this document was born. The Learning Continuum contains separate sections for each subject (mathematics, reading, and language usage). Within each subject are the main goal strands commonly found in standards and curriculum documents. The goal strands are then broken down into ten-point RIT bands. Within each band, sub-categories, which further divide the content within the goal area, break down the skills and concepts found in the NWEA item banks. Skills that cross several RIT bands appear at the earliest RIT band where they are prominently seen, and these skills are not repeated in the following RIT bands. Therefore, it is important to not only focus on the RIT band where the student is functioning, but to watch for any holes that may have appeared earlier in the continuum. Only skills and concepts showing up in the NWEA item banks are listed in this document. We realize that many districts have additional topic areas that will not show up here. We encourage them to use the Learning Continuum as a tool to supplement the documents already in use by a district.

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Primary Use of the Learning Continuum Given a student’s (RIT) achievement score (e.g. a mathematics RIT score of 187), teachers identify the portion of the Learning Continuum (e.g. mathematics RIT scores between 181-190) that represents the child’s instructional level. The skills and concepts listed at RIT ranges below that should be ones the student knows and has mastered. A teacher uses the student’s overall RIT score as the starting place, then finds the appropriate RIT band within each goal area. As the teacher works on specific goals, he/she can use the Learning Continuum as a guide to watch for differences in students’ achievement levels. These RIT bands can be helpful in preparing for flexible small group instruction within a classroom. By putting students together who have similar instructional needs, a teacher can better meet the needs of all students. Our goal is to create maximum growth for all students, whether they are in the lowest quartile or the highest quartile. As students master the skills and concepts within a RIT band, they can be shifted to another flexible group. Educators should be aware of the achievement differences of students. For too long, school districts have used a student’s age (grade level) as the primary criterion for selecting instructional materials and lessons. We believe that a student’s current achievement level should be the dominant consideration when grouping for instruction, selecting materials, and providing instruction. The Learning Continuum will help teachers know when it is time to move a student, or students, beyond the conventional curriculum at a particular grade level and when it is time to develop skills that may have been presented in earlier grades. In creating the Learning Continuum, we have attempted to create one continuous document representing skills and concepts as they progress in difficulty. Their order is not based on any one district’s “curriculum.” One important note about the mathematics portion of the Learning Continuum is that all skills and concepts are listed together in one document, regardless of the “typical” grade level we see them introduced. Therefore, elementary, middle school, and upper courses such as algebra and geometry content are included together. There is a natural progression that can be followed from one RIT band to the next. We challenge you to “think outside the box” in using this document. If a student’s RIT score is borderline between two RIT bands, use the lower one first. Based on a student’s performance, teachers can do further assessments to determine where the student is and should be.

Other Uses of the Learning Continuum The Learning Continuum will have many uses, and we urge districts in the NWEA community to explore these uses and report back to us on their experiences. Some possible uses of the continuum are:

• Materials Selection – As teachers begin to explore the diversity of students’ performance levels within a class, it will become necessary to get better at sharing materials. The

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Learning Continuum can guide teachers in finding more appropriate materials for students at the extreme ends of the spectrum.

• Sharing Resources – Following on the heels of materials selection is the ability to know who to go to for getting appropriate materials for students. We encourage districts to develop better ways to share resources, not only within a building but also across buildings.

• Gifted and Talented, Title I, and ESL Programs – We hope the Learning Continuum will serve as a guide to constantly “push the envelope” with all students in order to help them grow as much as possible.

• Curriculum Planning – The continuum may become an invaluable resource during curriculum development or program revision.

• School Improvement Planning – Knowledge of student achievement relative to the Learning Continuum will likely raise questions about how we group for instruction, how we use instructional time, how we structure our schools, how we organize our staff, and how we design our facilities.

• Monitoring Student Progress – The Learning Continuum can be used as a guide to keep track of where students are on the continuum. Checklists can be made from the document to assist with this tracking.

• Individual Education Plans – We should always focus on the targeted growth we, as educators, want a student to make. The Learning Continuum can help us identify specific skills that will ensure students’ growth.

• Parent Conferencing – The continuum may help parents think of activities that will engage their child in additional learning. It may also help parents better understand their child’s academic status and progress.

Future of the Learning Continuum The Learning Continuum began as a collaborative effort among NWEA members and will now evolve as a result of the efforts and contributions of all who use it. This first edition is only the beginning of what promises to be a substantial contribution to the future of education. As always, NWEA client members will be called upon to share their ideas, insights, and the products of their work so that all NWEA members can benefit from an improved product and expanded services related to the Learning Continuum. We have enclosed a fax-back form to gather your initial reactions to the Learning Continuum. We are eager to hear from you and urge you to share with us so that all educational agencies within the NWEA community, and the children they serve, may benefit from your experiences.

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Northwest Evaluation Association Goal Score Translation Chart

This chart is useful in translating the Hi, Av, and Lo goal scores from the NWEA class report. It is built from the 2002 Achievement Level Test norms with the traditional breakdown of Lo equal to percentile scores < 33, the Hi equal to percentile scores > 66, and Av equal to percentile scores between 33 and 66. To use, find the student’s grade on the chart below and then find the descriptor for the goal that you are referencing. Use the student’s overall RIT score as another guide. Refer to the Learning Continuum for detailed skills and concepts that should be further assessed and instructed. There is a chart for each subject. Seasons are broken down within the charts.

Mathematics Fall Winter Spring

Grade Level

Lo Av Hi Lo Av Hi Lo Av Hi

2 < 173 173 – 182 > 182 < 178 178 – 188 > 188 < 183 183 – 193 > 193 3 < 185 185 – 196 > 196 < 190 190 – 200 > 200 < 195 195 – 205 > 205 4 < 196 196 – 206 > 206 < 200 200 – 210 > 210 < 203 203 – 214 > 214 5 < 204 204 – 215 > 215 < 207 207 – 219 > 219 < 210 210 – 223 > 223 6 < 209 209 – 222 > 222 < 212 212 – 225 > 225 < 215 215 – 229 > 229 7 < 214 214 – 228 > 228 < 217 217 – 232 > 232 < 220 220 – 236 > 236 8 < 220 220 – 235 > 235 < 223 223 – 239 > 239 < 226 226 – 243 > 243 9 < 223 223 – 238 > 238 < 230 230 – 244 > 244 < 236 236 – 250 > 250

10 < 226 226 – 241 > 241 < 236 236 – 248 > 248 < 245 245 – 255 > 255

Reading Fall Winter Spring

Grade Level


2 < 170 170 – 186 > 186 < 176 176 – 191 > 191 < 181 181 – 195 > 195 3 < 183 183 – 197 > 197 < 188 188 – 201 > 201 < 192 192 – 205 > 205 4 < 194 194 – 206 > 206 < 197 197 – 209 > 209 < 200 200 – 212 > 212 5 < 201 201 – 213 > 213 < 203 203 – 215 > 215 < 206 206 – 218 > 218 6 < 206 206 – 218 > 218 < 208 208 – 220 > 220 < 211 211 – 222 > 222 7 < 210 210 – 222 > 222 < 212 212 – 224 > 224 < 214 214 – 226 > 226 8 < 214 214 – 226 > 226 < 216 216 – 228 > 228 < 219 219 – 230 > 230 9 < 217 217 – 228 > 228 < 218 218 – 230 > 230 < 220 220 – 231 > 231

10 < 219 219 – 231 > 231 < 220 220 – 231 > 231 < 220 220 – 232 > 232

Language Usage Fall Winter Spring

Grade Level


2 < 172 172 – 187 > 187 < 177 177 – 192 > 192 < 183 183 – 196 > 196 3 < 187 187 – 199 > 199 < 191 191 – 203 > 203 < 194 194 – 206 > 206 4 < 197 197 – 208 > 208 < 199 199 – 210 > 210 < 202 202 – 213 > 213 5 < 204 204 – 214 > 214 < 205 205 – 216 > 216 < 207 207 – 218 > 218 6 < 208 208 – 219 > 219 < 210 210 – 221 > 221 < 211 211 – 222 > 222 7 < 211 211 – 222 > 222 < 213 213 – 224 > 224 < 214 214 – 225 > 225 8 < 215 215 – 225 > 225 < 216 216 – 226 > 226 < 217 217 – 227 > 227 9 < 217 217 – 226 > 226 < 217 217 – 228 > 228 < 218 218 – 229 > 229

10 < 218 218 – 228 > 228 < 219 219 – 229 > 229 < 219 219 – 229 > 229

Number Sense– includes ratios, proportions, fraction-decimal relationships, exponents, number theory, place value, and the relationship between numbers. Skills and Concepts RIT scores between 151 and 160 Whole Numbers

• Match sets of objects to numerals 0-40 to demonstrate an understanding of one-to-one correspondence

• Identify and count numbers 0-20 • Identify and order ordinal numbers (first to tenth)

Fractions • Identify equal parts of a region (halves, thirds, fourths) • Represent fractions by using models and drawings

Ordering, Equalities and Inequalities • Compare and order numbers and sets of objects 0-10

RIT scores between 161 and 170 Whole Numbers

• Identify missing numbers in a series through 100 • Identify the number that is “one more than”, “one less than”, “10 more than”, and “10 less

than” a given number • Count objects that are grouped into tens and ones

Fractions • Identify one-half of an object from a picture

Place Value • Identify and understand the place value and value of each digit in numbers through the

hundreds Ordering, Equalities and Inequalities

• Order numbers 0-100 Money

• Identify value of a penny, nickel, dime, and quarter RIT scores between 171 and 180 Whole Numbers

• Compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to, more than, or less than the other

• Count and write by 10’s to 100 • Distinguish between odd and even numbers • Count by 2’s to 20 • Round 2- and 3-digit numbers to the nearest hundred and tens

Fractions • Identify one-half of an object or set • Identify fractional parts of a region or group

Number Sense NWEA, 2003

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Place Value, Expanded and Standard Notation • Write numerals in expanded form through the thousands place

Money • Identify value of a one dollar bill • Combine and identify the value of a collection of coins and bills up to and including $1.00

RIT Scores between 181 and 190 Whole Numbers

• Identify one more and one fewer • Count and write by 2’s and 3’s • Round 2- and 3-digit numbers to the nearest hundred and tens • Identify the value of Roman Numerals using I, V, and X

Factorization/Divisibility • Apply rules of divisibility by 5 • Identify the greatest common factor of two whole numbers each of which is less than 100 • List some common multiples of two whole numbers

Fractions • Separate regions into sub regions that are equivalent (halves, thirds, fourths) • Read, shade, and write fractional parts of a group • Change a fractional numeral to its simplest form (lowest terms)

Decimals • Identify the greater or lesser of two decimals

Place Value, Expanded and Standard Notation • Match number words to numerals to the ten thousands place • Identify and understand the place value and value of each digit in numbers through the

hundred thousands • Add whole numbers using place value • Identify and understand place value for decimals (tenths, hundredths, and thousandths)

Ordering, Equalities and Inequalities • Order sets of objects 0-20 • Identify the greater or lesser of two numerals • Order numerals through 999 • Identify the numeral that comes before, between, or after any given numeral through 999 • Compare and order fractions • Compare and order decimals to the hundredths place

Money • Identify the coins: pennies, nickels, and dimes • Identify the value of a penny, nickel, dime, quarter, and one dollar bill • Combine and identify the value of a collection of coins and bills up to and including $1.00 • Combine and identify equivalent values of coins and bills up to and including $1.00 • Make change to $1.00 by “counting on” or subtracting

RIT Scores between 191 and 200 Whole Numbers

• Order numerals through 9999


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• Count and convert to dozens • Round 4- and 5-digit numbers to the nearest hundred thousand, thousand, hundred or ten

Factorization/Divisibility • Identify numbers as prime or composite • Apply rules of divisibility by 2’s • Complete a factor tree for a number (prime factorization) • Understand and demonstrate that many whole numbers break down in different ways (e.g.,

12 = 4 x 3 = 2 x 6 = 2 x 2 x 3) • Identify the least common multiple of two whole numbers

Fractions, Ratio and Proportion • Write equivalent fractions using pictorial representation • Write improper fractions from picture presentations • Find equivalent fractions using multiples and factors • Write mixed numbers as improper fractions and improper fractions as mixed numbers • Identify the least (lowest) common denominator of two fractions • Express a fraction as a decimal and vice versa • Solve proportions using the cross product method

Decimals • Write a decimal for a shaded region (to tenths place) • Round decimals to the nearest whole number • Identify and understand place value for decimals (tenths, hundredths, and thousandths)

Money • Combine and identify the value of a collection of coins and bills up to and including $100.00

Percents • Model percents using a 10 x 10 grid • Write a decimal or fraction as a percent and vice versa

Place Value, Expanded and Standard Notation • Identify the number and written word for ordinal numbers • Write numerals in expanded form through the hundred thousands • Match word names to numerals through billions • Identify place value using model to count

Ordering, Equalities and Inequalities • Compare and order fractions and mixed numbers

Exponents • Exponential representation of 3 multiplied numbers (2x2x2)


• Round to the nearest millions and billions • Write the Roman numeral equivalent of Arabic numbers 1-2000 and vice versa

Factorization/Divisibility • Apply rules of divisibility • Identify the greatest common factor of two whole numbers each of which is less than 100 • List the prime and composite numbers less than 50 in a word problem


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Fractions, Ratio and Proportion • Change a fractional numeral to its simplest form (lowest terms) • Write the missing number in two equivalent ratios • Use a number line to identify a fractional point

Decimals • Write a decimal for a shaded region (hundredths) • Write a terminating decimal as a fraction or mixed number • Round decimals to nearest whole number, tenth, hundredth, or thousandth • Multiply a decimal by multiples of 10, 100, or 1000

Percents • Write a decimal or fraction as a percent or vice versa

Integers • Order integers on a number line

Place Value, Expanded and Standard Notation • Understand and identify the place value and value of each digit in numerals through the

billions • Write the word name for a decimal and vice versa • Write numerals in expanded form through the hundred billions

Ordering, Equalities and Inequalities • Order numbers from least to greatest and greatest to least • Compare and order numbers through the billions • Order decimals and fractions to the hundred thousandths • Identify the greater or lesser of 2 integers • Ordering integers that include fractions and wholes • Ordering exponential values

Exponents and Scientific Notation • Write whole number in exponential form and compute the power of a number

RIT scores between 211 and 220 Factorization/Divisibility

• Understand and use rules of divisibility • Identify the greatest common factor of two whole numbers: list the factors or prime

factorization • Identify the greatest common factor and least common multiple of two whole numbers

Fractions, Ratio and Proportion • Write improper fractions from picture presentations • Change a fractional numeral to its simplest form (lowest terms) • Compare and order fractions and mixed numbers • Identify and order decimal and fractional coordinates on a number line

Decimals • Round monetary amounts to the nearest single coin or bill which could be used to pay for a

purchase up to and including $20.00 • Write the decimal equivalent of a fraction and label as repeating or terminating • Round decimals to nearest whole number, tenth, or hundredth • Write a terminating decimal as a fraction or mixed number


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• Round decimals to nearest whole number, tenth, hundredth, or thousandth • Identify and order decimal and fractional coordinates on a number line

Percents • Express a fraction as a decimal and as a percent

Integers • Identify the greater or lesser of 2 integers • Order integers on a number line

Place Value, Expanded and Standard Notation • Understand and identify the place value and value of each digit in numerals through the

billions Ordering, Equalities and Inequalities

• Compare and order fractions with the same denominator and with different denominators • Order decimals to thousandths; identify the greater or lesser of two decimals to thousandths

Exponents and Scientific Notation • Order of “powers” • Write a whole number or a decimal in scientific notation • Write a number expressed in scientific notation in standard form

RIT scores between 221 and 230 Fractions, Ratio and Proportion

• Model and write numerical fractions • Change a fractional numeral to its simplest form (lowest terms) • Understand the concept of ratio using concrete and pictorial models • Determine if a pair of ratios is equal or not equal using the equivalent fractions method • Write the missing number in 2 equivalent ratios • Solve proportions using the cross product method

Factorization/Divisibility • Identify the least common denominator for 3 or more fractions: list the multiples or prime

factorization Decimals

• Identify and order decimal and fractional coordinates on a number line • Relate fractions to decimals • Write a decimal or mixed decimal for a fraction (2/3=0.66)

Percents • Write a ratio (fraction) as a percent and a percent as a ratio (fraction): denominators of 100

Integers • Understand the meaning of integers

Place Value, Expanded and Standard Notation • Match word names to numerals to the hundred thousands in decimals

Ordering, Equalities and Inequalities • Order a set of integers from least to greatest • Place numbers in correct order on a number line

Exponents and Scientific Notation • Identify and use powers of 10


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Square Roots • Evaluate expressions using square roots

