|
School City of Hobart Language Arts The ISTEP+ assessment measures the academic performance of students in English/Language Arts. |
| 1. Word Recognition, Fluency, Vocabulary |
|
Word Families: Know/Use
The learner will be able to know and use more difficult word families (-ight) when reading unfamiliar words.
|
|
Decoding: Several Syllables
The learner will be able to read words with several syllables.
|
|
Read Aloud: Fluency/Accuracy
The learner will be able to read aloud grade-level-appropriate narrative text (stories) and expository text (information) fluently and accurately and with appropriate timing, change in voice, and expression.
|
|
Word Meaning: Use Knowledge/Antonyms
The learner will be able to determine the meanings of words using knowledge of antonyms (words with opposite meanings), synonyms (words with the same meaning), homophones (words that sound the same but have different meanings and spellings), and homographs (words that are spelled the same but have different meanings). Example: Understand that words, such as fair and fare, are said the same way but have different meanings. Know the difference between two meanings of the word lead when used in sentences, such as “The pencil has lead in it” and “I will lead the way.”.
|
|
Words: Use to Speak/Issues
The learner will be able to demonstrate knowledge of grade-level-appropriate words to speak specifically about different issues.
|
|
Word Meaning: Use Sentence/Word Context
The learner will be able to use sentence and word context to find the meaning of unknown words.
|
|
Dictionary: Use/Meaning/Pronunciation
The learner will be able to use a dictionary to learn the meaning and pronunciation of unknown words.
|
|
Prefixes/Suffixes: Use/Determine Meaning
The learner will be able to use knowledge of prefixes (word parts added at the beginning of words, such as un-, pre-) and suffixes (word parts added at the end of words, such as -er, -ful, -less) to determine the meaning of words.
|
| 2. Reading Comprehension |
|
Book Parts: Titles/Contents/Headings
The learner will be able to use titles, tables of contents, chapter headings, a glossary, or an index to locate information in text.
|
|
Comprehension: Questions/Ask/Support
The learner will be able to ask questions and support answers by connecting prior knowledge with literal information from the text. Example: When reading informational materials about science topics or social science subjects, compare what is read to background knowledge about the subject.
|
|
Comprehension: Identify Answers in Text
The learner will be able to show understanding by identifying answers in the text. Example: After generating a question about information in a text, skim and scan the remaining text to find the answer to the question.
|
|
Analysis: Recall Points/Make Predictions
The learner will be able to recall major points in the text and make and revise predictions about what is read. Example: Read a story, such as Storm in the Night by Mary Slattery Stolz or part of Ramona Quimby by Beverly Cleary, and predict what is going to happen next in the story. Confirm or revise the prediction based on further reading.
|
|
Expository Text: Main Idea/Details
The learner will be able to distinguish the main idea and supporting details in expository (informational) text. Example: Read an informational text, such as The Magic School Bus Inside the Earth by Joanna Cole or Volcano by Christopher Lampton, and make a chart listing the main ideas from the text and the details that support them.
|
|
Text: Locate Information/Problems
The learner will be able to locate appropriate and significant information from the text, including problems and solutions. Example: Identify the problem faced by a character in a book, such as A Gift for Tia Rosa by Karen T. Taha, and explain how the character solved his or her problem. Identify how problems can form the motivations for new discoveries or inventions by reading informational texts about famous inventors, scientists, or explorers, such as Thomas Edison or Jonas Salk.
|
|
Instructions: Written/Multi-Step
The learner will be able to follow simple multiple-step written instructions.
|
| 3. Literary Response and Analysis |
|
Genres: Recognize/Common
The learner will be able to recognize different common genres (types) of literature, such as poetry, drama, fiction, and nonfiction. Example: Look at the same topic, such as cranes, and see how it is shown differently in various forms of literature, such as the poem “On the Run” by Douglas Florian, the play The Crane Wife by Sumiko Yagawa, Anne Laurin’s fictional book Perfect Crane, and the nonfiction counting book Counting Cranes by Mary Beth Owens.
|
|
Plot: Comprehend Basic/Around the World
The learner will be able to comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world. Example: Read and discuss the plots of the folktales from around the world that explain why animals are the way they are, such as Why Mosquitoes Buzz in People’s Ears retold by Verna Aardema or How the Leopard Got Its Spots by Justine and Ron Fontes. Plot each story onto a story map.
