Document 6531748

FCAT Assessed Reading Benchmarks with Sample Items and Crosswalk to New Benchmarks – Grade 9
Old
Benchmark ID
Old
Standard Benchmark
Sample Items
CLUSTER 1: Words and Phrases in Context
LA.A.1.4.2
The student uses a variety of
strategies to analyze words and
text, draw conclusions, use
context and word structure clues,
and recognize organizational
patters.
Content Focus:
• Word structure
• Analyze words/text
• Context
• Conclusion/inferences
New
New
Benchmark ID
Standard Benchmark
Standard: The student uses multiple strategies to
develop grade appropriate vocabulary.
Read this sentence from the passage.
Gloves permit me to approach
barnacles and crabs and to handle
various other crustaceans with
surprising dexterity.
What does dexterity mean?
A. difficulty
B. hesitation
C. nimbleness
D. relief
LA.910.1.6.3
Reading Process:
Vocabulary
Development
The student will use context clues to
determine meanings of unfamiliar
words.
MC
Read this sentence from the article
quoting from the First Amendment.
Congress shall make no law
respecting an establishment of
religion, or prohibiting the free
exercise thereof; or abridging the
freedom of speech, or of the press...
Which action involves abridging the
freedom of the press?
A. A governor refuses to buy a
newspaper in the city.
B. A sheriff forbids a news magazine
to be sold in a county.
C. A radio broadcast discourages
listeners from voting for a particular
candidate.
D. A president refuses to watch a
movie that is critical of his or her
administration.
LA.910.1.6.8
Reading Process:
Vocabulary
Development
The student will identify advanced
word/phrase relationships and their
meanings.
MC
(analyze words/text)
MC: Multiple Choice
SR: Short Response
Department of Assessment, Nancy E. Brito, Instructional Specialist, 357-7521, PX47521
L:\TRAINING\FY09\SAWI\Reading\FCAT Reading Standards Crosswalk GR 9.doc
ER: Extended Response
1
FCAT Assessed Reading Benchmarks with Sample Items and Crosswalk to New Benchmarks – Grade 9
LA.910.1.6.9
Reading Process:
Vocabulary
Development
The student will determine the correct
meaning of words with multiple
meanings in context.
MC
Standard: The student uses a variety of strategies to
comprehend grade level text.
The student will determine the main
LA.910.1.7.3
idea or essential message in gradeReading Process:
level or higher texts through inferring,
Reading
Comprehension
paraphrasing, summarizing, and
identifying relevant details;
MC, SR, ER
MC: Multiple Choice
SR: Short Response
Department of Assessment, Nancy E. Brito, Instructional Specialist, 357-7521, PX47521
L:\TRAINING\FY09\SAWI\Reading\FCAT Reading Standards Crosswalk GR 9.doc
ER: Extended Response
2
FCAT Assessed Reading Benchmarks with Sample Items and Crosswalk to New Benchmarks – Grade 9
Old
Benchmark ID
Old
Standard Benchmark
Sample Items
CLUSTER 2: Main Idea, Plot, and Purpose
LA.A.2.4.1
The student determines the main
idea or essential message in a
text and identifies relevant details
and facts and patterns of
organization.
Content Focus:
• Methods of development
• Main idea/essential
message
• Details/facts
If this article were published in a
newspaper, which would be the best
headline for the article?
A. “Press Acts as Guardian of Liberty”
B. “Government Endorses
Censorship”
C. “Changes Are Needed in First
Amendment”
D. “Behavior of Journalists
Considered Irresponsible”
New
New
Benchmark ID
Standard Benchmark
Standard: The student uses a variety of strategies to
comprehend grade level text.
LA.910.1.7.3
Reading Process:
Reading
Comprehension
MC, SR, ER
The student will determine the main
idea or essential message in gradelevel or higher texts through inferring,
paraphrasing, summarizing, and
identifying relevant details;
(main idea/essential message)
How does the author organize the
article “Swing is the Thing!”?
A. She traces the impact of history
and politics on both swing music
and contemporary music.
B. She compares the achievements
of early swing musicians with those
of current musical artists.
C. She uses a progression of dates
and events to document the
relationship between jazz and
swing music.
D. She describes swing music and its
most influential musicians from the
time swing music was introduced
to modern times.
LA.1.910.1.7.5
Reading Process:
Reading
Comprehension
MC, SR, ER
The student will analyze a variety of text
structures (e.g., comparison/contrast,
cause/effect, chronological order,
argument/support, lists) and text
features (main headings with
subheadings) and explain their impact
on meaning in text;
(methods of development)
MC: Multiple Choice
SR: Short Response
Department of Assessment, Nancy E. Brito, Instructional Specialist, 357-7521, PX47521
L:\TRAINING\FY09\SAWI\Reading\FCAT Reading Standards Crosswalk GR 9.doc
ER: Extended Response
3
FCAT Assessed Reading Benchmarks with Sample Items and Crosswalk to New Benchmarks – Grade 9
Old
Benchmark ID
LA.A.2.4.2
Old
Standard Benchmark
Sample Items
CLUSTER 2: Main Idea, Plot, and Purpose
The student identifies the
author’s purpose and/or point of
view in a variety of texts and
uses the information to construct
meaning.