Absolute Value • Definition and application of absolute value

RIT scores between 231 and 240 Fractions, Ratio and Proportion

• Define ratio • Write ratios in a variety of ways

Decimals • Write a decimal or mixed decimal for a fraction • Write a whole number or a decimal in scientific notation (negative exponents)

Place Value, Expanded and Standard Notation • Write numerals in expanded form through the billions • Understand and identify place value and value of each digit in numerals through the hundred

billions Square Roots

• Identify perfect squares in a list of numbers and calculate the positive square root of a perfect square

RIT scores between 241 and 250 Integers

• Understand the meaning of integers Square Roots

• Evaluate expressions using square roots RIT scores between 251 and 260 Exponents and Scientific Notation

• Evaluate powers with a negative exponent RIT scores between 261 and 270 Percents

• Change a percent to a fraction (including mixed numbers) Square Roots

• Understand properties of square roots Irrational Numbers

• Define irrational numbers RIT scores between 271 and 280 Exponents and Scientific Notation

• Evaluate power of zero Factorization/Divisibility

• Identify the lowest common multiple of numbers in their prime factored state Set Notation

• Use inequalities to represent set notation

Estimation and Accurate Computations – includes estimation, addition, subtraction, multiplication, division of whole numbers, fractions, decimals, percents, and positive and negative numbers, use of exponents, roots, logarithms and matrices. Skills and Concepts RIT scores lower than 150 Whole Numbers

• Identify fact families with sums 0-18 in horizontal format • Understand the concept of subtraction using symbols; subtract two numbers in vertical

format


• Combine sets through manipulative and pictorial addition problems • Add three 1-digit numbers • Add 2-and 3-digit numbers with no regrouping • Subtract a 1-digit number from a 2-digit number with regrouping • Understand the concept of multiplication using symbols; recall multiplication facts with

one factor as 1,2,3,4,5 and other factor 0-9


• Separate sets through manipulative and pictorial subtraction problems • Add a 2-digit number and a 2-digit number with no regrouping • Subtract a 1-digit number from a 2-digit number with no regrouping • Subtract a 2-digit number from a 2-digit number with no regrouping • Subtract 2-and 3-digit numbers with no regrouping

Decimals • Subtract whole numbers and decimals to the hundredths place (same number of digits)


• Add 1- and 2-digit numbers with regrouping • Add two 2-digit and 3-digit numbers with regrouping • Subtract two 2-digit numbers with regrouping • Understand the concept of multiplication using concrete objects • Add 2-, 3- and 4-digit numbers with regrouping • Multiply a 2- or 3-digit number by a 1-digit number with no regrouping • Multiply a 2-digit number by a 1-digit number with regrouping • Divide a 2-digit number by a 1-digit number with remainder • Multiply a 3-digit number by a 2-digit number

Fractions

Estimation and Accurate Computations 1 NWEA, 2003

• Add fractions with like denominators Decimals

• Add whole numbers and decimals to the hundredths place (same number of digits) RIT scores between 181 and 190 Whole Numbers

• Subtract a 2-digit number from a 3-digit number with a single regrouping • Identify the division facts related to a multiplication fact with one factor as 1,2,3,4,5 and

the other factor 0-9 • Understand the concept of division using concrete objects • Subtract a 3- or 4-digit number from a 4-digit number with regrouping • Use strategies to develop computational fluency with multiplication: “zero property,”

“property of one,” “arrays,” doubles,” “nine patterns” • Multiply a 3-digit by a 1-digit number with regrouping (including zero) • Multiply three 2-digit numbers (one is 10) • Identify the division facts related to a multiplication fact • Divide a 2-digit number by a 1-digit number with no remainder (basic facts to 9) • Solve one-step word problems involving division • Add 2 or several multi-digit numbers with regrouping • Subtract multi-digit numbers with regrouping • Divide a 3-digit or 4-digit number by a 1-digit number • Divide a 2-digit number by a 2-digit number with no remainder • Add multi-digit numbers without using a calculator • Multiply multi-digit numbers

Fractions • Subtract mixed numbers with like denominators with regrouping

Decimals • Subtract whole numbers and decimals to the hundredths place (same number of digits) • Add decimals to hundredths place using both horizontal and vertical format (not the same

number of digits) • Subtract decimals to hundredths place (not the same number of digits) • Multiply a decimal by a whole number • Divide a decimal by a whole number and vice versa • Compute simple addition or subtraction problems involving monetary amounts up to

$10.00 • Compute and count change up to and including $5.00 (addition and subtraction only)


• Solve one-step word problems involving multiplication • Subtract multi-digit numbers with regrouping • Multiply a 2-digit number by a 2-digit number with no regrouping • Multiply a 2-digit number by a 2-digit number with regrouping • Subtract multi-digit numbers without using a calculator


• Multiply a 3-digit number by a 2-digit number with regrouping • Multiply a 3-digit number or 4-digit number by a 2-digit number or 3-digit number with

zeros • Add whole numbers using place value Fractions • Express 1 in many different ways (1/1, 2/2, 4/4) • Subtract fractions with like denominators • Add fractions having unlike denominators, answer in lowest terms

Decimals • Add whole numbers and decimals to the hundredths place (not the same number of digits) • Subtract whole numbers and decimals to the hundredths place (not the same number of

digits) • Compute basic operations with monetary amounts up to and including $20.00 • Add decimals to thousandths, vertically and horizontally, with and without regrouping • Subtract decimals to thousandths, vertically and horizontally, with and without

regrouping • Multiply a decimal by a decimal, vertical form (tenths or hundredths) • Compute simple addition or subtraction problems involving monetary amounts up to

$10.00 • Compute half price greater than $20.00

Percents • Find a percent of a number (6% of 30)

Exponents • Identify the base and the exponent of a given numerical expression and calculate its value

Order of Operations • Evaluate numerical expressions using the order of operations


• Understand the concept of division using pictorial representation • Use front-end estimation strategy for multiplication and division • Divide a 2-digit number by a 2-digit number with a remainder • Subtract multi-digit numbers without using a calculator • Multiply by multiples of 10 and 100 with an emphasis on mental math • Divide a 3-digit number by a multiple of 10 • Divide a 3-digit number by a 2-digit number (no zeros)

Fractions • Add mixed numbers with like denominators with regrouping • Subtract mixed numbers with like denominators with regrouping • Subtract mixed numbers with unlike denominators with regrouping • Multiply a fraction by a fraction; answer in lowest terms • Multiply mixed numbers

Decimals • Add decimals to hundredths place using both horizontal and vertical format • Subtract decimals to hundredths place


• Compute and count change greater than $20.00 • Subtract decimals through hundred-thousandths with a calculator • Compute and count change up to and including $10.00 (addition and subtraction only) • Solve written word problems involving the addition or subtraction of monetary amounts

Percent • Find a percent of a number


• Divide a 3-digit or 4-digit number by a 1-digit number • Use multiplication as a check for division • Multiply by multiples of 10 and 100 with an emphasis on mental math • Divide a 4-digit number by a 2-digit number

Fractions • Add fractions with like denominators, answer in lowest terms • Add mixed numbers with unlike denominators with regrouping • Multiply a whole number by a fraction • Divide a fraction by a fraction • Divide a mixed number by a whole number or a fraction

Decimals • Add decimals through hundred-thousandths with a calculator • Multiply a decimal by a decimal, factors to thousandths • Divide a decimal by a whole number and vice versa • Compute basic operations with monetary amounts up to and including $20.00

Integers • Add integers with like signs • Add integers with unlike signs • Add several integers • Multiply integers with unlike signs • Divide integers with unlike signs

Squares • Calculate the square of any number less than 100


• Develop computational fluency with division facts • Divide multi-digit numbers using a calculator • Introduce the math strategy of compatible numbers in estimating for all four operations

Fractions • Add and subtract fractions with like denominators; change improper fractions to mixed

numbers • Subtract fractions having unlike denominators, answer in lowest terms • Add and subtract whole numbers, fractions and mixed numbers • Use estimation to solve problems involving mixed numbers


• Divide a whole number, fraction or mixed number by a mixed number Decimals

• Subtract whole numbers and decimals to the hundredths place (same number of digits) • Write a number sentence to solve one-step word problems involving the operations of

addition, subtraction, and multiplication of fractions and decimals • Subtract decimals through hundred-thousandths with a calculator • Multiply a decimal by multiples of 10, 100, or 1000 • Divide a whole number (or decimal) by a decimal to thousandths

Integers • Divide integers, like signs

Percent • Find the percent one number is of another (20 is what % of 90) • Find a number from a percent (4 is 9% of what number)


• Divide a 2-digit number or a 3-digit number by a 1-digit number with remainder • Divide multi-digit numbers using a calculator

Fractions • Add fractions having unlike denominators with answer reduced to lowest terms • Subtract fractions having unlike denominators with answer reduced to lowest terms • Add and subtract mixed numbers with like denominators with regrouping • Add and subtract mixed numbers with unlike denominators with regrouping • Add and subtract whole numbers, fractions, and mixed numbers • Multiply a fraction by a fraction; answer in lowest terms • Multiply mixed numbers • Divide a fraction by a fraction • Divide a mixed number by a whole number or a fraction • Multiply three factors using fractions, mixed numbers, and whole numbers in any

combination, answer in lowest terms • Divide a whole number, fraction, or mixed number by a mixed number

Decimals • Add whole numbers and decimals to the hundredths place (same number of digits) • Subtract decimals to the hundredths place (not the same number of digits) • Subtract decimals to thousandths, vertically and horizontally, with and without

regrouping • Subtract a decimal from a whole number • Multiply a decimal by a decimal, factors to thousandths place • Divide a decimal by a whole number and vice versa • Divide a whole number (or decimal) by a decimal to thousandths place • Compute and count change greater than $20.00

Integers • Add integers with unlike signs • Add several integers



• Multiply integers with like signs • Divide integers with like signs

Percents • Find the percent one number is of another (8 is what % of 20?) • Find a number from a percent (20 is 45% of what number?)

Exponents and Scientific Notation • Evaluate expressions using the order of operations that include exponents • Find products by applying rules for exponents

RIT scores between 241 and 250 Fractions

• Multiply a whole number by a fraction Integers

• Subtract integers, subtracting a negative Exponents

• Understand and use the rules of exponents, including negative exponents Roots

• Simplify an expression containing imaginary roots RIT scores between 251 and 260 Integers

• Use the additive inverse property to solve problems • Use order of operations rules

Logarithms • Solve logarithmic functions

Properties • Identify and use the arithmetic properties of subsets of integers and rational, irrational,

and real numbers Matrices

• Multiplication of matrices RIT scores between 261 and 270 Fractions

• Add and subtract rational numbers with unlike denominators (may involve integers) RIT scores above 270 Fractions

• Multiply a mixed number by a whole number, fraction, or mixed number

Mathematical Reasoning and Problem Solving – includes a variety of strategies such as guess and check, logical reasoning, using formulas, and working backwards to solve simple and multi-step problems in all mathematical areas. Skills and Concepts RIT scores between 151 and 160

• Determine what operation is needed to solve a word problem (addition and subtraction)

RIT scores between 161 and 170

• Solve simple addition word problems • Understand the concept of addition using concrete objects • Determine what operation is needed to solve a word problem (any operation)


• Solve simple subtraction word problems • Use a problem solving process (as defined by text)


• Solve simple addition word problems • Write number sentences using addition • Determine what operation is needed to solve a word problem (addition and

subtraction) • Solve simple word problems using addition and subtraction • Solve one-step word problems involving addition or subtraction of four or fewer

digits • Solve one-step word problems involving division • Identify extra information or missing information that is necessary to solve word

problems • Choose and apply an appropriate problem solving strategy: Draw a picture, Make

a model, Guess and test, Make a list, Make a table, or Find a pattern RIT scores between 191 and 200

• Identify the correct information to solve addition and subtraction word problems • Solve one-step word problems involving multiplication and division, including

money • Estimate the answers to word problems • Determine what operation is needed to solve a word problem (all four operations)

Mathematical Reasoning and Problem Solving 1 NWEA, 2003

• Choose and apply an appropriate problem solving strategy: Draw a picture, Make a model, Guess and test, Make a list, Make a table, Find a pattern, Work backwards, Solve a simpler problem, or Draw a diagram

• Solve word problems involving any combination of basic operations on whole numbers (one-step problems)

• Write a number sentence to solve one-step word problems involving the operations of addition, subtraction, and multiplication of fractions and decimals

• Use a number line to write number sentences using subtraction • Solve multi-step word problems involving any combination of basic operations • Solve one- and two-step word problems involving any combination of basic

operations on whole numbers, decimals, and fractions RIT scores between 201 and 210

• Translate verbal statements into equations (all four operations; several operations) • Estimate the answers to word problems • Solve written word problems involving the addition or subtraction of monetary

amounts • Solve word problems involving customary and metric measurement • Solve word problems involving distance, rate and time • Use logic to solve problems • Solve word problems using proportional reasoning • Solve geometry problems by making a drawing or diagram • Choose and use an appropriate problem solving strategy: Draw a picture, Make a

model, Guess and test, Make a list, Make a table, Find a pattern, Work backwards, Solve a simpler problem, Draw a diagram, Write an equation, or Logical Deduction


• Solve practical word problems involving perimeter and area of a square, rectangle or triangle

• Solve practical problems involving the mean (average) of a set of numbers • Solve one- and two-step word problems involving any combination of basic

operations on whole numbers, decimals, and fractions • Determine the discount price and sale price • Choose and use an appropriate problem solving strategy: Draw a picture, Make a

model, Guess and test, Make a list, Make a table, Find a pattern, Work backwards, Solve a simpler problem, Draw a diagram, or Write an equation

• Calculate the cost of one item or the unit cost using a proportion RIT scores between 221 and 230

• Choose and use an appropriate problem solving strategy: Draw a picture, Make a model, Guess and test, Make a list, Make a table, Find a pattern, Work backwards, Solve a simpler problem, Draw a diagram, or Write an equation

• Write and solve an equation using ratios, given a word problem • Write and solve an equation for a word problem



• Solve simple interest problems (amount x rate x time) • Use estimation to determine if solutions to word problems are reasonable


• Use logic to predict outcomes • Work backwards to solve problems • Solve multi-step problems involving computation • Find correct mathematical expressions to represent word problems • Find simple interest earned • Find commission and total pay • Find missing numbers in a diagram by using patterns • Use map scales to solve problems • Solve if-then logic problems • Solve complex word problems involving ratio, percent, discount, sale price,

rounding and estimation, averaging, length, volume, rate, calendars, probability, money, and time

• Given the answer to a problem, determine the question • Formulate expressions and equations to model problem solving situation


• Solve complex word problems involving rate, ratio, percent, averages, and sale price

• Solve problems involving regression equations • Manipulate problems with time and a half and overtime wages • Use of symmetry to determine grouping properties • Use a matrix to identify given figure on a graph • Write the converse of a geometric statement


• Solve problems involving ratio of a side of a figure to its area, perimeter, or volume

• Determine proportional parts of a number • Use proportional relationships to determine lengths of sides of a figure that are

represented by algebraic relationships • Solve complex word problems with surface area, area, circumscribed figures,

Pythagorean Theorem, consecutive integers • Use clues given in word problems to decode correct answer • Determine correct formula needed to solve problem


• Solve complex geometry, algebra, and probability problems • Solve problems involving successive discounts and rate of interest


• Solve problems involving successive discounts and rate of interest

Concepts and Principles of Measurement – includes customary and metric units of measure around time, money, size, temperature, and weight, and the use of them in both calculating and estimating measurements. Skills and Concepts RIT scores between 151 and 160 Length, Weight, Volume

• Compare objects by shape, size, height or length (larger, smaller, taller, shorter, longer)

• Measure length with metric measures using a graphic of a ruler(centimeters) Time, Temperature

• Choose the appropriate tool: clock to measure time, calendar to measure days and months, thermometer to measure temperature, ruler to measure length

• Measure temperature with customary measures RIT scores between 161 and 170 Time, Temperature

• Order periods of time (days of the week, months of the year, etc.) • Tell and write time to the hour and half hour using analog and digital clocks • Identify and interpret a calendar • Read a Fahrenheit and Celsius thermometer to the nearest degree

RIT scores between 171 and 180 Length, Weight, Volume

• Determine more capacity or less capacity • Measure length with customary measures (inch) • Measure weight with customary measure (pounds) • Measure capacity to the nearest cup, pint, quart, and gallon and do appropriate

conversions between these units • Estimate and measure the length of an object to the nearest metric and customary

measure using a picture of a ruler Area, Perimeter, Circumference

• Find the perimeter of a figure using units • Estimate and verify the area of a figure using square units (counting)