|
|
Characters: Portrayed by Author/Actions
The learner will be able to determine what characters are like by what they say or do and by how the author or illustrator portrays them. Example: Discuss and write about the comical aspects of the motorcycle-riding mouse, Ralph S. Mouse, the main character in Beverly Cleary’s book by the same name.
|
|
Theme: Determine Author's Message
The learner will be able to determine the theme or author’s message in fiction and nonfiction text. Example: Look at the admirable qualities in Abraham Lincoln as shown in both the fictional story, More than Halfway There by Janet Halliday Ervin, and the nonfiction biography Abe Lincoln’s Hat by Martha Brenner.
|
|
Patterns: Words/Imitate Sounds
The learner will be able to recognize that certain words and rhythmic patterns can be used in a selection to imitate sounds. Example: Discuss the different words that are used to imitate sounds. To explore these words further, read a book on the topic, such as Cock-a-doodle doo!: What Does It Sound Like to You? by Marc Robinson, in which the author discusses the words that various languages use for such sounds as a dog’s bark, a train’s whistle, and water dripping.
|
|
Narrator: Identify in Selection
The learner will be able to identify the speaker or narrator in a selection. Example: Read a book, such as Class Clown by Johanna Hurwitz or Dinner at Aunt Connie’s House by Faith Ringgold, and identify who is telling the story. Share examples from the story for how the reader can tell that it is told by that character.
|
| 4. Writing Process |
|
Writing: Ideas/Find/Various Sources
The learner will be able to find ideas for writing stories and descriptions in conversations with others, and in books, magazines, school textbooks, or on the Internet.
|
|
Stories: Ideas/Discuss/Develop/List
The learner will be able to discuss ideas for writing, use diagrams and charts to develop ideas, and make a list or notebook of ideas.
|
|
Organization: Single Paragraph/Create
The learner will be able to create single paragraphs with topic sentences and simple supporting facts and details.
|
|
Reference Materials: Use/Various
The learner will be able to use various reference materials (such as a dictionary, thesaurus, atlas, encyclopedia, and online resources).
|
|
Technology: Draft/Revise/Publish
The learner will be able to use a computer to draft, revise, and publish writing.
|
|
Writing: Review/Evaluate/Revise
The learner will be able to review, evaluate, and revise writing for meaning and clarity.
|
|
Writing: Proofread/Checklist/List
The learner will be able to proofread one’s own writing, as well as that of others, using an editing checklist or list of rules.
|
|
Revision: Improve Focus/Progression
The learner will be able to revise writing for others to read, improving the focus and progression of ideas.
|
| 5. Writing Applications |
|
Write: Narratives/Action/Details
The learner will be able to write narratives (stories) that: provide a context within which an action takes place. include details to develop the plot. Example: Write a story based on an article in a magazine, such as Cricket or Stone Soup, about what life was like 100 years ago.
|
|
Write: Descriptive/Main Idea/Details
The learner will be able to write descriptive pieces about people, places, things, or experiences that: develop a unified main idea. use details to support the main idea. Example: Write a description for how to make a model boat. Include clear enough directions so that a classmate can make the model. Write a description of a favorite place using clear details so that the reader can picture the place and understand why it is a favorite place.
|
|
Write: Various Forms
The learner will be able to write personal, persuasive, and formal letters, thank-you notes, and invitations that: show awareness of the knowledge and interests of the audience and establish a purpose and context. include the date, proper salutation, body, closing, and signature. Example: Write a letter to a pen pal in another country describing your family, school, and town and asking the pen pal questions about himself or herself. Write an invitation asking an adult to come to speak in the classroom. Write a persuasive letter to your family asking for your favorite foods on your birthday.
|
|
Write: Use Varied Word Choices
The learner will be able to use varied word choices to make writing interesting. Example: Write stories using varied words, such as cried, yelled, or whispered instead of said.
|
|
Write: Different Purposes/Audience
The learner will be able to write for different purposes and to a specific audience or person. Example: Write an article about the library at your school. Include a list of ways that students use the library.