Content Focus:
• Author’s purpose
• Author’s point of view
Old
Benchmark ID
LA.E.2.4.1
Read this sentence from the passage.
And the fish, whether six inches or
ten, were praised like precious
stones.
The author uses this comparison to
A. reveal the assorted colors of fish.
B. describe the various sizes of fish.
C. show the client’s appreciation for
each catch.
D. focus on the client’s preference for
material goods.
Old
Standard Benchmark
Sample Items
CLUSTER 2: Main Idea, Plot, and Purpose
The student understands how
character and plot development,
point of view, and tone are used
in various selections to support a
central conflict or story line.
Content Focus:
• Plot development
(including flashback and
foreshadowing)
• Character development
• Conflict/resolution
• Setting
• Descriptive language
(tone, mood, etc.)
• Figurative language
(symbolism, metaphor,
etc.)
• Character Point of view
MC: Multiple Choice
New
New
Benchmark ID
Standard Benchmark
Standard: The student uses a variety of strategies to
comprehend grade level text.
LA.910.1.7.2
Reading Process:
Reading
Comprehension
MC, SR, ER
New
Benchmark ID
LA.910.1.7.5
Reading Process:
Reading
Comprehension
MC, SR, ER
SR: Short Response
Department of Assessment, Nancy E. Brito, Instructional Specialist, 357-7521, PX47521
L:\TRAINING\FY09\SAWI\Reading\FCAT Reading Standards Crosswalk GR 9.doc
The student will analyze the author’s
purpose and/or perspective in a variety
of texts and understand how
they affect meaning
New
Standard Benchmark
The student will analyze a variety of text
structures (e.g., comparison/contrast,
cause/effect, chronological order,
argument/support, lists) and text
features (main headings with
subheadings) and explain their impact
on meaning in text.
ER: Extended Response
4
FCAT Assessed Reading Benchmarks with Sample Items and Crosswalk to New Benchmarks – Grade 9
Read this sentence from the passage.
The pace quickens out by the point,
where waves whipped by a
southeast wind have begun to crash
against the granite fingers.
In this sentence the author uses
A. a metaphor to compare the point to
a race.
B. a simile to compare the waves to
the wind.
C. symbolism with the rocks
representing danger.
D. personification to give the rocks
human qualities.
LA.910.2.1.5
Fiction
MC, SR, ER
The student will analyze and develop an
interpretation of a literary work by
describing an authors use of literary
elements (e.g., theme, point of view,
characterization, setting, plot), and
explain and analyze different elements
of figurative language (e.g., simile,
metaphor, personification, hyperbole,
symbolism, allusion, imagery);
(figurative language - personification)
Read this sentence from the passage.
Much less streamlined, the
sidewinding crabs scuttle about,
intimidated, I suspect, by my
approaching shadow...
What literary device does the author
use in this sentence?
A. He uses a simile to compare the
crabs to the shadows.
B. He uses symbolism with the crabs
representing the suspect.
C. He uses imagery to describe the
frantic behavior of the crabs.
D. He uses an analogy of crabs
scuttling and shadows
approaching.
LA.910.2.1.7
Literary Analysis:
Fiction
MC, SR, ER
The student will analyze, interpret, and
evaluate an author’s use of descriptive
language (e.g., tone, irony, mood,
imagery, pun, alliteration,
onomatopoeia, allusion), figurative
language (e.g., symbolism, metaphor,
personification, hyperbole), common
idioms, and mythological and literary
allusions, and explain how they impact
meaning in a variety of texts;
(figurative language - imagery)
MC: Multiple Choice
SR: Short Response
Department of Assessment, Nancy E. Brito, Instructional Specialist, 357-7521, PX47521
L:\TRAINING\FY09\SAWI\Reading\FCAT Reading Standards Crosswalk GR 9.doc
ER: Extended Response
5
FCAT Assessed Reading Benchmarks with Sample Items and Crosswalk to New Benchmarks – Grade 9
Old
Benchmark ID
Old
Standard Benchmark
Sample Items
CLUSTER 3: Comparisons and Cause/Effect
LA.A.2.2.7
The student recognizes the use
of comparison and contrast in a
text.
Content Focus:
• Contrast
• Comparison
How is the client different at the end of
the day?
A. He is deeply satisfied by having
fulfilled a dream.
B. He feels drained of emotion after
sharing his story.
C. He is exhausted and anxious to
return to his family.
D. He feels selfish and guilty that he
caught so many fish.
(contrast)
New
New
Benchmark ID
Standard Benchmark
Standard: The student uses a variety of strategies to
comprehend grade level text.
LA.910.1.7.7
Reading Process:
Reading
Comprehension
The student will compare and contrast
elements in multiple texts.
