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Grades 2 to 11 - Grades 2-11 ELA CST - Standardized Testing and

By Jeffery Gordon,2014-05-06 08:48
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Grades 2 to 11 - Grades 2-11 ELA CST - Standardized Testing and

    CALIFORNIA STANDARDS TESTS

    GRADE 2 ENGLISH-LANGUAGE ARTS

    (Blueprints adopted by the State Board of Education 10/02)

    # of CALIFORNIA CONTENT STANDARDS: READING % Items

    1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC

    VOCABULARY DEVELOPMENT: Students understand the

    basic features of reading. They select letter patterns and 22 34% know how to translate them into spoken language by using

    phonics, syllabication, and word parts. They apply this

    knowledge to achieve fluent oral and silent reading. 1.1 Decoding and Word Recognition: recognize and use

    3 knowledge of spelling patterns (e.g., diphthongs, special vowel

    spellings) when reading

    1.2 Decoding and Word Recognition: apply knowledge of basic

    3 syllabication rules when reading (e.g., v/cv = su/per, vc/cv =

    sup/per)

    1.3 Decoding and Word Recognition: decode two-syllable 3 nonsense words and regular multi-syllable words 1.4 Decoding and Word Recognition: recognize common 1 abbreviations (e.g., Jan., Sun., Mr., St.)

    1.5 Decoding and Word Recognition: identify and correctly use

    2 regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g.,

    fly/flies, wife/wives)

    1.6 Decoding and Word Recognition: read aloud fluently and NA* accurately, and with appropriate intonation and expression 1.7 Vocabulary and Concept Development: understand and 3 explain common antonyms and synonyms

    1.8 Vocabulary and Concept Development: use knowledge of

    2 individual words in unknown compound words to predict their

    meaning

    1.9 Vocabulary and Concept Development: know the meaning of 2 simple prefixes and suffixes (e.g., over-, un-, -ing, -ly) 1.10 Vocabulary and Concept Development: identify simple 3 multiple-meaning words

    * Not assessable in multiple-choice format 1

    ? California Department of Education

    CALIFORNIA STANDARDS TESTS

    GRADE 2 ENGLISH-LANGUAGE ARTS

    (Blueprints adopted by the State Board of Education 10/02)

    # of CALIFORNIA CONTENT STANDARDS: READING % Items 2.0 READING COMPREHENSION: Students read and

    understand grade-level-appropriate material. They draw

    upon a variety of comprehension strategies as needed

    (e.g., generating and responding to essential questions,

    making predictions, comparing information from several

    sources). The selections in Recommended Readings in

    Literature, Kindergarten Through Grade Eight illustrate the

    23% quality and complexity of the materials to be read by 15

    students. In addition to their regular school reading, by

    grade four, students read one-half million words annually,

    including a good representation of grade-level-appropriate

    narrative and expository text (e.g., classic and

    contemporary literature, magazines, newspapers, online

    information). In grade two, students continue to make

    progress toward this goal.

    2.1 Structural Features of Informational Materials: use titles,

    1 tables of contents, and chapter headings to locate information in

    expository text

    2.2 Comprehension and Analysis of Grade-Level-Appropriate

    Text: state the purpose in reading (i.e., tell what information is NA*

    sought)

    2.3 Comprehension and Analysis of Grade-Level-Appropriate

    Text: use knowledge of the author’s purpose(s) to comprehend 2

    informational text

    2.4 Comprehension and Analysis of Grade-Level-Appropriate

    Text: ask clarifying questions about essential textual elements 2

    of exposition (e.g., why, what-if, how)

    2.5 Comprehension and Analysis of Grade-Level-Appropriate

    Text: restate facts and details in the text to clarify and organize 3

    ideas

    2.6 Comprehension and Analysis of Grade-Level-Appropriate 3 Text: recognize cause-and-effect relationships in a text 2.7 Comprehension and Analysis of Grade-Level-Appropriate 2 Text: interpret information from diagrams, charts, and graphs 2.8 Comprehension and Analysis of Grade-Level-Appropriate 2 Text: follow two-step written instructions

    * Not assessable in multiple-choice format 2

    ? California Department of Education

    CALIFORNIA STANDARDS TESTS

    GRADE 2 ENGLISH-LANGUAGE ARTS

    (Blueprints adopted by the State Board of Education 10/02)

    # of CALIFORNIA CONTENT STANDARDS: READING % Items

    3.0 LITERARY RESPONSE AND ANALYSIS: Students read and

    respond to a wide variety of significant works of children’s

    literature. They distinguish between the structural features

    of the text and the literary terms or elements (e.g., theme, 9% 6 plot, setting, characters). The selections in Recommended

    Readings in Literature, Kindergarten Through Grade Eight

    illustrate the quality and complexity of the materials to be

    read by students.