Time, Temperature • Tell time to the quarter hour using analog and digital clocks • Tell time to the nearest 5 minutes using analog and digital clocks • Compute simple conversions among units of time: seconds, minutes, hours, days,

weeks, months, years

Concepts and Principles of Measurement NWEA, 2003 1


• Measure weight with metric measures with units provided (grams) • Measure length to the nearest inch, foot, and yard and do appropriate conversions

between these units Area, Perimeter, Circumference

• Develop area readiness by counting squares and blocks • Estimate and verify the area of a figure using square units (counting) • Find the perimeter of a polygon with 5 or less sides (no formula)

Time, Temperature • Tell time to the nearest one minute on analog and digital clocks • Compute word problems with time and calendars • Determine elapsed clock time (no remaining with addition and subtraction) • Determine elapsed clock time (any operation with renaming)


• Measure length to the nearest millimeter, centimeter, meter, and kilometer • Select the appropriate metric and customary unit to measure an object or distance • Perform conversions between linear units in the customary system; also as

necessary in addition or subtraction problems • Perform conversions between units of capacity in the customary system; also as

necessary in addition or subtraction problems Area, Perimeter, Circumference

• Estimate and verify the area of a figure using square units (counting) • Find the area of irregular shapes; using square units • Find the perimeter of polygons

Time, Temperature • Identify time relationships: minutes in an hour, hours in a day, days in a week,

weeks in a year Ratio

• Understand the concept of ratio using concrete and pictorial models RIT scores between 201 and 210 Length, Weight, Volume

• Find the volume of a figure using cubic units • Perform conversions between units of mass in the metric system; also as

necessary in addition or subtraction problems • Select appropriate unit of measure for length and area • Find the volume of rectangular solids using the formula

Area, Perimeter, Circumference • Find the perimeter of a square or rectangle using the formula • Solve practical word problems involving perimeter and area of a square, rectangle

or triangle


• Calculate the area of a triangle Time, Temperature

• Compute basic operations with units of time (include basic concept of time zones) RIT scores between 211 and 220 Length, Weight, Volume

• Measure length to the nearest millimeter, centimeter, meter, and kilometer Area, Perimeter, Circumference

• Calculate the area of irregular shapes • Understand the effects of changing dimensions on perimeter and area

Time • Compute word problems with time and calendars


• Measure length with metric measures (centimeter) • Measure length with customary measures (inch) • Select the appropriate unit of measure for length, area, and volume


• Find the volume of a pyramid Area, Perimeter, Circumference

• Find the perimeter of a square or rectangle using the formula • Find the perimeter of polygons • Calculate the area of a parallelogram and rectangle • Calculate the area of a triangle

Time, Temperature • Convert from Celsius to Fahrenheit • Subtract Fahrenheit temperatures

RIT scores between 241 and 250 Area, Perimeter, Circumference

• Calculate the area of a parallelogram and rectangle using algebra tiles • Understand the effects of changing dimensions on perimeter, area, and volume • Compare volume of different dimensional containers

Units • Select appropriate unit of measure

Precision • Actual versus precise measurements


• Find volume of cones and rectangular prisms and cylinders



Area, Perimeter, Circumference • Find area of inscribed figure by using midpoints and endpoints

RIT scores between 261 and 270 Area, Perimeter, Circumference

• Understand that area of a square equals side squared • Find the perimeter with use of variables


• Find volume of cylinder using knowledge of radius versus diameter RIT scores between 281 and 300 Area, Perimeter, Circumference

• Solve problem using ratio of rectangular areas

Concepts and Language of Algebra, Functions and Mathematical Models – includes patterns, functions, solving equations, order of operations, properties, simplifying expressions and continues up through more difficult skills in Algebra specific content Skills and Concepts RIT score between 151 and 160 Patterns, Sequences, Functions

• Find and extend patterns • Recognize and extend a pattern: shape, color and size

RIT score between 161 and 170 Solving Equations, Simplifying Expressions, Order of Operations

• Solve for missing numbers in an addition or subtraction sentence • Determine what operation is needed to solve a word problem (any operation)

RIT score between 171 and 180 Patterns, Sequences, Functions

• Recognize and extend a pattern: shape, color and size • Compare objects by shape, size, height, or length (larger, smaller, taller, shorter,

longer) Solving Equations and Inequalities, Simplifying Expressions, Order of Operations

• Solve for missing factors in a multiplication or division sentence • Evaluate a numerical equation involving more than one operation • Use > or < symbols to compare two numbers

Properties • Identify the associative, commutative, identity and zero property of multiplication • Demonstrate the associative, commutative, and zero property of addition


• Find and extend patterns, both increasing and decreasing • Complete a number pattern • Complete a table according to a rule • Choose and apply an appropriate problem solving strategy: Find a pattern

Solving Equations and Inequalities, Simplifying Expressions, Order of Operations • Solve for missing addends in an addition or subtraction sentence • Use inverse operations to find missing equation • Identify missing elements in number sentences

Properties • Identify the associative, commutative, identity and zero property of multiplication

Concepts and Language of Algebra, Functions and Mathematical Models 1 NWEA, 2003


• Count and write by 4’s • Find and extend patterns

Solving Equations and Inequalities, Simplifying Expressions, Order of Operations • Identify and understand the greater or lesser of two numerals (use the symbols <

and > through 999,999) • Use symbols of inequality, < and > to write and complete number sentences • Solve simple addition problems with “n” as an addend or sum • Solve simple multiplication problems with “n” as a multiple or product • Solve simple division problems with “n” as a quotient or divisor • Solve whole number equations with any operation

RIT scores between 201 and 210 Patterns, Sequences, Functions

• Use of a function “machine” to determine input and output Solving Equations and Inequalities, Simplifying Expressions, Order of Operations

• Evaluate an expression involving more than one operation (order of operations) • Use the basic properties of multiplication to write an algebraic expression that is

equivalent to a given algebraic expression • Solve equations involving more than one operation • Multiply and divide polynomials • Solve equations involving rational numbers (addition and subtraction)

Properties • Use strategies to develop computational fluency with multiplication: zero

property, property of one, arrays, doubles, nine patterns • Use the basic properties of addition to write an algebraic expression equivalent to

a given algebraic expression • Understand the properties of integers: commutative, associative, identity, zero

property of multiplication, distributive property of multiplication over addition, and inverse property of addition


• Use logic to solve a problem involving a function table Solving Equations and Inequalities, Simplifying Expressions, Order of Operations

• Solve decimal equations (one step, addition and subtraction) • Solve integer equations (one step, multiplication and division) • Evaluate expressions using the order of operations (may include parentheses or

exponents) • Solve quadratic equations

Properties • Understand the properties of integers: commutative, associative, identity, zero

property of multiplication, distributive property of multiplication over addition, and inverse property of addition



• Complete a function table according to a rule • Recognize and continue a number pattern and/or geometric representation (e.g.

Fibonacci sequence, triangular numbers) • State a rule to explain a number pattern, including arithmetic progression • Investigate geometric patterns and relationships and describe them algebraically

Solving Equations and Inequalities, Simplifying Expressions, Order of Operations • Solve for missing addends in an addition or subtraction sentence • Use boxes or other symbols to stand for any number in expressions or equations • Solve whole number equations with one variable (multiplication and division) • Solve integer equations (one step, all four operations) • Solve equations involving more than one operation • Solve one-step linear equations in one variable using addition, subtraction,

multiplication, and division with integer solutions • Simplify numeric expressions by applying properties of rational numbers (e.g.

identity, inverse, distributive, associative, commutative) RIT scores between 231 and 240 Patterns, Sequences, Functions

• Using whole numbers, complete a function table based on a given rule • Graph linear functions, noting that the vertical change (change in y-value) per unit

of horizontal change (change in x-value) is constant • Identify linear equation for a straight line

Solving Equations and Inequalities, Simplifying Expressions, Order of Operations • Write an algebraic expression to model a situation • Evaluate an algebraic expression for given values • Explore equivalent ratios involving missing variables • Use the correct order of operations to evaluate numeric and algebraic expressions • Simplify and evaluate expressions that include positive and negative integral

components • Simplify polynomials by combining like terms • Use the rules of exponents to multiply and divide monomials • Solve simple linear equations and inequalities over the rational numbers • Create a table of (x, y) values for the given linear equation and graph the function


• Students analyze a given set of data for the existence of a pattern and represent the pattern algebraically and graphically

• Determine whether a relation is defined by a graph, a set of ordered pairs, or a symbolic expression is a function and justify the conclusion

• Use a function table to determine inverse variation Solving Equations and Inequalities, Simplifying Expressions, Order of Operations

• Students solve equations and inequalities involving absolute values


• Solve a system of two linear equations in two variables algebraically and interpret the answer graphically

• Graph a linear function in two variables using the slope-intercept method and identify intercepts

• Solve a system of two linear inequalities in two variables and identify the solution set

• Understand the concepts of parallel lines and perpendicular lines and how those slopes are related

• Add, subtract, multiply, and divide monomials and polynomials • Apply basic factoring techniques to second- and simple third-degree polynomials,

including finding a common factor for all terms in a polynomial, recognizing the difference of two squares, and recognizing perfect squares of binomials

• Add, subtract, multiply, and divide rational expressions and functions • Find the difference of two squares

RIT scores between 251 and 260 Solving Equations and Inequalities, Simplifying Expressions, Order of Operations

• Simplify embedded expressions before solving linear equations and inequalities in one variable

• Solve problems that use variables in expressions describing geometric quantities by solving for one variable

• Solve equations with variables as exponents • Use the rules of exponents to multiply polynomials by monomials • Derive linear equations by using the point-slope function • Find the slope given two points on the line of a given graph • Write the equation of a line when given the graph of the line, two points on the

line, or the slope of the line and a point on the line • Simplify monomials containing integer powers and roots • Find the solution set for inequalities that include absolute values • Identify the equation of a parabola • Simplify expressions containing cube roots • Solve expressions containing factorials • Find the number of possible solutions for a system of equations • Cube a binomial

Quadratic Formula and Equations • Solve a quadratic equation by factoring or completing the square • Know the quadratic formula and demonstrates its proof by completing the square • Identify discriminant and roots • Use the quadratic formula to find the roots of a second-degree polynomial and

solve quadratic equations • Graph quadratic functions and know that their roots are the x-intercepts




• Determine the domain of independent variables and the range of dependent variables in a relation that is defined by a graph, a set of ordered pairs, or a symbolic expression

• Analyze properties and relationships of functions (e.g. linear, polynomial, rational)

Solving Equations and Inequalities, Simplifying Expressions, Order of Operations • Find the slope of a line parallel to a given line • Find the x-intercept of a given equation • Solve equations with fractions as exponents • Analyze a graph to identify the appropriate system of equations • Determine the vertex of a parabola • Determine which of several equations can be factored • Determine commonalities between three given equations of lines

RIT scores between 271 and 280 Solving Equations and Inequalities, Simplifying Expressions, Order of Operations

• Identify the region defined by a linear inequality New Vocabulary in this Range: none New Signs and Symbols: none

Concepts and Principles of Geometry – includes properties of two- and three-dimensional objects, points, rays, lines, and angles including congruency, similarities, and transformations, surface area, the coordinate plane, trigonometry and the Pythagorean Theorem Skills and Concepts RIT scores between 151 and 160 Shapes and Figures, 2- and 3-dimensional

• Identify and name the plane figures: circle, triangle, and square Congruency and Similarity

• Identify congruent figures (using “same size and shape” terminology) • Identify figures that are similar, have the same shape

RIT scores between 161 and 170 Shapes and Figures, 2- and 3-dimensional

• Identify and name solid figures: can (cylinder) and cone • Relate and compare plane figures to solid figures • Identify sides and corners (vertices) on solid figures • Contrast open and closed figures • Identify cylinder (can) attributes

Congruency and Similarity • Identify congruent figures


• Classify and sort solid figures Congruency and Similarity

• Identify congruent figures using terminology Symmetry and Transformations

• Recognize transformations of plane figures (slides, flips, and turns) by identifying the figure that will fit in a certain space

Direction and Distance • Identify position concepts: over, under, inside, outside, in front, behind, top, middle,

bottom Coordinate

• Graph ordered pairs in the first quadrant RIT scores between 181 and 190 Shapes and Figures, 2- and 3-dimensional

• Identify and name the plane figures: circle, triangle, square, and rectangle • Recognize solid figures: cube (box) • Identify characteristics of plane figures (sides and corners)

Concepts and Principles of Geometry NWEA, 2003 1

Congruency and Similarity • Identify congruent figures, angles, and line segments • Identify similar figures (same shape, may or may not be same size)

Symmetry and Transformations • Identify figures with line symmetry • Recognize transformations of plane figures (slides, flips, and turns) • Identify types of transformations (slides, flips, and turns)

Line Properties and Terminology • Identify points on a line • Identify the correct label for a line

Coordinate • Graph ordered pairs in the first quadrant


• Recognize solid figures: sphere (ball) • Identify and name solid figures: cube, cylinder, cone, rectangular prism, and sphere • Identify characteristics of plane figures (sides and corners)

Symmetry and Transformations • Identify figures with line symmetry and symmetrical parts

Geometric Properties and Terminology • Identify position concepts: (over, under, inside, outside, in front, behind, top, middle,

bottom) • Describe and measure right angles • Identify right angles • Identify intersecting, parallel lines • Identify the diagonal of a circle


• Identify faces, edges, and corners (vertices) on solid figures • Identify polygons: triangle, quadrilateral, pentagon, and octagon • Identify quadrilaterals: square, rectangle, and parallelogram • Identify, name, and analyze solid figures: cube, cylinder, triangular pyramid and square

pyramid (faces, edges, and vertices) Symmetry and Transformations

• Identify mirror-images Congruency and Similarity

• Identify congruent figures, angles and line segments Geometric Properties and Terminology

• Identify points, lines, line segments, rays, planes, and angles • Identify the diameter of a circle • Identify intersecting, parallel, and perpendicular lines • Calculate the surface area of a rectangular prism


• Identify angles according to their measure: right, obtuse, and acute RIT scores between 211 and 220 Shapes and Figures, 2- and 3-dimensional

• Identify faces, edges, and corners (vertices) on solid figures • Contrast open and closed figures • Identify polygons: triangle, quadrilateral, pentagon, hexagon, and octagon • Identify quadrilaterals: square, rectangle, parallelogram, trapezoid, rhombus • Analyze solid figures: triangular pyramid and rectangular pyramid (faces, edges, and

vertices) Congruency and Similarity

• Identify similar figures (same shape, may or may not be the same size) • Identify congruent polygons and their corresponding sides and angles

Symmetry and Transformations • Identify types of transformations (rotation)

Geometric Properties and Terminology • Identify points, lines, line segments, rays, and angles • Identify angles: right, obtuse, and acute • Identify when two intersecting lines are perpendicular • Identify properties of similar figures • Measure angles using a protractor


• Analyze solid figures: rectangular prism, triangular prism, triangular pyramid, square, pyramid (faces, edges and vertices)

• Classify polygons by sides and angles Congruency and Similarity

• Identify congruent triangles according to corresponding parts (SSS, SAS, ASA) Geometric Properties and Terminology

• Identify the center, radius and diameter of a circle • Measure angles using a protractor • Classify angles: supplementary and complementary • Classify angles: adjacent, vertical, corresponding, and supplementary • Find the missing angle measurement in a triangle when two angles are known • Analyze circles: center, chord, diameter, radius, arc, semicircle, and circumference

Coordinate • Graph ordered pairs in all four quadrants (coordinate geometry)

RIT scores between 231 and 240 Symmetry and Transformations

• Understand meaning and representation of a dilation Geometric Properties and Terminology

• Classify triangles by sides (equilateral, isosceles, and scalene) and angles (acute, obtuse, and right)


• Classify polygons by sides and angles • Identify and discriminate between regular and irregular polygons • Find the missing angle measurement in a triangle when two angles are known • Solve word problems involving similar polygons • Identify the base angles of a triangle • Know the definition of the hypotenuse of a triangle • Calculate the circumference of a circle using the formula

Coordinate • Find location of coordinates on a number line • Locate the vertex on a coordinate grid

RIT scores between 241 and 250 Congruency and Similarity

• Construct congruent segments and angles Symmetry and Transformations

• Identify symmetry of a sphere Geometric Properties and Terminology

• Identify properties of parallel lines • Construct angle bisectors • Use the Pythagorean theorem to calculate the measure of one side of a right triangle when

the other two sides are known • Identify angle bisectors • Solve problems regarding relationships among chords of a circle • Calculate the surface area of a rectangular prism and cylinder

Coordinate • Determine endpoints and midpoint of a line on a coordinate graph


• Solve problems involving properties of similar triangles Symmetry and Transformations

• Solve problems involving rotations (turns) and reflections (flips) Geometric Properties and Terminology

• Identify properties and slope of lines • Identify plane • Identify midpoint and endpoint • Identify perpendicular bisector • Identify properties of polygons (rhombus, parallelogram) • Relationship of size of angles and corresponding sides of a triangle