MC, SR, ER
As the author swims closer to the
point, the sea resembles a
A. winter day.
B. deep valley.
C. violent storm.
D. quiet meadow.
(comparison)
LA.E.2.2.1
The student recognizes causeand-effect relationships in literary
texts. [Applies to fiction,
nonfiction, poetry, and drama.]
Content Focus:
• Cause/effect
What important effect did swing music
have on the people of this country
during the Depression?
A. It permitted people to learn about
new clothing styles.
B. It allowed people to focus on
positive aspects of their lives.
C. It encouraged people to use songs
as a means of promoting
patriotism.
D. It encouraged people to focus on
physical fitness rather than
television.
LA.910.1.7.4
Reading Process:
Reading
Comprehension
The student will identify cause-andeffect relationships in text.
MC
(cause/effect)
MC: Multiple Choice
SR: Short Response
Department of Assessment, Nancy E. Brito, Instructional Specialist, 357-7521, PX47521
L:\TRAINING\FY09\SAWI\Reading\FCAT Reading Standards Crosswalk GR 9.doc
ER: Extended Response
6
FCAT Assessed Reading Benchmarks with Sample Items and Crosswalk to New Benchmarks – Grade 9
Old
Benchmark ID
Old
Standard Benchmark
Sample Items
CLUSTER 4: reference and Research
LA.A.2.4.4
The student will locate, gather,
analyze, and evaluate written
information for a variety of
purposes, including research
projects, real-world tasks, and
self-improvement.
LA.910.6.2.2
Information and
Media Literacy:
Research Process
MC, SR, ER
Content Focus:
• Analyze/evaluate
information
LA.A.2.4.7
The student will analyze the
validity and reliability of primary
source information and uses the
information appropriately.
Content Focus:
• Validity/reliability of
information
New
New
Benchmark ID
Standard Benchmark
Standard: The student uses a systematic process for
the collection, processing, and presentation of
information.
The student will] organize, synthesize,
analyze, and evaluate the validity and
reliability of information from multiple
sources (including primary and
secondary sources) to draw conclusions
using a variety of techniques, and
correctly use standardized citations.
Standard: The student uses a systematic process for
the collection, processing, and presentation of
information.
Which is the best indication that the
information in this article is reliable?
A. The author provides historical
background for each cliché.
B. The author quotes scientific facts
from several animal experts.
C. The author shows a sense of
humor when presenting
information.
D. The author explains the origin of
cliché’s that are familiar to many
readers.
LA.910.6.2.2
Information and
Media Literacy:
Research Process
MC, SR, ER
The student will] organize, synthesize,
analyze, and evaluate the validity and
reliability of information from multiple
sources (including primary and
secondary sources) to draw conclusions
using a variety of techniques, and
correctly use standardized citations.
(validity/reliability of information)
MC: Multiple Choice
SR: Short Response
Department of Assessment, Nancy E. Brito, Instructional Specialist, 357-7521, PX47521
L:\TRAINING\FY09\SAWI\Reading\FCAT Reading Standards Crosswalk GR 9.doc
ER: Extended Response
7
FCAT Assessed Reading Benchmarks with Sample Items and Crosswalk to New Benchmarks – Grade 9
LA.A.2.4.8
The student will synthesize
information from multiple sources
to draw conclusions.
Content Focus:
• synthesize
information(multiple
sources
• Synthesize information
(within text)
Standard: The student uses a systematic process for
the collection, processing, and presentation of
information.
How is the information in the article
presented differently from the
information in the poem?
A. The information in the article is
factual, while the information in the
poem is emotional.
B. The article focuses on O’Keeffe’s
childhood, while the poem focuses
on the artist’s adult life.
C. The article is based on a personal
experience, while the poem
provides historical facts about
O’Keeffe.
D. The article is written from a
woman’s perspective, while the
poem is written from a painter’s
perspective.
LA.910.6.2.2
Information and
Media Literacy:
Research Process
MC, SR, ER
The student will organize, synthesize,
analyze, and evaluate the validity and
reliability of information from multiple
sources (including primary and
secondary sources) to draw conclusions
using a variety of techniques, and
correctly use standardized citations.
(synthesize information - multiple sources)
The student comprehends the wide array of
informational text that is part of our day to day
experiences.
LA.910.6.1.1
The student will explain how text
Information and
features (e.g., charts, maps, diagrams,
Media Literacy:
Research Process
sub-headings, captions, illustrations,
graphs) aid the reader’s understanding.
MC
The student identifies, analyzes, and applies
knowledge of the elements of a variety of nonfiction,
informational, and expository texts to demonstrate an
understanding of the information presented.
LA.910.2.2.1
Literary Analysis
Non-Fiction
MC
MC: Multiple Choice
SR: Short Response
Department of Assessment, Nancy E. Brito, Instructional Specialist, 357-7521, PX47521
L:\TRAINING\FY09\SAWI\Reading\FCAT Reading Standards Crosswalk GR 9.doc
The student will analyze and evaluate
information from text features (e.g.,
transitional devices, table of contents,
glossary, index, bold or italicized text,
headings, charts and graphs,
illustrations, subheadings);
ER: Extended Response
8