    3.1 Narrative Analysis of Grade-Level-Appropriate Text:

    2 compare and contrast plots, settings, and characters presented

    by different authors

    3.2 Narrative Analysis of Grade-Level-Appropriate Text:

    1 generate alternative endings to plots and identify the reason or

    reasons for, and the impact of, the alternatives

    3.3 Narrative Analysis of Grade-Level-Appropriate Text:

    1 compare and contrast different versions of the same stories that

    reflect different cultures

    3.4 Narrative Analysis of Grade-Level-Appropriate Text: identify 2 the use of rhythm, rhyme, and alliteration in poetry * Not assessable in multiple-choice format 3

    ? California Department of Education

    CALIFORNIA STANDARDS TESTS

    GRADE 2 ENGLISH-LANGUAGE ARTS

    (Blueprints adopted by the State Board of Education 10/02)

    # of CALIFORNIA CONTENT STANDARDS: WRITING % Items

    1.0 WRITTEN AND ORAL ENGLISH LANGUAGE

    CONVENTIONS: Students write and speak with a command 22% 14 of standard English conventions appropriate to this grade

    level.

    1.1 Sentence Structure: distinguish between complete and 2 incomplete sentences

    1.2 Sentence Structure: recognize and use the correct word order 0 in written sentences

    1.3 Grammar: identify and correctly use various parts of speech, 2 including nouns and verbs, in writing and speaking 1.4 Punctuation: use commas in the greeting and closure of a 2 letter and with dates and items in a series 1.5 Punctuation: use quotation marks correctly 2

    1.6 Capitalization: capitalize all proper nouns, words at the

    2 beginning of sentences and greetings, months and days of the

    week, and titles and initials of people

    1.7 Spelling: spell frequently used, irregular words correctly (e.g., 2 was, were, says, said, who, what, why)

    1.8 Spelling: spell basic short-vowel, long-vowel, r-controlled, and 2 consonant-blend patterns correctly

    1.0 WRITING STRATEGIES: Students write clear and coherent

    sentences and paragraphs that develop a central idea.

    Their writing shows they consider the audience and 12% 8 purpose. Students progress through the stages of the

    writing process (i.e., pre-writing, drafting, revising, editing

    successive versions).

    1.1 Organization and Focus: group related ideas and maintain a 3 consistent focus

    1.2 Penmanship: create readable documents with legible NA* handwriting 1.3 Research: understand the purposes of various reference 2 materials (e.g., dictionary, thesaurus, atlas) 1.4 Evaluation and Revision: revise original drafts to improve 3 sequence and provide more descriptive detail TOTALS 65 100%

    * Not assessable in multiple-choice format 4

    ? California Department of Education

    CALIFORNIA STANDARDS TESTS

    GRADE 3 ENGLISH-LANGUAGE ARTS

    (Blueprints adopted by the State Board of Education 10/02)

    # of CALIFORNIA CONTENT STANDARDS: READING % Items

    1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC

    VOCABULARY DEVELOPMENT: Students understand the

    basic features of reading. They select letter patterns and 31% 20 know how to translate them into spoken language by

    using phonics, syllabication, and word parts. They apply

    this knowledge to achieve fluent oral and silent reading. 1.1 Decoding and Word Recognition: know and use complex

    2 word families when reading (e.g., -ight) to decode unfamiliar

    words

    1.2 Decoding and Word Recognition: decode regular 2 multisyllabic words

    1.3 Decoding and Word Recognition: read aloud narrative and

    NA* expository text fluently and accurately and with appropriate

    pacing, intonation, and expression

    1.4 Vocabulary and Concept Development: use knowledge of

    4 antonyms, synonyms, homophones, and homographs to

    determine the meanings of words 1.5 Vocabulary and Concept Development: demonstrate

    knowledge of levels of specificity among grade-appropriate 2 words and explain the importance of these relations (e.g.,

    dog/mammal/animal/living things)

    1.6 Vocabulary and Concept Development: use sentence and 4 word context to find the meaning of unknown words 1.7 Vocabulary and Concept Development: use a dictionary to 2 learn the meaning and other features of unknown words 1.8 Vocabulary and Concept Development: use knowledge of