Trigonometry • Find sin and cosine of a given angle

Coordinate • Derive and solve problems involving use of ordered pairs to determine area of a figure • Know the effect of rigid motions on figures in the coordinate plane and space, including

rotations, translations, and reflections



• Determine the axis of symmetry of a linear graph RIT scores between 261 and 270 Geometric Properties and Terminology

• Identify the correct definition of a postulate • Solve problems using two chord power theorem • Identify and solve problems involving right triangles using the trigonometric functions

and the Pythagorean Theorem • Use of distance formula to determine type of triangle using coordinates • Solve problems regarding relationships among chords, secants, tangents, inscribed

angles, central angle, arc, and inscribed and circumscribed polygons of circles • Measure and compare angles in degrees • Solve problems involving the perimeter, circumference, area, volume, and surface area of

common geometric figures • Determine how changes in dimensions affect the perimeter, area, and volume of common

geometric figures and solids • Find and use measures of sides and interior and exterior angles to identify figures and

solve problems involving polygons • Know the effect of rigid motions on figures in the coordinate plane and space, including

rotations, translations, and reflections • Find the surface area of a polyhedron and cylinder • Find the diameters when given the area of a circle

Trigonometry • Use graph to identify trigonometric functions of angles • Find cosine, sine, and tangent of any given angle • Use law of cosines


• Prove that triangles and other polygons are congruent or similar using algebraic, coordinate, and deductive proofs

Geometric Properties and Terminology • Identify number of diagonals of regular polygons • Informally prove relationships between angles in polygons by using properties of

complementary, supplementary, vertical, and exterior angles RIT scores between 281 and 290 Symmetry and Transformations

• Solve problems involving volume with rotational transformation

Data Analysis, Probability, and Statistics – Students determine the mathematical probability of events, calculate measures of central tendency, and work with combinations and permutations. Interpret and predict information from charts, graphs, and tables. Skills and Concepts RIT scores between 151 and 160 Data Analysis

• Use pictographs or bar graphs to compare quantities RIT scores between 161 and 170 Probability and Prediction

• Determine an outcome and make a prediction (single event) Data Analysis

• Represent and compare data (e.g. largest, smallest, most often, least often) by using picture graphs, pictures, or simple bar graphs

RIT scores between 171 and 180 Probability and Prediction

• Interpret a table and make predictions (chance) • Predict the likely number of times a condition will occur based on an analysis of

data Data Analysis

• Complete and interpret simple picture graphs, bar graphs, line graphs or tables using the key to indicate the quantity represented by each symbol

• Identify least and greatest values represented in bar graphs and pictographs • Complete and interpret simple picture graphs, bar graphs or tables

RIT scores between 181 and 190 Probability

• Predict whether common events are certain, likely, unlikely, possible, impossible, fair or unfair

• Investigate experimental probability of an event using a coin or spinner Data Analysis

• Solve simple word problems based on data from picture and bar graphs • Solve problems using information from a bar graph • Construct and interpret line graphs involving problem solving


• Develop concept of chance and make predictions for events (ex. rolling a number dice)

Combinations and Permutations • Solve problems involving combinations or permutations

Data Analysis, Probability, and Statistics 1 NWEA, 2003

Statistics • Use tallies to record data • Compute averages with a given set of data

Data Analysis • Solve problems using information from a bar graph • Solve multi-step word problems with pictographs, bar graphs, or line graphs • Construct, and solve word problems involving line graphs • Construct and solve word problems involving circle graphs • Construct and solve word problems involving information from a table • Read and interpret dual bar graphs and dual broken-line graphs


• Compute simple probability outcomes • Determine the probability of an outcome (multiple events) • Use the counting principle to determine probability

Statistics • Solve practical problems involving the mean (average) of a set of numbers

Data Analysis • Solve problems using information from a picture graph (symbol may represent

more than one) • Interpret data given in percent form on a circle graph and broken line graph


• Investigate experimental probability of an event using a coin or spinner Combinations and Permutations

• Solve problems involving arrangements Data Analysis

• Read and interpret information from a graph • Interpret Venn Diagrams • Make predictions from a graph


• Investigate experimental probability of an event using a coin or spinner • Predict outcomes using probability

Combinations and Permutations • Use a tree diagram to determine the number of possible outcomes of an event

Statistics • Know the concepts of mode, median, and mean; compute and compare them in

simple examples to demonstrate that these measures of central tendency may differ for a given set of data

Data Analysis • Interpret data given in horizontal and vertical bar graphs to solve problems




• Determine the number of possible outcomes of an event Permutations and Combinations

• Solve problems involving combinations and permutations Statistics

• Calculate range, mode, median, and mean Data Analysis

• Read and interpret information in a table • Read and interpret information from a graph


• Predict outcomes using a six-sided cube Combinations and Permutations

• Find how many different ways a set can be ordered Data Analysis

• Use a graph to predict some future point in time RIT scores between 251 and 260 Probability and Prediction

• Calculate basic probability theoretically and use results to make predictions Data Analysis

• Analyze graphs RIT scores between 261 and 300 Combinations and Permutations

• Perform complex combinations in problem solving situations Data Analysis

• Read and interpret box and whisker plots

Word Analysis – Students understand relationships between words and can use component structures and clues from context to decipher word meaning. Skills and Concepts RIT Scores below 150 Phonological Awareness

• Recognize initial consonant h/p • Recognize short vowels a/o • Recognize plurals • Recognize basic sight words

New Vocabulary: ending sound, match, find RIT Scores between 151 and 160 Phonological Awareness

• Recognize the correct use of the plural “s” ending • Match upper and lower case letters

Decoding Strategies • Recognize beginning sounds ch/cl/c/s

Structural Analysis • Identify the correct prefix (un-, dis-, in-, con-) to use with simple base words • Know the two word meanings of simple contractions, such as “it’s = it is”

New Vocabulary: missing word, prefix, choose RIT Scores between 161 and 170 Phonological Awareness

• Recognize short vowels a/i • Recognize ending sounds n/t • Identify simple rhyming words

Decoding Strategies • Recognize vowel digraphs ew, eu, oi, ey • Recognize beginning sounds cr, bl, kn • Combine simple word family endings with beginning sounds to form words

Structural Analysis • Use word endings -et, -er, -le, -e to find word meaning • Use picture clues to form simple compound words • Identify compound words • Recognize when to change y to i and add ending • Identify the correct usage of prefixes (non-, un-, dis-, re-) with the same base

word • Know the meaning of the prefix “un” • Identify the correct suffix or prefix to use with the same base word (-less, -ful,

-ing, -er)

Word Analysis/Idaho 1 NWEA, 2001

• Know the meaning of the suffix “-er” • Know the two word meanings of simple contractions such as “you’re = you are • Put upper case letters in alphabetical order

Root Words, Suffixes, Prefixes • Find the root word

New Vocabulary: compound word, poem, rhyme, root or base word, vowel, letter, story RIT Scores between 171 and 180 Phonological Awareness

• Recognize medial vowel sounds ow/ short i, and the -ed ending • Recognize which letters are vowels • Match the words in phrases and simple sentences • Recognize one-syllable rhyming words

Decoding Strategies • Recognize beginning blends gr/ fr/ sc

Structural Analysis • Choose the compound word that is missing in a sentence • Know the meaning of simple compound words • Identify the correct usage of prefixes: un-, con-, dis-, in-, extra-, over-, re-, trans-,

pre-, de- • Know the meaning of prefixes: dis-, un-, re- • Identify the correct usage of suffixes: -er, -less, -ful, -ary, -able, -y • Know the meaning of suffixes: -er, -less, -ful, -ary, -able, -y • Know the correct usage of comparative suffixes: -er, -est • Put words in alphabetical order

Root Words, Suffixes, Prefixes • Find the root word when used with simple prefixes and suffixes

New Vocabulary: underlined, suffix RIT Scores between 181 and 190 Structural Analysis

• Find the word with the correct prefix in a complex sentence • Identify word using correct suffix to complete sentence • Identify the two words that make up a contraction • Divide words into syllables • Find the pairs of 2 and 3 syllable words that sound alike

Root Words, Suffixes, Prefixes • Identify the root or base word in a multi-syllable word

New Vocabulary: contraction, directions, definition RIT Scores between 191 and 200 Phonological Awareness

• Find the word that rhymes with a non-phonetic spelling • Identify same ending sound within a list of several words • Identify same ending sounds



Structural Analysis • Identify and/or form compound words

Root Words, Suffixes, Prefixes • Given a root word definition find word that means ______ • Given a prefix definition, identify the word meaning ______, with a variety of

prefixes from which to choose • Given the root meaning, identify word meaning______, with a variety of suffixes

from which to choose New Vocabulary: alphabetical order, syllable RIT Scores between 201 and 210 Structural Analysis

• 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

Root Words, Suffixes, Prefixes • Identify base or root word in multi-syllable words

New Vocabulary: antonym, multi-syllable RIT Scores between 211 and 220 RIT Scores above 221 Items include same skills and content as above with more difficult vocabulary and extended thinking.

Vocabulary – Students gain a basic understanding of word meanings and can use clues from context to decipher word meaning. Skills and Concepts RIT Scores below 150 Context Clues

• Associate single words with pictures New Vocabulary: picture, word RIT Scores between 151 and 160 Context Clues

• Match a picture with a sentence • Use context to find the meaning of an unfamiliar word using simple vocabulary • Use context to find a missing word in a simple sentence • Make inferences from context

Antonyms, Homonyms, Synonyms • Recognize word pairs with similar meanings • Use context to determine which of 4 words means the same as underlined word in

sentence (synonym) New Vocabulary: missing word, choose, sentence RIT Scores between 161 and 170 Context Clues

• Use a picture to identify a word or sentence • Use context to find the meaning of an unfamiliar word in short sentences • Use context to find a missing word in simple and compound sentences • Use context to find multiple meanings when given a word list • Use word context to define evaluative meaning • Use context to find the opposite meaning of a word

Antonyms, Homonyms, Synonyms • Find the opposite meaning of simple words • Identify simple homonyms • Recognize the correct usage of simple homonyms • Recognize word pairs with similar meanings in longer sentences

Multiple Meanings • Use multiple meanings to define simple words

New Vocabulary: compound word, opposite, root or base word, story RIT Scores between 171 and 180 Context Clues

• Use a picture to identify a word • Use context to determine which of 4 words means the same as underlined word

from paragraph of 20-30 words

Vocabulary/Idaho 1 NWEA, 2001

• Use context through complex sentences and phrases to find the meaning of an unfamiliar word

• Use context and inference to find a missing word • Use context to find the meaning of idiomatic phrases • Use context to find meaning of compound words • Use context to find the opposite meaning of a word • Demonstrate acquisition of more specific vocabulary

Antonyms, Homonyms, Synonyms • Find the opposite meaning of a word • Recognize pairs of word opposites • Recognize word pairs with similar meanings in complex sentences and paragraphs

Multiple Meanings • Understand the correct meaning of a word that can have multiple meanings • Use context to understand multiple meanings within a passage

New Vocabulary: homonym, synonym, underlined, incomplete, paragraph, passage RIT Scores between 181 and 190 Context Clues

• Demonstrate knowledge of increased vocabulary within the context of a sentence or paragraph

• Find a sentence which does not use a multiple meaning word correctly • Use context to determine the meaning of a word in a paragraph • Choose which of four sentences best expresses the meaning of idiomatic

expression Antonyms, Homonyms, Synonyms

• Identify the word which is opposite of a given word • Identify words that are not antonyms (Term is defined in question. Identify the

antonym in context.) • Find the synonym for the word underlined in sentence • Identify which two words are synonyms as defined in a multiple sentence

question New Vocabulary: nonsense, antonym, directions, definition RIT Scores between 191 and 200 Context Clues

• Use context to determine meaning of specific word in paragraph of 30-60 words • Identify which of four words is the defined synonym for underlined word in

sentence • Know vocabulary with/ without context

Antonyms, Homonyms, Synonyms • Given a sentence with a missing word, identify correct missing word from a list of

homonyms • Find pairs of words that are synonyms (defined in question) • Find groups of words with meaning that is similar to a given word

New Vocabulary: similar to



RIT Scores between 201 and 210 Context Clues

• After reading a paragraph of 50-75 words, use context to determine meaning of a specific word in paragraph

• Given a complex sentence, determine which of four words is synonym (not defined) for underlined word

• Knowledge of vocabulary with or without context within a complex paragraph • Recognize and understand a variety of word referents • Recognize and understand sentences containing explanatory phrases, sometimes

set off by commas Antonyms, Homonyms, Synonyms

• Identify sentence which means the opposite in a paragraph of 50-75 words • Choose word missing in the sentence when all choices are homonyms

Multiple Meanings • Use context of an advertising passage to figure out a word that has multiple

meanings New Vocabulary: advertisement, magazine, article, recipe RIT Scores between 211 and 220 Context Clues

• After reading a sentence with a paragraph of 75-100 words, use the context of the sentence to find the meaning of specific word

• After reading a story, find the word in the story which means about the same as underlined word

• Increased vocabulary within the story or passage Antonyms, Homonyms, Synonyms

• Find words with opposite meanings within the context of a story or passage New Vocabulary: label, selections, introduction RIT Scores above 221 Items include same skills and content as above with more difficult vocabulary and extended thinking.

Literal Comprehension – Students can recall, identify, classify, and sequence details, facts, and stated main ideas from a variety of written materials, and can interpret directions.

Skills and Concepts RIT Scores between 151 and 160 Sequencing

Format: Read approximately 30-word passages • • • • •

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Follow straightforward sequence of events Use clue words supplied: first, next, last, before, after, later… Identify what happened after another event Identify what happened last in a sequence of events

Reading for Detail Format: Read short passages – up to 40 words Locate answers by finding exact words from question

New Vocabulary: last, after, story RIT Scores between 161 and 170 Locating Information

Use a sign: understand the meaning of information Use a title: determine the content of a book Use a simple index (one word descriptors, each on one page): page numbers where information can be found Use a table of contents: identify which story is found on a particular page

Reading Directions • Format: Read short simple sentences • Follow 3-6 steps, no more than 60 words • Find literal detail in simple directions • Determine the purpose of simple directions

Sequencing Format: Read up to 70 word passages where clue words are rarely supplied Identify what happened after another event Identify what happened first or last Recognize first or last in a subset of events from a passage

Reading for Detail Format: Read short passages up to 50 words, which range from very short, simple sentences to longer more complex sentences Locate answers by finding exact words in passage Recognize pronoun substitutions for nouns Combine details from two simple sentences to arrive at answer Understand the meaning of details to generalize an answer Discriminate between similar sentences and details to find an answer Isolate details necessary to answer question when given many details

Literal Reading Comprehension/Idaho 1 NWEA, 2001

New Vocabulary: after, book, first, directions, sentences, poem, index, table of contents, sign, passage RIT Scores between 171 and 180 Locating Information

Use table of contents: •

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• • • •

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Find page number for a particular story Determine which part of a book information can be found

Reading Directions • Format: Read some complex sentences in passages that include up to 7 steps, 60

words • Determine what to do before or after specific steps • Understand directions in a simple label • Find detail in simple directions

Sequencing Format: Read up to 150 word passages with clue words rarely given Determine first or last event from list of events in scrambled order Recognize simultaneous events (when this happens, something else happens) Recognize first in order of events when written not in actual order of occurrence Identify what happens first in a subset of events from a longer passage Recognize what happens after another event when reading a schedule Identify what happens next or second, clue words supplied Paraphrase events, recognizing first or last in order Discriminate small but important details in ordering events

Reading for Detail Format: Read longer passages, some up to 100 words; at upper RIT ranges, passages contain less familiar content and more difficult vocabulary Isolate details necessary to answer a question when given many details Find exact words in a passage to answer a question Recognize pronoun substitution for noun In a letter, understand “I” and the author are the same person Recognize important details when in a sentence with complex phrasing (no longer simple, straightforward sentences) Combine details from several sentences or rephrase details to answer a question Identify the speaker in a short one-speaker passage Use important details to generalize an answer In a longer passage with longer, more complex sentences and more difficult vocabulary, locate important details necessary to answer a question Understand the relationship between details Discriminate between details that are and are not stated in a passage Use reasoning, word clues, and recognition of pronoun meaning to identify speaker in a short passage containing more than one person

•

New Vocabulary: before, second, paragraph, following, letter, label, note, article, list


RIT Scores between 181 and 190 Locating Information

Use an index: •

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More complex with main topics and subtopics Information listed on multiple pages

Use a table of contents: Understand that page number listed is the beginning page and that

information continues on subsequent pages Use chapter title to determine content and page number to read

Use a title: Use word clues to determine content Use a weather report: Paraphrase information Use a sign or announcement: Understand the meaning of information Use a bibliography:

How to read Understand the meaning of (ed.) for editor

Reading Directions • Format: Read more complex sentences with up to 9 steps and 100 words • Find literal detail in “how to” directions • Understand literal detail in directions to a place using “left” or “right” or compass

directions • Determine what to do before or after certain steps • Understand directions on a typical label • Infer the purpose of written directions • Find the detail in a typical recipe • Determine the order of simple directions