|
| 6. Written English Language Conventions |
|
Handwriting: Cursive/Legibly
The learner will be able to write legibly in cursive, leaving space between letters in a word, between words in a sentence, and between words and the edges of the paper.
|
|
Sentences: Complete/Write
The learner will be able to write correctly complete sentences of statement, command, question, or exclamation, with final punctuation. Declarative: This tastes very good. Imperative: Please take your seats. Interrogative: Are we there yet? Exclamatory: It’s a home run.
|
|
Agreement: Subject/Verb
The learner will be able to identify and use subjects and verbs that are in agreement (we are instead of we is).
|
|
Verb Tenses: Past/Present/Future
The learner will be able to identify and use past (he danced), present (he dances), and future (he will dance) verb tenses properly in writing.
|
|
Parts of Speech: Use Correctly/Writing
The learner will be able to identify and correctly use pronouns (it, him, her), adjectives (brown eyes, two younger sisters), compound nouns (summertime, snowflakes), and articles (a, an, the) in writing.
|
|
Comma: Use
The learner will be able to use commas in dates (August 15, 2001), locations (Fort Wayne, Indiana), and addresses (431 Coral Way, Miami, FL), and for items in a series (football, basketball, soccer, and tennis).
|
|
Capitalization: Names/Holidays/Events
The learner will be able to capitalize correctly geographical names, holidays, historical periods, and special events (We always celebrate the Fourth of July by gathering at Mounds State Park in Anderson, Indiana.).
|
|
Spelling: Blends/Contractions/Compounds
The learner will be able to spell correctly one-syllable words that have blends (walk, play, or blend), contractions (isn’t, can’t), compounds, common spelling patterns (qu-, changing win to winning, and changing the ending of a word from -y to -ies to make a plural, such as cherry/cherries), and common homophones (words that sound the same but have different spellings, such as hair-hare).
|
|
Alphabetical Order: Arrange Words
The learner will be able to arrange words in alphabetical order. Example: Given a list of words, such as apple, grapefruit, cherry, banana, pineapple, and peach, put them into correct alphabetical order: apple, banana, cherry, grapefruit, peach, pineapple.
|
| 7. Listening/Speaking Skills, Strategies |
|
Listening: Retell/Paraphrase/Explain
The learner will be able to retell, paraphrase, and explain what a speaker has said.
|
|
Listening: Connect/Relate Experiences
The learner will be able to connect and relate experiences and ideas to those of a speaker.
|
|
Questions: Answer/Completely
The learner will be able to answer questions completely and appropriately.
|
|
Literary Language: Musical Elements
The learner will be able to identify the musical elements of literary language, such as rhymes, repeated sounds, and instances of onomatopoeia (naming something by using a sound associated with it, such as hiss or buzz).
|
|
Organization: Chronological/Major Points
The learner will be able to organize ideas chronologically (in the order that they happened) or around major points of information.
|
|
Speaking: Beginning/Middle/End
The learner will be able to provide a beginning, a middle, and an end to oral presentations, including details that develop a central idea.
|
|
Vocabulary: Clear/Specific/Establish Ton
The learner will be able to use clear and specific vocabulary to communicate ideas and establish the tone.
|
|
Presentations: Clarify/Enhance/Props
The learner will be able to clarify and enhance oral presentations through the use of appropriate props, including objects, pictures, and charts.
|
|
Prose/Poetry: Read Aloud
The learner will be able to read prose and poetry aloud with fluency, rhythm, and timing, using appropriate changes in the tone of voice to emphasize important passages of the text being read.
|
|
Media: Compare Ideas/Points of View
The learner will be able to compare ideas and points of view expressed in broadcast, print media, or the Internet. .
|
|
Opinions/Facts: Distinguish/Speaker's
The learner will be able to distinguish between the speaker’s opinions and verifiable facts.
|
|
Presentations: Narrative/Context/Insight
The learner will be able to make brief narrative (story) presentations that: provide a context for an event that is the subject of the presentation. provide insight into why the selected event should be of interest to the audience. include well-chosen details to develop characters, setting, and plot.
|
|
Dramatic Interpretations: Plan/Present
The learner will be able to plan and present dramatic interpretations of experiences, stories, poems, or plays.
|