Pieces of the Puzzle a. Traditional story structure/story grammar (beginning, middle, end); stanzas, verse, etc. in poetry, in literary texts b. Developmental structures of argumentative, persuasive, chronological texts, in informational texts c. Directly stated or implied steps in a procedural document d. Adjunct aids, graphics, charts, tables, etc. in informational or procedural texts or in documents 8. If standards seem ambiguous, interpret them literally—at the lowest possible level of implementation—and annotate the decision-making process. 9. Standards referring to making predictions or asking questions or other classroom-based activities should not be considered unless they also contain a testable behavior. Standards referring to reading and writing should be considered only on the basis of the reading behaviors they imply because classroom-based writing is not similar to writing in response to an open-ended test question. 10. Standards referring to vocabulary should be coded as follows: a. Forming a general understanding if readers must apply fundamental word knowledge b. Developing an interpretation if readers must use a strategy such as analysis of context clues c. Making reader/text connections if the standard implies that the reader must draw upon her background knowledge, for example, to find a connotative meaning of a word d. Examining content and structure if the standard implies determining why an author made specific vocabulary choices The following table provided additional support in understanding the interactions of the contexts for reading and the aspects for reading assessed by NAEP. Reading for Literary Experience Forming a General Understanding Considering text as a whole and providing a global understanding Theme Major characters Major events Problem/conflict/resolution Vocabulary Literary devices Developing an Interpretation Linking across parts of texts Making inferences Providing evidence for actions D-10
Reading for Information Forming a General Understanding Considering text as a whole and providing a global understanding Central purpose Major ideas Supporting ideas Adjunct aids Vocabulary Developing an Interpretation Linking across parts of texts Drawing inferences about relationships of two pieces of text Providing evidence to determine reasons for an
Reading to Perform a Task Forming a General Understanding Considering text as a whole and providing a global understanding Central purpose Key information Key organizing features Key graphics Interrelationship of key graphics Vocabulary Developing an Interpretation Linking across parts of texts Drawing inferences about relationships of two pieces of text Providing evidence to determine reasons for an
Council of the Great City Schools and the American Institutes for Research Council of the Great City Schools • American Institutes for Research • Fall 2011
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