Sequencing Determine correct order of events when presented in scrambled order Paraphrase order of events in a longer passage (up to 150 words) Use clue words and reasoning skills to determine order of events when written out of order of occurrence (understanding flashbacks)

Reading for Detail Format: Read passages frequently around 100 words, containing a variety of descriptive sentences and vocabulary, rich with detail Isolate small but significant details necessary to answer a question Understand sentences containing explanatory phrases set off by commas (my dog, Spot… my friends, Jane and Sally…), recognizing that they are not items in a list Understand relationships between details, combining details from several sentences to form an answer

•

• • • •

Recognize and understand pronouns substituted for nouns Note he/she pronoun use to determine gender Isolate significant detail, combine with prior knowledge to answer a question Discriminate between details which are and are not stated in a passage Determine who is the speaker in a passage •

New Vocabulary: recipe, instructions, order of events, information, describe, ad, bibliography, editor, character


RIT Scores between 191 and 200 Locating Information

Use a table of contents: •

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Locate information on multiple pages Use clue words from chapter title to determine contents

Use a list of facts: Use to find information Use a schedule:

Understand the format, how days, events, and times are listed Read to understand how long particular events last Understand when events start

Use an index: Meaning of “see” and “see also” Organized in main topics and subtopics How drawings, photos, and maps are listed Difference between pages separated by commas or by hyphens (45, 48,

50-53) Use an advertisement:

Determine what is being advertised Locate and understand specific details in ad

Use reference materials: Determine best source of information (dictionary, encyclopedia, television program guide, almanac, field guide, atlas) Use a recipe:

Determine number served Determine amounts of ingredients

Use a glossary: Understand relationship between dictionary and glossary Use a title: Use clue words to determine content

Reading Directions • Format: Read some adult vocabulary, vocabulary difficulty increases as RIT

increases with up to 12 steps and 200 words • Understand specific detail in a typical recipe • Analyze detail in directions:

Determine important information in directions Determine missing steps in a set of directions Given directions and actions taken, determine which part of directions not

followed correctly • Understand directions on a label containing adult vocabulary • Determine purpose of directions • Understand directions in a recipe written in paragraph rather than list format • Understand directions on a test or worksheet

Sequencing Format: Determine order of events in a passage containing more difficult vocabulary, more complex phrasing, or less familiar content

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• Determine sequence of events in a passage containing a flashback


Paraphrase order of events in passage containing more complex vocabulary, phrasing, or figurative language

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Use re-reading and cross checking to determine specific order of events Determine which event comes before another Determine which events occur simultaneously Use reasoning and word clues to determine sequence of events in a passage contain a flashback Determine order of events when presented in a scrambled order (more complex sentences, less direct language than previous RIT levels) Determine which comes last from up to 9 events presented in scrambled order Determine which occurs first AND last from events presented in scrambled order Find first in a subset of events in the middle of a passage Use re-reading and cross-checking to identify the order of events in a passage up to 200 words

Reading for Detail Format: Read passages containing rich detail, vocabulary, description, and complex phrasing with extensive vocabulary necessary to understand meaning of detail Locate specific details in a passage to discriminate between similar answer choices Recognize significant details when paraphrased Recognize and understand detail referenced by “this, that, these, or those” Recognize and understand characters when referred to alternately by name and by descriptive phrases Understand and interpret significant details

New Vocabulary: literature, advertising, schedule, statement, announcement, biography, entries, chapter, introduction, comparison, glossary RIT Scores between 201 and 210 Locating Information

Use a table of contents: Use chapter summaries to determine contents Use clue words from chapter title to determine contents Determine the LAST page of 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

Use a food label: Determine the relative amounts of ingredients Use reference materials:


Determine the best source of information (encyclopedia, catalog, advertisement, magazine article, picture book)

Understand information contained in a dictionary entry Use a bibliography: •

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How it is organized How to read information (author, title, publisher, etc.) Recognizing simple listing of magazines

Use a list: Meaning of information Reading Directions

• Find detail in a typical adult language recipe • Understand complex directions involving multiple variables (if you want this, do

that, if you want something else, do something else…) • Understand typical medicine or product labels • Understand vocabulary specific to typical recipes and product labels • Find detail in complex, multi-step directions containing adult language • Paraphrase complex directions • Understand complex directions—must find one detail, then re-read to incorporate

previous information • Use skills that progress in difficulty:

Skim, scan to locate details Re-read specific parts Combine two or more sets of information to complete understanding Paraphrase

Sequencing Format: Read longer and more complex sentences where the content becomes less familiar and the difficulty of the vocabulary increases (soon after this happened, that happened) Read passages where word clues are less direct: from “first, later, and finally” to “after the frost”, “in the spring”, “when they had eaten lunch” Use indirect word clues to determine sequence of sentences from scrambled order Determine which event came second or 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

Reading for Detail 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

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New Vocabulary: indicated, series of events, chronological order, definition, dictionary, sequence, description, catalog, journal, report RIT Scores between 211 and 220 Locating Information

Format: Read passages that are lengthy, detailed, and contain adult vocabulary. They are typical examples one would find everyday, not specific to children Use an announcement: Find and 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

Use an index: Organization of topics Using increased specificity of terms to locate information Understand page list format, difference between use of commas and

hyphens (43, 57, 60-62) Use a bibliography:

Find and understand 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 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

Sequencing Format: Read passages that contain unfamiliar content, adult vocabulary, few word clues, longer sentences, and complex phrasing Paraphrase sentence order from passage with phrases like “just before this happened, that happened” and “after this happens but before that 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


Reading for Detail Format: Read passages that contain rich and varied detail, often unfamiliar content, extensive vocabulary, complex sentence phrasing

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• • • •

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 •

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New Vocabulary: guide, handbook, selections RIT Scores between 221 and 230 Locating Information

Read passages where details being located are more specific and less 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

Reading Directions Understand intent of directions Synthesize complex directions

Sequencing 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

•

•

•

Reading for Detail 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

New Vocabulary: publications, editorial



RIT Scores between 231 and 240 Reading Directions

•

•

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Synthesize/paraphrase directions Reading for Detail

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

New Vocabulary: none

Interpretive Reading Comprehension – Students can make reasonable predictions before, during, and after reading, can draw inferences necessary for understanding, can recognize cause-effect relationships, and can summarize and synthesize information from a variety of written materials. Skills and Concepts RIT Scores between 151 and 160 Draw Conclusions/Inferences

• Use simple details to make simple inferences Summarize and Synthesize

• Determine the main idea of a simple factual section Cause and Effect

• Identify or determine simple cause and effect relationships New Vocabulary: missing word, story, paragraph, sentence RIT Scores between 161 and 170 Draw Conclusions/Inferences

• Infer the qualities or purposes of a list • Draw conclusions based on information in a story about events taking place

Prediction • Predict future events based on the simple details of a story

Summarize and Synthesize • Determine the main idea of a simple story

Cause and Effect • Identify, determine, or infer simple cause and effect relationships in simple

situations New Vocabulary: questions, main idea, riddle, list, passage RIT Scores between 171 and 180 Draw Conclusions/Inferences

• Make inferences by noting specific details in multi-paragraph selection • Infer the qualities or purposes of a list • Make inferences using details in an advertisement • Infer characteristics and qualities of main characters • Infer answers to riddles by noting details • Draw conclusions based on information in a story as to what will probably

happen next Predictions and Generalizations

• Predict future events based on a multi-paragraph passage Summarize and Synthesize

• Look at details to determine and refine the main idea of 30-50 word paragraph • Identify the topic sentence in a simple paragraph

Interpretive Reading Comprehension/Idaho 1 NWEA, 2001

• Create a topic sentence for a simple paragraph • Determine the main idea by selecting the best title for a story or passage • Refine and explain the main idea of a selection

Cause and Effect Format: Read short passages with relatively simple sentences and basic vocabulary where cause and effect are stated in same sentence with some clue words supplied (because, so…)

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•

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Determine cause and effect relationship in a passage containing extraneous information Identify causes and effects stated in different sentences Identify causes and effects implied, not stated directly

New Vocabulary: title, cause, facts, effect, opinion, ad, describes, author RIT Scores between 181 and 190 Draw Conclusions/Inferences

• Draw conclusion based on interpretation of information read • Infer conclusion from prior information

Predictions and Generalizations • Predict what will happen next in a multi-paragraph passage • Generalize from specific information within the passage

Summarize and Synthesize • Summarize a short passage of 100-150 words • Determine main idea in different genre • Identify the main idea of a poem • Make inferences about main idea of a personal note • Determine main idea from a variety of nonfiction • Identify topic sentence • Infer best title for a story or passage

Cause and Effect • Format: At lower RITs, read simpler passages, vocabulary, and content; at higher

RITs, read more complex content in passages • Identify basic cause and effect relationships, stated in same or adjoining sentences • Use clue word “because” supplied in answer choices to help focus thinking • Identify implied cause and effect relationships

New Vocabulary: predict, outcome, statement, poem, article, conclude, summary, problem RIT Scores between 191 and 200 Draw Conclusions/Inferences

• Draw a conclusion based on interpretation of information read Predictions and Generalizations

• Generalize a statement from specific information within the passage Summarize and Synthesize

• Summarize a longer passage by outlining • Infer main idea from a variety of genre


• Infer main idea from textbook page • Infer main idea of article from newspaper or magazine

Cause and Effect Format: Read passages with complexity of content and vocabulary •

• •

•

•

•

•

that include some clue words like “since” and “so” and “because” Identify “cause” presented at beginning of passage relating to “effect” presented at end of passage Determine cause and effect of a variety of events

New Vocabulary: summarize, conclusion, cause and effect, central idea, compare, selection, introduction RIT Scores between 201 and 210 Draw Conclusions/Inferences

• Make inferences from announcements • Make inferences about 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 Predictions and Generalizations

• Predict future events based on prior conclusions drawn Summarize and Synthesize

• Identify main idea in magazine articles or stories from other sources Cause and Effect

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

New Vocabulary: infer, solution, prediction, announcement, biography, explanation, chapter, legend, topics, characteristics, main characters, assume, library, speaker RIT Scores between 211 and 220 Draw Conclusions/Inferences

• Make inferences from catalog selections • Make inferences from handbooks • 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

Predictions and Generalizations • Create prediction for recipe • Predict outcome from advertisement



Summarize and Synthesize • 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

Cause and Effect • •

Read longer passages, with more difficult content and vocabulary Identify which is not the effect of a stated cause

New Vocabulary: implied, inferred, premise, impression, contrast RIT Scores above 221 Cause and Effect

• Read passages with more difficult, less familiar content and vocabulary Items include same skills and content as above with more difficult vocabulary and extended thinking.

Evaluative Reading Comprehension – Students understand fact, opinion, bias, assumptions, and elements of persuasion, and can evaluate the quality and validity of written material. Students can compare works, evaluate conclusions, and apply what is learned to real life experiences. The main difference in items at higher RIT levels is in sentence and passage length, complexity of detail and content, and difficulty of vocabulary Skills and Concepts RIT Scores below 150 Categorize/Classify Information, Thinking Skills

Identify common words, generally nouns • • •

Identify word that belongs in broad category based on type Identify word not like the others, based on type

New Vocabulary: none RIT Scores between 151 and 160 Categorize/Classify Information, Thinking Skills

Identify general category name for specific word based on type • • •

Identify items belonging to a category based on use Identify items that do not belong to a category based on use

New Vocabulary: thing RIT Scores between 161 and 170 Categorize/Classify Information, Thinking Skills

Format: At beginning of range, distracters very different from correct answer choices. As RIT increases, distracters become more similar, requiring the use of more specific vocabulary

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• •

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Identify which item is not like the others based on type or use Identify which item is not a member of a broad category or group Complete a simple analogy, matching a common tool to the user Identify which item is a member of a category based on type or use Identify category name for a specific item

Fact and Opinion Read information presented in one or two very simple statements Distinguish fact from that which is inferred

New Vocabulary: sentence, page, missing word, belongs RIT Scores between 171 and 180 Persuasive Elements, Propaganda, Bias, Assumptions, Stereotypes

Format: Read simple text, generally less than 50 words, basic vocabulary, where the speaker/writer’s opinions are stated directly and obviously

Evaluative Reading Comprehension/Idaho 1 NWEA, 2001

Determine speaker/writer’s opinion or way of thinking about a topic • •

•

Understand meaning of the word “bias” Categorize/Classify Information, Thinking Skills

Identify which are not members of a group based on defined characteristics Identify the group name or category in which it belongs when given a noun •

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Identify which noun is not like the others Identify which word belongs in the same category when given a list of descriptive words Identify another member of the group when given a group name Identify which sentence is not on a specific topic Generalize how items or ideas are alike Find relationships between words based on analogous relationships (things to eat – hunger)

Fact and Opinion Format: Read information presented in short simple paragraph

New Vocabulary: story, paragraph, bias, passage, writer RIT Scores between 181 and 190 Evaluate Validity/Author’s Conclusions

Determine why a simple story is fiction Determine which statement is untrue based on information given in a short, simple passage

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Determine which person would be more likely to have more relevant information when given an event described by different people

Persuasive Elements, Propaganda, Bias, Assumptions, Stereotypes Read simple text, generally less than 75 words, basic vocabulary where the speaker/writer’s opinions stated directly and obviously Determine what the writer wants the reader to notice, care about, or feel Determine which words persuade the reader or catch the reader’s attention Determine the purpose of an advertisement Determine to which senses certain words appeal

Categorize/Classify Information, Thinking Skills Apply logic to analyze simple relationships Identify which sentence does not relate to a story topic Identify analogous relationships between words •

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• • • •

Identify lists of words that all belong to the group when given a category name Distinguish between factual and inferential observations when given a simple situation Determine probable common use of a list of items Tell how items on a list are all alike Identify items that belong in a named group Identify which items do not belong to a group, based on secondary attributes Identify how phrases are alike based on what they tell •

• Identify which word is not a member of a group or category based on specific definitions


Classify types of writing based on purpose •

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Fact and Opinion Format: Read information presented in short simple paragraph where the paragraphs get longer with more detail and vocabulary as RIT increases Given a short paragraph, distinguish a factual statement about the information from statements of opinion

Compare and Contrast • Given factual paragraph, compare information (how are they alike?)