    4 prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -

    er, -est, -ful) to determine the meaning of words 2.0 READING COMPREHENSION: Students read and

    understand grade-level-appropriate material. They draw

    upon a variety of comprehension strategies as needed

    (e.g., generating and responding to essential questions,

    making predictions, comparing information from several

    sources). The selections in Recommended Readings in

    Literature, Kindergarten Through Grade Eight illustrate the

    23% 15 quality and complexity of the materials to be read by

    students. In addition to their regular school reading, by

    grade four, students read one-half million words annually,

    including a good representation of grade-level-appropriate

    narrative and expository text (e.g., classic and

    contemporary literature, magazines, newspapers, online

    information). In grade three, students make substantial

    progress toward this goal.

    * Not assessable in multiple-choice format 5

    ? California Department of Education

    CALIFORNIA STANDARDS TESTS

    GRADE 3 ENGLISH-LANGUAGE ARTS

    (Blueprints adopted by the State Board of Education 10/02)

    # of CALIFORNIA CONTENT STANDARDS: READING % Items 2.1 Structural Features of Informational Materials: use titles,

    2 tables of contents, chapter headings, glossaries, and indexes

    to locate information in text

    2.2 Comprehension and Analysis of Grade-Level-Appropriate

    Text: ask questions and support answers by connecting prior 2 knowledge with literal information found in, and inferred from,

    the text

    2.3 Comprehension and Analysis of Grade-Level-Appropriate

    Text: demonstrate comprehension by identifying answers in 2

    the text

    2.4 Comprehension and Analysis of Grade-Level-Appropriate Text: recall major points in the text and make and modify 2

    predictions about forthcoming information

    2.5 Comprehension and Analysis of Grade-Level-Appropriate

    Text: distinguish between main idea and supporting details in 2

    expository text

    2.6 Comprehension and Analysis of Grade-Level-Appropriate

    Text: extract appropriate and significant information from the 3

    text, including problems and solutions

    2.7 Comprehension and Analysis of Grade-Level-Appropriate

    Text: follow simple multiple-step written instructions (e.g., how 2

    to assemble a product or play a board game)

    3.0 LITERARY RESPONSE AND ANALYSIS: Students read and

    respond to a wide variety of significant works of children’s

    literature. They distinguish between the structural features

    of text and the literary terms or elements (i.e., theme, plot, 12% 8 setting, characters). The selections in Recommended

    Readings in Literature, Kindergarten Through Grade Eight

    illustrate the quality and complexity of the materials to be

    read by students.

    3.1 Structural Features of Literature: distinguish common forms 1 of literature (e.g., poetry, drama, fiction, non-fiction)

    3.2 Narrative Analysis of Grade-Level-Appropriate Text:

    2 comprehend basic plots of classic fairy tales, myths, folktales,

    legends, and fables from around the world

    3.3 Narrative Analysis of Grade-Level-Appropriate Text:

    2 determine what characters are like by what they say or do and

    by how the author or illustrator portrays them

    3.4 Narrative Analysis of Grade-Level-Appropriate Text:

    1 determine the underlying theme or author’s message in

    fictional and non-fiction text

    * Not assessable in multiple-choice format 6

    ? California Department of Education

    CALIFORNIA STANDARDS TESTS

    GRADE 3 ENGLISH-LANGUAGE ARTS

    (Blueprints adopted by the State Board of Education 10/02)

    # of CALIFORNIA CONTENT STANDARDS: READING % Items 3.5 Narrative Analysis of Grade-Level-Appropriate Text:

    1 recognize the similarities of sounds in words and rhythmical

    patterns (e.g., alliteration, onomatopoeia) in a selection 3.6 Narrative Analysis of Grade-Level-Appropriate Text: 1 identify the speaker or narrator in a selection

    * Not assessable in multiple-choice format 7

    ? California Department of Education

    CALIFORNIA STANDARDS TESTS

    GRADE 3 ENGLISH-LANGUAGE ARTS

    (Blueprints adopted by the State Board of Education 10/02)

    # of CALIFORNIA CONTENT STANDARDS: WRITING % Items

    1.0 WRITTEN AND ORAL ENGLISH LANGUAGE

    CONVENTIONS: Students write and speak with a command 20% 13 of standard English conventions appropriate to this grade

    level.