New Vocabulary: classified as, describe, idea, list, ad, make-believe, advertisement, definition, label, facts RIT Scores between 191 and 200 Evaluate Validity/Author’s Conclusions

Determine the most qualified source of information Determine which facts best support a conclusion or an opinion Determine the most valid conclusion when given a simple event or situation Distinguish what is true or factual from what might be inferred when given a simple passage Determine the validity of opinions based on facts given in a short simple passage

Persuasive Elements, Propaganda, Bias, Assumptions, Stereotypes Format: Read longer passages, up to 100 words, where situations are still fairly straightforward, with basic vocabulary Determine the purpose of an advertisement or other persuasive writing Determine what the writer wants the reader to notice or care about Recognize techniques used in ads or other persuasive writing to persuade readers Distinguish facts from persuasive elements in an advertisement Infer errors in a character’s thinking that lead to stereotyping when given a basic scenario Infer who is speaking/writing based on his/her opinions or way of thinking

Categorize/Classify Information, Thinking Skills Identify words belonging to the same category based on attributes of the words themselves Identify which item belongs to a group based on secondary attributes Identify which sentence does not relate to a more specific topic when given sentences all relating to a general topic Identify which word is not a member of a group or category based on information in a passage or specific definitions Identify which items belong in a common group when given words that may have multiple meanings

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Determine simple logical relationships (if – then) Determine where information will most likely be found based on attributes Determine category names for words in up to three different categories Determine how sentences are all alike (main topic) Determine which would not be attributes of another item when given words, some with multiple meanings


Determine analogous relationships •

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Fact and Opinion Format: As RIT increases, difficulty of vocabulary increases, longer sentences or passages are used, and content becomes less familiar and more difficult Distinguish what is fact from that which is inferred when given a short passage Know the meaning of the words “fact” and “opinion” Determine if statements are true, false, fact, or opinion Identify factual statements made based on information found in a longer passage Identify word clues that signal an opinion

Compare and Contrast • Compare and contrast animate and inanimate

New Vocabulary: opinion, conclusion, valid, appeal, descriptions, detail, accuracy, attitude, phrase RIT Scores between 201 and 210 Evaluate Validity/Author’s Conclusions

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

Persuasive Elements, Propaganda, Bias, Assumptions, Stereotypes 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


Categorize/Classify Information, Thinking Skills Identify which word belongs in a group based on implications of words, definitions provided, or interpreting multiple meanings or words

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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

Fact and Opinion Identify which specific words are opinions In a longer passage, distinguish which statements are facts from those that are opinions Identify word clues that signal fact, not opinion Determine that which is fact from that which is inferred Analyze a passage to determine proportion of fact or opinion

Compare and Contrast Contrast information (how are they different?) when given a factual paragraph Locate appropriate information to compare or contrast in longer passages with unfamiliar content

New Vocabulary: comments, persuasion, technique, editorial RIT Scores between 211 and 220 Evaluate Validity/Author’s Conclusions

• 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


Persuasive Elements, Propaganda, Bias, Assumptions, Stereotypes As RIT levels increase, differences between distracters and correct answer choice become less obvious, require more thought

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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” •

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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

Categorize/Classify Information, Thinking Skills 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

Fact and Opinion Analyze passage for opinion, inference, value judgment, or fact Distinguish unsupported opinion from fact Determine content of passage—proportion of fact to opinion Distinguish that which is fact from that which is inferred Identify a sentence as being an editorial comment or part of a factual news story

Compare and Contrast Locate multiple pieces of information to compare or contrast Determine what information is being compared

New Vocabulary: evaluate, assumption, logical argument, factual, unbiased, propaganda RIT Scores between 221 and 230 Evaluate Validity/Author’s Conclusions

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



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Identify faulty reasoning leading to a conclusion Identify a conclusion not supported by facts or details in a passage

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Evaluate reasoning leading to a conclusion Evaluate the quality of information sources

Persuasive Elements, Propaganda, Bias, Assumptions, Stereotypes 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

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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

Fact and Opinion Use word clues to distinguish opinions from fact

New Vocabulary: observation, contradict RIT Scores between 231 and 240 Evaluate Validity/Author’s Conclusions

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

Persuasive Elements, Propaganda, Bias, Assumptions, Stereotypes 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

New Vocabulary: analyze, stereotype

Literary Analysis– Students respond to stories based on well-know characters, themes, plots, and settings The main difference in items at higher RIT levels is in sentence and passage length, complexity of detail and content, and difficulty of vocabulary Skills and Concepts RIT Scores between 151 and 160 Story Elements

• Infer the setting of a simple story by noting details that tell time or place New Vocabulary: story RIT Scores between 161 and 170 Literary Devices

• Determine the mood or tone of a simple passage • Infer actions, characteristics, emotions, or qualities of characters

Story Elements • Identify the problem in a story • Determine how a problem was solved

Author’s Purpose/Technique • Determine the author’s purpose for simple forms of writing

New Vocabulary: passage, sentence, problem, sign, list, poem, fairy tale RIT Scores between 171 and 180 Genre

• Identify the basic form of writing/genre selection • Identify the format of poetry • Identify the rhyming characteristics of poetry

Literary Devices • Determine the mood or tone of a 50-75 word passage • Infer characteristics and qualities of main characters

Story Grammar • Compare and/or contrast people in a passage • Compare and/or contrast events and details of a story

Story Elements • Identify characters in a simple story • Infer the character’s emotions • Infer the setting by noting specific details • Identify the problem in a story • Determine an appropriate resolution to a problem

Author’s Purpose/Technique • Determine the author’s purpose for writing in a 50-75 word selection • Determine how an author’s words or techniques influence the reader’s feelings

Literary Response/Idaho 1 NWEA, 2001

New Vocabulary: describe, missing word, paragraph, author’s purpose, ad, letter, fable, report RIT Scores between 181 and 190 Genre

• Recognize personal note writing • Distinguish between fantasy and realistic fiction • Identify realistic fiction • Read for details in folk tales • Distinguish between descriptive and realistic writing • Understand the characteristics of legends and myths • Understand poem structure

Literary Devices • Determine word choice that develops mood • Understand the meaning of a metaphor used in a story • Identify use of simile in a writing, not by name • Make inferences from a variety of personal narratives • Make inferences from a fable • Make inferences about characters in a variety of literature • Infer who is the narrator • Make inferences from poetry • Make inferences from riddles

Story Grammar • Compare and contrast characters, both major and minor characters

Story Elements • Determine point of view of main characters • Determine main characters and quality of each character • Organization of paragraph by location, main idea, and sequence of events • Identify problem and its resolution • Identify setting—where, and when • Identify theme or moral in a multi-paragraph passage • Identify how to resolve problem

Author’s Purpose/Technique • Determine author’s point of view • Determine how author develops characters through word choice and story

sequence New Vocabulary: theme, action, setting, predict, author, solve, purpose, make-believe, mood, point of view, tone, moral, character, legend, fantasy, diary, note RIT Scores between 191 and 200 Genre

• Recognize personal narrative • Distinguish between fiction and nonfiction writing • Analyze and gain understanding of legends


Literary Devices • Use imagery, humor, rhymes to develop interest • Use of devices by author such as word choice to create mood • Determine word choice to develop mood and voice • Recognize elements of foreshadowing • Understand meaning of idiom used in the story • Identify an onomatopoeia element in the story • Make inferences from personal narratives within the context of the story • Make inferences about directionality • Make inferences about characters from a variety of literature • Infer who is narrator by the descriptors of the story • Make inferences from different types of poetry

Story Grammar • Determine point of view of various characters • Identify realistic elements vs. nonrealistic elements in a story

Story Elements • Identify the problem and the resolution within a long passage • Identify setting - where, when - from the descriptors within the passage • Identify major and minor themes of the passage

Author’s Purpose/Technique • Use first person and word choice to hold reader’s attention • Determine author’s strategy for creating the piece of writing • Draw complex conclusions about characters • Infer how author developed characters through word choice, story sequence • Identify humor and reason for its use

New Vocabulary: fiction, subject, event, conflict, appeal, narrator, main point, main character, detail, solution, short story, folktale RIT Scores between 201 and 210 Genre

• 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 • Recognize elements of a fable

Literary Devices • 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

Story Grammar • Determine purpose of dialogue

Story Elements • Determine the complex point of view of the author or characters through character

descriptions • Identify the problem and articulate the resolution • Identify main conflict • Identify exaggeration • Identify a complex problem and list possible resolutions

Author’s Purpose/Technique • Infer how author develops characters through story sequence • Recognize the use of suspense to get the reader’s interest

New Vocabulary: application, opinion, plot, exaggeration, speaker, science fiction, personal narrative, autobiography, historical fiction, non-fiction, mythology RIT Scores between 211 and 220 Genre

• 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

Literary Devices • 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

Story Grammar • Use figurative language, sequence of events, word choice, suspense, imagery that

creates complex interest • Recognize dialogue that provides a variety of purposes and information

Story Elements • Describe complex character descriptions • Understand complex problems and develop one or more solutions

New Vocabulary: intent, irony, suspense, simile, figure of speech, dialogue, metaphor



RIT Scores above 221 Items include same skills and content as above with more difficult vocabulary and extended thinking. New Vocabulary: personification, alliteration, method of characterization, flashback, literary device, narration, exposition, memoir

Writing Composition and the Writing Process – Students use skills needed to begin writing, drafting, and revising and using editing and proofreading skills. Skills and Concepts RIT Scores between 161 and 170 Prewriting Skills

• Use short complete sentences • Identify a brainstormed single word list about a given topic

Use Drafting and Revising Skills • Identify correct word order in 4-6 word sentences • Choose correct word to complete a sentence • Form question order of simple sentences • Choose a simple 2-4 word main topic • Add simple details to topic • Describe a given picture in a simple sentence • Identify gerund phrases • Add details as appropriate to a given topic

Use Editing and Proofreading Processes • Use imperatives • Use capitals at the beginning of the sentence • Use present participles • Use verb phrases • Categorize words • Write letters to a specific audience • Use capitals for title of names • Use periods • Use superlatives correctly • Use exclamations for emphasis • Use third person pronouns • Spell irregular verbs correctly • Align subjects and direct objects • Align subject-verb agreement • Use nominative case • Use capitals for holidays • Use rhyming words in poetry • Use apostrophes for contractions • Use future tense

New Vocabulary: sentence, letter, picture, period, capital letter, misspelled, proofread, missing word, choose, list, question, correct order

Composing and Writing Process/Idaho 1 NWEA, 2001

RIT Scores between 171 and 180 Prewriting Skills

• Choose main topic • Select purpose of writing • Recognize genre • Determine audience

Drafting and Revising Skills • Create 5-8 word sentences with correct syntax • Revise to stay on topic • Use vivid descriptors that denote tone and mood • Draft mood and tone in the detail selection • Categorize main ideas and supporting details • Use vivid adjectives and adverbs • Combine simple sentences to create compound sentences • Add adverbs to describe action • Use imaginative language to support topic • Choose language appropriate for audience

Use Editing and Proofreading Processes • Capitalize names of countries • Spell 3-4 syllable words • Edit out off-topic sentences • Punctuate correctly • Use comparative words • Capitalize professional titles • Use interrogatives • Create strong sentence beginnings • Use verbs correctly (present perfect, future) • Edit for subject–verb agreement • Use strong conclusions • Write directions • Use dashes correctly • Edit for pronoun-antecedent agreement • Proofread for tense agreement • Use commas in a series • Use apostrophes for possessives • Use quotation marks • Write personal letters • Use prepositional phrases • Use capitals with initials • Use capitals with titles • Use paragraphing strategies • Use independent clauses correctly • Avoid double negatives


New Vocabulary: underlined, phrase, describe, story, question mark, incomplete sentence, topics, main topic, outline, complete sentence RIT Scores between 181 and 190 Prewriting Skills

• Create a simple outline • Write in a selected genre (i.e. a simple fairy tale) • Create starter sentences • Categorize around a main topic • Select appropriate sentences for topic • List sentence details • Pre-write sentences that convey purpose of topic

Drafting and Revising Skills • Use compound and complex sentences • Use a variety of modifiers • Use infinitive phrases for emphasis • Use figurative language (simile, metaphor) • Use vivid descriptor phrases • Combine simple sentences to form complex sentences • Vary sentence order • Vary word order • Use sentences of 8-10 words to vary language • Use details for effective sentences • Vary sentences to show same meaning related to topic • Use correct word order in interrogative sentences • Use precise nouns and verbs • Create word list of strong nouns and verbs

Use Editing and Proofreading Processes • Capitalize first word of sentence • Use periods with abbreviations • Capitalize greetings and personal titles • Capitalize inside quotations • Use comparative phrases • Use commas for introductory words (i.e. well, no) • Use commas between two main clauses • Use descriptive writing mode • Write business letters • Use commas in adverbial clauses • Identify subject from predicate • Use past participial phrases • Use correct compass points • Use compound personal pronouns • Use correct indentation • Use auxiliary verbs correctly


• Capitalize literary titles New Vocabulary: comma, initials, compound sentence, main headings, punctuation mark, exclamation point, poem, book report, fairy tale, directions, advertisement, mood, catalog RIT Scores between 191 and 200 Prewriting Skills

• Select point of view (i.e. I, He, You) • Choose a mode of writing • Use clear descriptors • List details in outline form • Determine tone and mood • Choose tone by determined audience • Outline main topic with descriptors • Organize sentences for paragraphs • Create a list of possible word choices • Select main headings for outline • Choose subject and brainstorm (i.e. word lists, webbing, free writing)

Drafting and Revising Skills • Revise and replace misplaced modifiers • Use figurative language to describe • Use creative figures of speech • Write to stay on purpose • Use symbolic language • Create a variety of sentences, simple, compound, and complex • Use phrases and multi-word modifiers to enhance details • Use adjective and infinitive phrases • Begin topic with strong sentence starters • Use a variety of genres

Use Editing and Proofreading Processes • Capitalize royal titles, professional titles, and personal titles • Use similes for comparison • Identify suffixes • Use slang words for a direct purpose • Proof for spelling errors • Use commas between city and state • Edit sentence fragments • Use correct return address format • Capitalize government bodies • Use parallelism between subject and direct object • Use appositives

New Vocabulary: comparison, point of view, persuasive argument, narrative, description, quotation marks, syntax, title, revising, first draft, editing RIT Scores between 201 and 210


Prewriting Skills • Choose formal or informal language • Select purpose of paragraph • Choose syntax that illustrates point of view • Outline expository mode

Drafting and Revising Skills • Use participial phrases in correct word order • Use of figurative speech in context • Select the best title for a piece of work • Use precise language • Correct use of transitional expressions • Use vivid descriptors • Use adverbial clauses in complex sentences • Avoid run-on sentences • Use sentence variety • Use correct word order when using adjective phrases

Use Editing and Proofreading Processes • Use capitals in magazine, newspaper, essay and titles • Use commas in letter closure • Punctuate introductory dependant clauses • Capitalize inside addresses • Punctuate non-essential parenthetical phrases with commas

New Vocabulary: run-on sentence, formal and informal language, composition, simile, subheading, detail, subdetail, style, figure of speech, suffix, capitalization, caret (editing mark), research report, apostrophe RIT Scores between 211 and 220 Prewriting Skills

• Create comprehensive outlines • Use compound sentence selection • Outline verbiage for imaginative stories • Categorize using main topic as guideline

Drafting and Revising Skills • Revise syntax for correct order • Use subject-verb agreement • Use a variety of sentences from simple to complex • Use infinitive phrases to denote emphasis • Use subordinating clauses • Edit for misplaced modifiers • Combine sentences to make compound and complex • Use parts of a news story for complete description of an event • Write strong conclusions

Use Editing and Proofreading Processes • Use commas in a series of participial phrases



• Use strong topic sentences with strong verbs • Use capitals in a letter closure • Use abbreviations in appropriate places

New Vocabulary: tone, summary, synonym, personification, metaphor, fantasy, complex sentence, rough draft, personal narrative RIT Scores between 221 and 230 Prewriting Skills

• Select words based on main topic • Outline a complex topic selection • Choose appropriate words for a selection • Evaluate possible point of views (i.e. personification) • Choose vivid descriptors • Select method for brainstorming

Drafting and Revising Skills • Use exaggeration to make statement • Use adverbial clauses • Ask leading questions • Use gerund phrases

Use Editing and Proofreading Processes • Use complex sentence order in paragraph • Use verb phrases • Use exaggerated figures of speech for emphasis

New Vocabulary: nonparallel construction, sentence fragment, faulty tense change, irony, exaggeration, fragment RIT Scores between 231 and 240 Drafting and Revising Skills

• Use metaphors as a figure of speech Use Editing and Proofreading Processes

• Identify strong adverbs • Identify indefinite pronouns • Use metaphors for emphasis • Conjugate irregular verbs correctly

New Vocabulary: none

Writing Composition and Structure – Students work with sentences and paragraphs, use the correct form for their writing, and understand composition forms. Skills and Concepts RIT Scores between 161 and 170 Variety of Formats

• Identify sentence types: statement, command, question, and exclamation. The vocabulary and sentence length increase in difficulty throughout the increased RIT range.

• Determine genre (i.e. poem, letter, story, ad, etc.) • Choose audience when writing a friendly letter • Use rhyme in some poetry • Use correct structure in letter writing

Appropriate Style and Vocabulary • Identify off-topic sentences • Choose specific phrases to finish sentence

New Vocabulary: poem, letter, story, ad, statement, command, question, exclamation, style, sentence, rhyme, book, paragraph RIT Scores between 171 and 180 Variety of Formats

• Use all four sentence types • Focus on sentence question structure • Write in the imaginative mode • Write clear directions • Write concise telephone messages • Define the parts of narrative writing

Appropriate Style and Vocabulary • Identify topic sentence • Identify correct paragraph • Given four sentences choose the one that does not belong • Choose a sentence to add to the paragraph that is on-topic • Use strong concluding sentences • When given four simple sentences choose the best sentence order • Choose the first sentence for the paragraph • Use strong topic sentences • Use correct greetings in a friendly letter • Use correct format for business letters • Use correct capitalization in greetings and closures

New Vocabulary: missing word, first, ending, last, greeting, describe

Composition Structure/Idaho 1 NWEA, 2001

RIT Scores between 181 and 190 Variety of Formats

• Write a job application paragraph • Select appropriate titles for reports

Appropriate Style and Vocabulary • When given a 4-6 sentence paragraph, choose the off-topic sentence • When given a series of short sentences, choose the group that iterates one idea

Appropriate Format • Use indentation for new paragraph • Focus on declarative sentence structure • When given four simple and compound sentences, choose the chronological order • Choose sentence order when writing directions

New Vocabulary: topic sentence, best order, correct order, chronological order, parts of a letter, passage, complete sentence, main idea RIT Scores between 191 and 200 Appropriate Style and Vocabulary

• Use strong topic sentences • Plan for strong conclusions • When given a 5-8 sentence paragraph, edit for off-topic sentences • When reading a short story choose the best ending • Choose the correct paragraph that best explains an action • Focus on imperative sentence structure • Answer standard questions when writing a news story

Appropriate Format • Use correct letter format • Develop paragraph with specific details • Edit paragraph format for fragment and run-on sentences

Variety of Elements • Use imagery in poetry

New Vocabulary: title, information, review, author’s purpose, narration, persuasion, sequence, composition RIT Scores between 201 and 210 Appropriate Style and Vocabulary

• Focus on exclamatory sentence structure • Choose the best definition for the term “topic sentence”

Appropriate Format • Combine sentences into paragraph structure • Look for patterns of organization in a paragraph • Order sentences into a concise paragraph • Give directions in a systematic order • Use correct business letter structure • Define parts of a research paper • Define purposes of poetry (i.e. feelings, moods, expressions)



• Define paragraph by genre • Identify parts of the newspaper

New Vocabulary: exclamatory sentence, encyclopedia, supporting detail RIT Scores between 211 and 220 Appropriate Style and Vocabulary

• Choose best opening paragraph in a narrative piece of writing • Use of vocabulary of declarative, imperative, interrogative and exclamatory terms

Appropriate Format • Use standard forms of indentation • Review several paragraphs and choose the best organization • Determine the pattern of organization in a lengthy passage

Details • Select clear details for paragraph

Composition Forms • Write limericks • Define composition forms in lengthy passages

Variety of Components • Edit sentences into multi-paragraphs • Determine method of organization (i.e. order of events, from examples to main

idea, go from main idea to examples) New Vocabulary: limerick, formal essay, drama, declarative sentence, imperative sentence, interrogative sentence, tone, mood, pattern of organization RIT Scores between 221 and 230 Variety of Formats

• Write in the persuasive mode Variety of Elements

• Determine mode by reading a lengthy passage Composition Forms

• Select sentences that support topic sentences • Select sentences that support conclusion • Identify all four sentence forms within a lengthy paragraph

Variety of Components • Identify topic sentence when it is not the first sentence of the paragraph

New Vocabulary: descriptive writing, incomplete sentence RIT Scores between 231 and 240 Composition Forms

• Find the four sentence types within a given paragraph Variety of Components

• Edit sentences to create complete paragraphs New Vocabulary: none

Basic Grammar and Usage – Students show understanding of basic sentence patterns, phrases and clauses, word forms, verb tenses, subject-verb agreement, and pronoun-antecedent agreement. Skills and Concepts RIT Scores between 161 and 170 Variety of Sentences

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Format: Short sentences, 4-6 words, using very basic vocabulary Sentence Structure/Type/Kind

Format: Statements, questions, and commands Recognize a complete sentence Arrange words in order to form a complete sentences

Subject-Verb Agreement Recognize the correct use of subjects or verbs in the following cases:

Third person singular or plural subject - present participle Second person singular subject - present participle to use as first word in a question Subject-verb agreement in a short simple sentence

Noun Forms Recognize the regular plural form of a noun (add s) Recognize simple irregular plural nouns Recognize that a noun is to be used as a direct object

Noun-Pronoun Usage Agreement Use objective pronouns correctly: me, us, them Use nominative pronouns correctly: he, she, or they Use possessive pronouns correctly: her

Noun-Pronoun Antecedent Understand that pronouns take the place of nouns Identify the pronoun used to take the place of a singular “thing”

Verb Tenses Recognize the correct use of past tense verbs (add –ed) Recognize the correct use of past progressive (was __ing) Recognize the correct use of common irregular past tense verbs

Irregular Verb Forms Determine the correct common irregular verb form to use in a short, simple sentence

Adjective Forms Recognize the correct use of comparative adjectives -er and -est

New Vocabulary: underlined, missing word, more than one, complete sentence, Standard English, pronoun, correct

Basic Grammar and Usage/Idaho 1 NWEA, 2001

RIT Scores between 171 and 180 Variety of Sentences

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Recognize a complete question Recognize word order that makes sense (syntax)


Third person subject - linking verb Singular subject - verb phrase Third person plural and second person singular - correct present participle to use as the first word in a question

Noun Forms Recognize the regular plural form of a noun Recognize simple irregular plural nouns Recognize regular plural nouns needing –es ending Recognize the correct use of a singular possessive noun Identify a noun

Pronoun Forms Understand the meaning of possessive pronouns used in a sentence

Noun-Pronoun Usage Agreement Use objective pronouns correctly: us, him, her, them Identify the pronoun used to take the place of a compound or singular subject Recognize correct and incorrect use of demonstrative pronouns “them” and “those” Use nominative pronouns correctly: he, she, we Use indefinite pronouns correctly: all, some, none Use the pronoun “I” correctly in a compound subject Use objective pronouns correctly in compound direct objects: “___ and us” Use possessive pronouns correctly: hers, his

Noun-Pronoun Antecedent Recognize that “___ and I” = “we” Use the correct pronoun to match the number and gender of the subject: he, they, him Identify the noun in one sentence replaced by a pronoun in another

Verb Tenses Recognize the correct use of present tense verbs (will ____) Recognize the correct use of common irregular past tense verbs Recognize past tense verbs used correctly in sentences Recognize the correct use of present progressive verbs (is __ing)


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Distinguish which sentence tells past tense Recognize the correct use of a past tense helping or auxiliary verb Identify the correct irregular past tense form of a verb

Irregular Verb Forms Format: Single word verbs only in this RIT range Determine the correct verb form to use in a sentence (range of difficulty from come/came to catch/caught) Determine the correct verb forms to use in a compound or complex sentence

Adjective Forms In a short, simple sentence, use an adjective that tells “what kind” •

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Use comparatives “good, better, best” correctly Use comparative –er correctly Use superlative –est correctly

Adverb Forms Use adverbs telling “how” Recognize phrases that tell “where” or “when” Use comparative adverbs telling “how” correctly Recognize the correct use and meaning of a prepositional phrase containing “under” Understand the meaning of a phrase telling “when”

Phrases Format: Short, simple sentences with basic vocabulary

Negative Forms Recognize the correct use of negative phrase “doesn’t have”

New Vocabulary: noun, past tense, wrong, word order RIT Scores between 181 and 190 Variety of Sentences

Format: Sentences become more complex, with more difficult vocabulary; simple paragraph

Sentence Structure/Type/Kind Format: Statements, questions, and commands Recognize word order specific to a question Identify/recognize complete sentences with adverb phrases or nouns of direct address at beginning (comma in sentence) Select words in two places to form a complete sentence Identify a group of words as an incomplete sentence •

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Identify sentences containing more than one idea Identify a group of words that do not form a complete sentence – requiring very careful reading

Subject-Verb Agreement Identify the subject and predicate of a sentence •

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Recognize word order necessary to form a complete sentence Recognize the correct use of subjects or verbs in the following cases:


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Noun Forms Recognize a regular plural noun used in a sentence Recognize an irregular plural noun used in a sentence Recognize the irregular plural form of a noun Recognize the correct plural spelling of a noun ending in “y”

Noun-Pronoun Usage/Agreement Identify the pronoun used to take the place of “___ and me” Use possessive pronouns correctly: their Use reflexive pronouns correctly: myself, themselves Identity pronouns used to replace singular or plural “things”: it, them Use objective pronouns correctly: her, him Recognize the correct and incorrect use of “I” in a compound subject (“___ and I”) Use nominative pronouns correctly by matching gender Use indefinite pronouns correctly: everyone Identify pronouns used to replace singular or plural nouns: her, they

Noun-Pronoun Antecedent Use the correct pronoun in a sentence to match number, gender, thing in a previous sentence: it, her, they, he, his, himself Identify the noun in one sentence referred to by a nominative or possessive noun in another

Verb Tenses Recognize a sentence that tells past action or events Identify the correct past tense form of common irregular verbs Recognize or determine the correct use of common irregular past tense verbs Recognize or determine the correct use of past tense helping or auxiliary verbs Determine the correct use of a verb phrase Recognize the correct use of gerunds Recognize the correct use of regular past tense verbs Determine the correct verb tense to use in a sentence Recognize or determine the correct use of future tense verbs and verb phrases Identify which word is a verb

Irregular Verb Forms Determine which verb to use in a sentence Determine which verb phrase to use in a sentence Determine which verb to use in a sentence that has an auxiliary verb Identify the past tense of an irregular verb

Adjective Forms


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Use comparative adjectives (-er, -est) correctly Use comparatives “good, better, best” correctly Identify a word describing a noun in a sentence Recognize the correct use of comparative adjectives Use superlative adjectives correctly

Adverb Forms Understand that adverbs can tell “where, when, or how”; Identify adverbs that tell “where” Use –ly adverbs correctly Understand the meaning of a phrase telling “where”

Negative Forms Recognize the correct use of only one negative in a sentence: can’t – anybody; doesn’t – any; have never had any

New Vocabulary: subject, predicate, incomplete sentence, run-on sentence, phrase, verb, plural, question, paragraph, singular, action word, verb phrase, clause RIT Scores between 191 and 200 Variety of Sentences

Format: Sentences in this RIT range often begin with prepositional or adverb phrases Recognize that sentences can tell past, present or future actions Identify a sentence that tells past action Identify a sentence that tells future action

Sentence Structure/Type/Kind Recognize sentences that are complete and not complete Complete sentences with the correct phrase Recognize complete sentences containing only a noun and a verb Identify a simple sentence Identify the correct word order to form a sentence Identify a group of words as an incomplete sentence Identify two sentences with different word order but the same meaning Turn a clause into a complete sentence


Compound subject – linking verb Compound subject – verb phrase Third person singular subject – main verb Plural subject – auxiliary verb or verb phrase

Noun Forms Identify a word as a noun Identify which is the noun in a sentence Recognize the correct plural form of a noun used in a sentence Recognize plural nouns needing the –es ending Recognize a noun that is not plural


Recognize the irregular plural form of a noun • • Identify which is not a correct irregular plural noun

Recognize the correct use of a singular possessive noun •

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Noun-Pronoun Usage/Agreement Use possessive pronouns correctly: their, theirs, his, hers, its Recognize the correct and incorrect use of she/her as subject or object Recognize the correct and incorrect use of “I” in a compound subject or in a list Identify the pronoun used to take the place of names in the objective case: them Use reflexive pronouns correctly: themselves Recognize the correct use of “whom” (With whom are you…?)

Verb Tenses Identify the past tense of a verb •

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Determine which verb to use in a question that has an auxiliary verb at the beginning of the sentence Recognize or determine the correct use of regular past tense verbs Determine the correct verb to use in a sentence with auxiliary verbs Tell the meaning of “past tense of a verb” Determine the correct verb to use to tell future actions

Irregular Verb Forms Identify common irregular past tense forms of verbs Recognize more difficult irregular verb forms Recognize or determine the correct use of irregular past tense verbs

Adjective Forms Use comparatives “bad, worse, worst” correctly Use comparatives “more, most” correctly Use comparative adjectives (-er, -est) correctly Recognize correctly and incorrectly used comparative forms Use adjectives telling “what kind”

Adverb Forms Use adverbs telling “when” correctly Use comparative adverbs telling “when”

Phrases Understand the meaning of a phrase telling “why” Recognize phrases telling “how” or “where”

Negative Forms Recognize the correct use of only one negative in a sentence: isn’t any; has no; doesn’t have; haven’t any

Subject and Predicate Identify the subject of a sentence Identify a complete sentence where the predicate is written first Recognize where to divide a sentence between the subject and the predicate

New Vocabulary: simple sentence, comparative forms, suffix RIT Scores between 201 and 210


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Sentences have more complex syntax and phrasing, more difficult vocabulary Identify sentences that tell past, present, or future

Sentence Structure/Type/Kind Identify compound sentences Identify sentence patterns (some articles and possessive pronouns used in short, simple sentences): noun–verb, noun-verb-noun Change the word order and keep the same meaning Add a phrase to form a complete sentence Verbalize what sentence part is needed to form a complete sentence: subject, object, adjective, or subordinate clause


Singular subject – linking verb Singular subject – main verb Plural subject – linking verb Plural subject – auxiliary verb

Noun Forms Recognize the correct plural form of a noun Understand the meaning of a singular possessive noun Recognize the correct irregular plural form of a noun Identify which word is not a plural noun Recognize the correct use of a plural noun in a sentence •

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Distinguish possessive nouns from contractions Recognize a collective noun as being singular, distinguishing it from plural nouns

Pronoun Forms Recognize the correct and incorrect use of nominative, objective, possessive, and demonstrative pronouns Use objective pronouns correctly in a complex sentence: Everyone except ___… Recognize correct and incorrect use of “their, they’re, and there” Use reflexive pronouns correctly: themselves

Noun-Pronoun Antecedent Identify the noun replaced by a pronoun Replace more than one noun with the correct pronouns, matching gender and type of pronoun: nominative, objective, and possessive

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Use the correct pronoun in one sentence to match the number and gender in another: them

Verb Tenses Understand the tense and meaning of verbs, replace with similar verbs of the same tense and meaning Determine the correct verb tense to use in a sentence Determine the correct verb form to use in a sentence: irregular verbs, verbs used with auxiliary verbs Identify present tense verbs Determine the correct verb phrase to use in a sentence


Irregular Verb Forms Format: Difficulty of vocabulary increases in this RIT range •

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Determine which verb to use in sentences with or without auxiliary verbs Adjective Forms

Use comparatives “less, least” correctly Understand the meaning of comparative adjectives Identify adjectives used in a sentence Recognize correctly and incorrectly used comparative forms

Adverb Forms Understand that adverbs can tell “where, when, or how”; Identify adverbs that tell “when” Use comparative adverbs correctly Understand the meaning of comparative adverbs

Phrases Vocabulary: prepositional phrase Identify a prepositional phrase Recognize a phrase telling “which”

Clauses Understand the intended meaning of a particular clause

Negative Forms Recognize the correct use of only one negative in a sentence: no more than; hasn’t any Recognize that two negatives in a sentence is not Standard English Use “n’t” contractions correctly

Subject and Predicate Name the two main parts of a sentence

Run-On Sentences/Fragments Recognize complete and incomplete sentences (first time this term appears) Recognize a group of words as an incomplete sentence or a question •

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New Vocabulary: fragment, compound sentence, prepositional phrase, present tense, adjective, nonstandard English, linking verb, adverb, possessive, dependent clause RIT Scores between 211 and 220 Variety of Sentences

Understand that sentences tell past, present, or future Identify which sentence tells past

Sentence Structure/Type/Kind Identify sentence patterns (sentences with articles, simple adjectives): noun-verb, noun-verb-noun, noun-verb-verb Identify a sentence as simple or compound Complete sentences correctly with words or phrases Recognize sentences with clear meaning and correct form Name the part of the sentence needed to complete a sentence: adjective to complete the linking verb Recognize complete complex sentences


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Recognize the correct use of subjects or verbs in the following cases: First person singular subject – main verb Identify a singular subject by recognizing form of the verb in the predicate

Noun Forms Recognize which is not a correct irregular plural noun Identify a plural possessive noun •

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Distinguish plural nouns from singular collective nouns, nouns that end in ‘s’, and possessive nouns Identify a noun that is an idea or a feeling, not just a person, place, or thing

Pronoun Forms Identify which word in a sentence is the pronoun Recognize the correct and incorrect use of reflexive, nominative, possessive, and objective pronouns Understand the meaning of a pronoun: “all of us” = “we” Use nominative case pronouns correctly Use nominative pronouns correctly in compound subjects Recognize the correct and incorrect use of “I” in a compound subject or in a list Recognize the correct and incorrect use of reflexive pronouns: themselves, itself, herself, ourselves Use indefinite pronouns in a phrase correctly: “___ of the people were…” (few, each, one, either)

Verb Tenses Determine the correct verb form to use in a sentence Identify the verb form not used correctly in a sentence Recognize verbs that have the same form for both present and past tense •

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Understand that there are names for various parts of speech; identify which word in a sentence is the verb Determine which verb to use in a sentence in which the auxiliary verb is separated from the main verb Understand the meaning of a complex verb phrase Determine which verb form is correctly used in a complex sentence

Irregular Verb Forms Identify troublesome irregular verbs (lie/lay, sit/set, etc.)