    1.1 Sentence Structure: understand and be able to use complete

    1 and correct declarative, interrogative, imperative, and

    exclamatory sentences in writing and speaking 1.2 Grammar: identify subjects and verbs that are in agreement

    1 and identify and use pronouns, adjectives, compound words,

    and articles correctly in writing and speaking 1.3 Grammar: identify and use past, present, and future verb 1 tenses properly in writing and speaking 1.4 Grammar: identify and use subjects and verbs correctly in 2 speaking and writing simple sentences 1.5 Punctuation: punctuate dates, city and state, and titles of 2 books correctly

    1.6 Punctuation: use commas in dates, locations, and addresses 1 and for items in a series

    1.7 Capitalization: capitalize geographical names, holidays, 2 historical periods, and special events correctly 1.8 Spelling: spell correctly one-syllable words that have blends,

    contractions, compounds, orthographic patterns (e.g., qu,

    2 consonant doubling, changing the ending of a word from y to ies

    when forming the plural), and common homophones (e.g., hair-

    hare)

    1.9 Spelling: arrange words in alphabetical order 1

    1.0 WRITING STRATEGIES: Students write clear and coherent

    sentences and paragraphs that develop a central idea.

    Their writing shows they consider the audience and 14% 9 purpose. Students progress through the stages of the

    writing process (e.g., pre-writing, drafting, revising, editing

    successive versions).

    1.1 Organization and Focus: create a single paragraph that

    1 1) develops a topic sentence

    2 2) includes simple supporting facts and details 1.2 Penmanship: write legibly in cursive or joined italic, allowing

     NA* margins and correct spacing between letters in a word and

    words in a sentence

    1.3 Research & Technology: understand the structure and

    3 organization of various reference materials (e.g., dictionary,

    thesaurus, atlas, encyclopedia)

    * Not assessable in multiple-choice format 8

    ? California Department of Education

    CALIFORNIA STANDARDS TESTS

    GRADE 3 ENGLISH-LANGUAGE ARTS

    (Blueprints adopted by the State Board of Education 10/02)

    # of CALIFORNIA CONTENT STANDARDS: WRITING % Items 1.4 Evaluation and Revision: revise drafts to improve the

    3 coherence and logical progression of ideas by using an

    established rubric

    TOTALS 65 100% * Not assessable in multiple-choice format 9

    ? California Department of Education

    CALIFORNIA STANDARDS TESTS

    GRADE 4 ENGLISH-LANGUAGE ARTS

    (Blueprints adopted by the State Board of Education 10/02)

    # of CALIFORNIA CONTENT STANDARDS: READING % Items

    1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC

    VOCABULARY DEVELOPMENT: Students understand the

    basic features of reading. They select letter patterns and 24% 18 know how to translate them into spoken language by

    using phonics, syllabication, and word parts. They apply

    this knowledge to achieve fluent oral and silent reading. 1.1 Word Recognition: read narrative and expository text aloud

    NA* with grade-appropriate fluency and accuracy and with

    appropriate pacing, intonation, and expression 1.2 Vocabulary and Concept Development: apply knowledge of

    8 word origins, derivations, synonyms, antonyms, and idioms to

    determine the meaning of words and phrases 1.3 Vocabulary and Concept Development: use knowledge of

    3 root words to determine the meaning of unknown words within

    a passage

    1.4 Vocabulary and Concept Development: know common

    roots and affixes derived from Greek and Latin and use this 1 knowledge to analyze the meaning of complex words (e.g.,

    international)

    1.5 Vocabulary and Concept Development: use a thesaurus to 1 determine related words and concepts

    1.6 Vocabulary and Concept Development: distinguish and 5 interpret multiple meaning words

    2.0 READING COMPREHENSION: Students read and

    understand grade-level-appropriate material. They draw

    upon a variety of comprehension strategies as needed

    (e.g., generating and responding to essential questions,

    making predictions, comparing information from several

    sources). The selections in Recommended Readings in

    20% Literature, Kindergarten Through Grade Eight illustrate the 15

    quality and complexity of the materials to be read by

    students. In addition to their regular school reading,

    students read one-half million words annually, including a

    good representation of grade-level-appropriate narrative

    and expository text (e.g., classic and contemporary

    literature, magazines, newspapers, online information). 2.1 Structural Features of Informational Materials: identify

    structural patterns found in informational text (e.g., compare 1 and contrast, cause and effect, sequential or chronological

    order, proposition and support) to strengthen comprehension * Not assessable in multiple-choice format 10

    ? California Department of Education

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