Adjective Forms Recognize that adjectives are words that describe things Use comparatives “-y, -ier, -iest” correctly Understand that there are names for various parts of speech; identify which word in a sentence is the adjective Understand the use of the adjective-forming suffix “-al” when added to nouns ending in “–tion” (inspiration, inspirational) Understand that comparative –er means to compare two things Understand the correct use of “good” as an adjective, not an adverb

Adverb Forms Format: Longer sentences, more difficult vocabulary


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Recognize correct and incorrect use of adverbs, including comparative adverb forms Recognize correct and incorrect comparative adverb forms for words ending in –ly

Phrases Recognize what part of the sentence a prepositional phrase modifies Recognize a prepositional phrase used as an adjective Recognize the meaning of a verb phrase

Clauses Identify the main clause in a sentence

Negative Forms Recognize the correct use of negatives “hardly” and “scarcely”

Subject and Predicate Identify the subject of a sentence

Run-On Sentences/Fragments Identify sentence fragments

New Vocabulary: modifies, main clause, plural possessive, irregular verb, simple sentence, compound sentence, complex sentence, compound-complex sentence RIT Scores between 221 and 230 Sentence Structure/Type/Kind

Identify sentence patterns (sentences containing adjectives and helping verbs): noun-verb, noun-verb-noun, noun-linking verb-noun Determine the correct verb forms or verb phrases to use in compound or complex sentences


Complex subject (“one of the __s”, “all of the __s”) – linking verb “There” – linking verb – plural noun Indefinite pronoun – linking verb

Noun Forms Understand the meaning of a plural possessive noun Recognize the correct possessive form of a word Distinguish a possessive noun from a plural noun or a noun used as a contraction with ‘s for “is” Recognize the correct irregular plural form of nouns not commonly used (Latin roots like data-datum; open compounds like lady in waiting) Distinguish irregular plurals from words that are not plural

Pronoun Forms Recognize the correct and incorrect use of nominative and objective case pronouns in complex sentences Use nominative pronouns followed by a noun correctly: We boys will… Use nominative pronouns correctly as the first word in a compound subject Use indefinite pronouns correctly: “___ of the girls is …” (many, some, either, several)



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Distinguish “that” used as a pronoun from “that” used as an adjective Recognize the correct and incorrect use of “who, who’s, and whose”

Verb Tenses Recognize sentences in which the subject of the sentence is the “doer” of the action

Irregular Verb Forms Determine which verb to use in a sentence with or without an auxiliary verb Identify correct form of less commonly used irregular verbs

Adjective Forms Recognize correctly and incorrectly used comparative forms, use tricky context clues to determine correct use

Phrases Recognize a simple noun phrase Recognize and identify a prepositional phrase containing ‘in’, ‘toward’, ‘with’, ‘around’, ‘into’

Clauses Identify a dependent clause

Negative Forms Recognize the correct and incorrect use of negatives “hardly” and “scarcely” Recognize the correct use of only one negative in a sentence: haven’t anything

Subject and Predicate Identify the predicate of a sentence Identify the part needed to complete a sentence: subject, object, or adjective to complete the linking verb Verbalize that a predicate contains a verb

New Vocabulary: noun phrase, dependent clause, possessive noun, conjunction RIT Scores between 231 and 240 Sentence Structure/Type/Kind

Identify a complex sentence Noun Forms

Recognize the correct plural spelling of a noun ending in “y” when just an ‘s’ is added Recognize the correct plural forms of irregular and not frequently used plurals

Noun-Pronoun Antecedent Recognize clear or unclear pronouns-antecedents

Phrases Recognize and identify a prepositional phrase containing ‘within’ Recognize adverb and adjective phrases

Negative Forms Recognize the correct and incorrect use of negatives “hardly” and “barely” Recognize the correct use of only one negative in a sentence with complex phrasing: has nothing; aren’t any; hasn’t he ever; isn’t any; scarcely had we

New Vocabulary: adverb phrase, adjective phrase, pronoun’s antecedent

Punctuation – Students understand end punctuation, comma usage, apostrophes, enclosing punctuation, and underlining for titles Skills and Concepts RIT Scores between 161 and 170 Use Commas Appropriately

• Correctly place commas in the date Use Appropriate End Punctuation

• Use question marks on 3-4 word interrogative sentences • Use periods on imperative sentences • Use periods on declarative sentences • Use exclamation marks on exclamatory sentences

Use Apostrophes • Use apostrophes in contractions with verb and “not”

New Vocabulary: comma, contraction, punctuate, right mark, sentence RIT Scores between 171 and 180 Use Commas Appropriately

• Use commas in a series Use Appropriate End Punctuation

• Identify punctuation never used at the end of the sentence • Use question, period, or exclamation mark at the end of 5-8 word sentences

Use Apostrophes • Use apostrophes in singular possessives

New Vocabulary: punctuation mark, exclamation point, question mark, apostrophe, period RIT Scores between 181 and 190 Use Commas Appropriately

• Use commas in personal greetings • Use commas in introductory words, (i.e. well, no, sorry) • Use commas between two main clauses • Use commas after introductory clauses • Use commas after introductory adverbial clauses • Use commas in a letter closing • Use commas after direct address • Use commas between city and state

Use Appropriate End Punctuation • Use correct end punctuation on a collection of sentences • Use question marks correctly when writing a friendly letter

Appropriate Marks in Dialogue • Use quotation marks for direct conversation

Punctuation/Idaho 1 NWEA, 2001

Use Apostrophes • Use apostrophes in irregular contractions

New Vocabulary: letter, ownership RIT Scores between 191 and 200 Use Commas Appropriately

• Use commas around parenthetical phrases Use Appropriate End Punctuation

• Use correct end punctuation in 8-10 word sentences • Mark each end punctuation correctly when writing a multi-paragraph friendly

letter Appropriate Marks in Dialogue

• Use quotation on both sides of split direct conversation Use Apostrophes

• Use apostrophes in pronoun contractions Use Underlining for Titles

• Underline book titles Dependent and Independent Clauses/Comma Usage

• Use commas in dependant clauses • Use commas between two main clauses • Use commas in a compound sentence

Prepositional, Participle and Appositive Phrases/Comma Usage • Use commas after participial phrases • Use commas after an introductory adjective phrase • Use commas around appositives

New Vocabulary: quotation marks, possession, address, phrase, salutation, colon, semicolon RIT Scores between 201 and 210 Use Commas Appropriately

• Use commas after a direct address in an imperative sentence • Use commas after participial phrases in a lengthy paragraph • Use commas in non-essential parenthetical phrases • Use commas around interrupting phrases contained within the sentence

Use Appropriate End Punctuation • Identify different meanings of the same sentence when end punctuation is

changed • Identify incorrect end punctuation • Identify periods when given a paragraph

Appropriate Marks in Dialogue • Use quotations in titles • Use parentheses around non-essential phrases

Use Apostrophes • Use apostrophes in possessive plurals • Use apostrophes with helping verb and “not”



Dependent and Independent Clauses/Comma Usage • Use commas between two main clauses in a complex sentence

Prepositional, Participle and Appositive Phrases/Comma Usage • Use commas after participial phrases in a lengthy paragraph

New Vocabulary: parentheses, hyphen, rough draft RIT Scores between 211 and 220 Use Commas Appropriately

• Use commas in a direct quotation • Use commas around non-essential phrases

Use Appropriate End Punctuation • Identify correct punctuation in a 16-20 word compound sentence • Use correct punctuation when sentence ends with an abbreviation • Identify correct punctuation in a 5-7 sentence paragraph

Appropriate Marks in Dialogue • Use quotations in quoted material • Use single quotation inside quotation marks

Use Apostrophes • Use apostrophes for subject and helping verb contractions

Use Underlining for Titles • Underline movie titles • Underline magazine titles

Dependent and Independent Clauses/Comma Usage • Use commas between two main clauses in a compound complex sentence

New Vocabulary: possessive noun RIT Scores between 221 and 230 Use Commas Appropriately

• Use commas to separate adverbial introductory clauses in a complex sentence Use Apostrophes

• Use apostrophes for plural possessives in a compound sentence Use Underlining for Titles

• Underline play titles New Vocabulary: plural possessive

RIT Scores between 231 and 240 Prepositional, Participle and Appositive Phrases/Comma Usage

• Use commas around dependant clauses in compound, complex sentences New Vocabulary: none

Capitalization – Students can use beginning capitalization, and can properly capitalize proper nouns, adjectives, and the pronoun “I”. Skills and Concepts RIT Scores between 161 and 170 Proper Nouns

• Particular place names: cities, vacation spots, rivers, states • Days and months • Family, personal, or professional titles: Dr., Uncle __, Rev., Miss, Mrs. • Names of people • Holidays

Fundamental Rules/Beginning Capitalization • Format: Short sentences, simple vocabulary • Capitalize the first word in the sentence

Fundamental Rules/Pronoun “I” • Vocabulary – capitalized • Lack of capital for “I” the only error to identify

New Vocabulary: capital letter, capitalized, underlined, sentence, missing words RIT Scores between 171 and 180 Proper Nouns

• Particular place names: states, city and state (both) • Names of people: first, middle, and last • Nationalities • Street names

Fundamental Rules/Beginning Capitalization • Capitalize the first word in the sentence • Capitalize “Dear” in a letter greeting • Capitalize “Love” in a letter closing • Capitalize only the first word in a sentence of common nouns

Fundamental Rules/Pronoun “I” • Generalize the rule: always capitalize “I”

Identify or correct several errors including “I” in one sentence • Fundamental Rules/Nouns

• Differentiate between common and proper nouns • Correctly capitalize up to four words in the same sentence • Identify nouns correctly or incorrectly capitalized

Adjectives, Titles, Sentence Beginnings • Abbreviated professional and personal titles: Mr., Mrs., Dr. • Initials • Book titles • Professional titles (Mayor ___, Congressman ___)

New Vocabulary: pronoun, name

Capitalization/Idaho 1 NWEA, 2001

RIT Scores between 181 and 190 Proper Nouns

• Names of people: full name, including initials and titles • Places: countries, cities, states, vacation spots • Pets’ names • Historical events • Course names • Names of organizations

Fundamental Rules/Beginning Capitalization • Capitalize the first word in the sentence • Capitalize the first word in the greeting and closing of a letter • Capitalize the beginning of each sentence in a short group of sentences • Recognize a group of words as a sentence and capitalize the first word • Capitalize first word and names • Identify a sentence in which the first word is not correctly capitalized • Capitalize only the first word in a sentence without proper nouns

Fundamental Rules/Pronoun “I” • Identify or correct several errors including “I” in one sentence • Identify “I” errors twice in the same sentence

Fundamental Rules/Nouns • Format: Towards the end of this range, some of the items require reading multiple

sentences in one passage • Identify nouns correctly or incorrectly capitalized • Correctly capitalize up to four words in the same sentence • Distinguish between common and proper nouns

Adjectives, Titles, Sentence Beginnings • Capitalize first word of a quotation • Book or movie titles • Professional titles

New Vocabulary: greeting, letter, title, note, list RIT Scores between 191 and 200 Proper Nouns

• Places: rivers, mountains, countries, states, cities, monuments, buildings, points of interest

• Organizations and government bodies • People’s full names, including initials and titles • Identify a “proper noun” • Company and product names • Nationalities and languages • Team names

Fundamental Rules • Format: Most of the items in this range require correct identification of more than

one capitalization error, either missing capitals or incorrect capitals • Distinguish between common and proper nouns


• Generalize rules of capitalization Fundamental Rules/Beginning Capitalization

• Capitalize the first word in the sentence • Capitalize the first word in the greeting and closing of a letter • Capitalize only the first word in a sentence without proper nouns • Capitalize the beginning of each sentence in a group of sentences • Capitalize first word and proper nouns

Fundamental Rules/Pronoun “I” • Identify the sentence not capitalized correctly (“I” the error) • Identify “I” errors twice in the same sentence

Adjectives, Titles, Sentence Beginnings • Capitalize the first word in the sentence and the first word of a quotation • Verbalize the rule telling which word in a quotation is always capitalized • Book, movie, TV show, magazine titles: know which words to and not to

capitalize New Vocabulary: direct quotation, proper noun, place, phrase, address, magazine RIT Scores between 201 and 210 Proper Nouns

• Full names, including titles and initials • Particular places, points of interest, buildings, monuments • Teams, organization, government bodies • Countries and continents • Historical events and eras • Companies, stores, products • Classes, schools • Ships • Identify proper nouns

Fundamental Rules • Format: Most of the items in this range require correct identification of more that

one capitalization error, either missing capitals or incorrect capitals • Format: Longer passages in many of the items • Generalize rules of when to capitalize the first word: sentences, poems, letter

greetings • Differentiate between similar common and proper nouns

Fundamental Rules/Beginning Capitalization • Capitalize the first word in the greeting and closing of a letter • Capitalize the first word in the sentence • Capitalize only the first word in a multi-word greeting or closing

Adjectives, Titles, Sentence Beginnings • Capitalize first word of a quotation • Distinguish sentences using quotations that are not capitalized correctly • Capitalize the first word in the sentence and the first word of a quotation • Capitalize the first word in the sentence, the first word of a quotation, and proper

nouns


• Capitalize the beginning of each sentence in a group of sentences, including quotations within sentences

Adjectives, Titles, Sentence Beginnings • Radio and TV station initials • All titles: which words should and should not be capitalized • Compass directions: when they are correctly and incorrectly capitalized

New Vocabulary: closing, book title, paragraph RIT Scores between 211 and 220 Proper Nouns

• Countries, nationalities, languages • Holidays, special events • Places, rivers, parks, bridges, monuments… • Artistic groups • Buildings, businesses, stores

Fundamental Rules • Format: Most items also call on finer distinctions between common and proper

nouns, depending on how they are used in the sentence (Mother, my mother) • Format: Sentences contain various combinations of correctly and incorrectly used

capital letters, generally relating to use in quotations, but also first words in sentences, proper/common nouns, capitalizing multiple sentences in a paragraph

• All titles: what to capitalize and what not to capitalize • Generalize capitalization rules

Fundamental Rules/Beginning Capitalization • Capitalize only the first word in the greeting and closing of a letter with no proper

nouns Adjectives, Titles, Sentence Beginnings

• In a quotation, capitalize only the first word if the sentence continues past the part identifying the speaker

• Compass directions – when to and not to capitalize them • Full names, including titles

New Vocabulary: none RIT Scores between 221 and 230 Proper Nouns

• Full names, professional and family titles • Holidays and special events • Nationalities, languages, countries, continents • Towns, cities, particular geographic locations (___ Valley, Mt. ___) • Organizations, clubs, teams, groups • Classes, courses • Religions



Fundamental Rules • Format: Sentences contain various combinations of correctly and incorrectly used

capital letters, generally relating to use in quotations, but also first words in sentences, and proper/common nouns

• Distinctions between common and proper nouns, depending on how they are used in the sentence (Mother, my mother)

• Generalization of capitalization rules – classifying types of nouns that should be capitalized

• When to capitalize family relationships Adjectives, Titles, Sentence Beginnings

• In a quotation, capitalize only the first word if the sentence continues past the part identifying the speaker

• All titles New Vocabulary: none

Spelling – Students show understanding of forming words from letters according to accepted standard usage. Skills and Concepts RIT Scores between 161 and 170 Accuracy and High-Frequency Words

Recognize common words that have been misspelled, either by sight or by applying basic rules of phonics

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RIT Scores between 171 and 180 Conventional Rules

Recognize words misspelled when endings added: double final consonant, add -ed; drop e, add –ing

Accuracy and High-Frequency Words Format: Short, one- or two- syllable words, frequently used words Recognize common words that have been misspelled, either by sight or by applying basic rules of phonics


Recognize misspelled common compound words Distinguish the correct spelling of a word from incorrect versions Identify two words misspelled in one sentence Recognize the correct spelling of a plural noun: change “y” to “i” and add “-es” Recognize a sentence in which all words are correctly spelled (up to 8 words) Recognize an incorrectly used homograph in a sentence

Accuracy and High-Frequency Words Format: One- or two-syllable words, with some of three-syllables at upper RIT range Recognize words misspelled when endings added: double final consonant, add -ing; drop e, add –ing

Application of Rules (prefixes/suffixes) Recognize the correct spelling of root words with suffixes added: -ous, -y, -less, -ing, -ed


Format: Many longer words: three and four syllables Format: Less frequently used words Distinguish the correct spelling of a word from incorrect versions Recognize the correct spelling of “ui” words Recognize the correct spelling of “ie” or “ei” words

Spelling/Idaho 1 NWEA, 2001

Spelling/Idaho 2 NWEA, 2001

Application of Rules (prefixes/suffixes) •

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Recognize correct application of basic spelling rules: Change “y” to “i” and add ending Change “f” to “v” and add –es Drop final “e” and add –ing, -ed, or –ous

Recognize correct and incorrect spellings of root words with affixes: un-, -ly, a-, dis-, -able, im-, mis-, -ful, -ness Recognize the correct spelling/pronunciation of words ending in –th or –the

High-Frequency Spelling Words Recognize common words that have been misspelled, either by sight or by applying basic rules of phonics Recognize the correct spelling and use of homographs Recognize the correct spelling and use of the contraction “it’s”


• Distinguish the correct spelling of a word from incorrect versions • Identify which word is or is not spelled correctly

Application of Rules (prefixes/suffixes) • Recognize correctly and incorrectly applied basic spelling rules when adding

endings or affixes • Recognize when to double final consonant before adding ending

High-Frequency Spelling Words • Format: Generally more difficult, commonly misspelled words


• Troublesome spelling patterns: -ance/-ence ei/ie -ary/-ery plural form of words ending in “o”


• Tricky, troublesome words • Distinguish which homograph is not correctly used

ID State Learning Continuum

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