HIGH SCHOOL BENCHMARK TASK CARD: LA.910.1.6.3 Context Clues
BENCHMARK: LA.910.1.6.3 The student will use context clues to determine meanings of unfamiliar words.
Convey, means, describes, phrase
BENCHMARK SIGNAL WORDS AND SAMPLE ITEMS
Context Clues
The Grade 9 sample item below is based on
“A Day in the Stream” on page G–2.
HIGH ORDER QUESTION STEMS
CONTEXT CLUES
 Read the sentence from the passage.
“
”
What does the word _____ mean as used in
the sentence above?
 In this text, what does “
“ mean?
 How did you use the text to help you
discover the meaning of the unfamiliar
word?
 How did you use the text around the
word to help you?
Context Clues
The Grade 10 sample item below is based
on “Walking” on page G–12.
Read this sentence from the essay.
Read this sentence from “Walking.”
The warmth of the sun raised the water
temperature enough to awaken the rainbow
and cutthroat trout that slumbered, and the
caddis flies were dancing their erratic dance,
here and there, over the water.
They are all, somehow, one plant, each with
a share of communal knowledge.
What does the word erratic mean as used in
the sentence above?
A. aimless
B. graceful
C. leisurely
D. swift
STUDENT SCALE QUESTIONS
How have I used this benchmark in my
reading/math?
 How did the benchmark help me better
understand __________?
 Where is my learning on the scale?
___ I can teach someone else.
___ I can do it on my own.
___ I understand, but have questions.

STUDENT SUMMATIVE WRITING TASK
After completing___________, the evidence
from the lesson that helps me understand and
answer the essential question is
____________. This relates to the essential
question because
______________________.
THINKING MAPS CORRELATION
Cognitive Process: Defining in Context
Product: Circle Map
What does the word communal mean as
used in the sentence above?
A. actual
B. basic
C. diverse
D. mutual
TEST ITEM SPECIFICATION NOTES
Clarification
The student will:

Using context clues, identify the
meaning of an unfamiliar word.
Content Focus

Context Clues
Content Limits

Grade-level appropriate texts should
be used to assess a word unfamiliar to
most students.

Excerpted text should contain clear
and sufficient context for determining
the meaning of the assessed word.

If an item stem directs the student
back to the text to determine the
meaning of an unfamiliar word, the
text should contain clear and sufficient
context for determining the meaning of
the assessed word.

The assessed word should be no
more than two grade levels above the
tested grade.
Text Attributes

Texts should be literary or
informational.

Other stimuli may include, but are not
limited to, illustrations with captions,
graphics, and charts.

Texts must contain a word unfamiliar
to most students, and clear and
sufficient context must be present for
students to determine the meaning of
the word.
(Additional information on pp. 22-23 ,
FCAT 2.0 READING Test Item
Specifications
Grades 9–10)
HIGH SCHOOL BENCHMARK TASK CARD: LA.910.1.6.7 Advanced prefixes, Suffixes, and Root words.
BENCHMARK: LA.910.1.6.7 The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words.
Also assesses LA.910.1.6.11 The student will identify the meaning of words and phrases from other languages commonly used by writers of English (e.g., ad hoc, post facto,
RSVP).
BENCHMARK SIGNAL WORDS AND SAMPLE ITEMS
affix, Anglo Saxon, base word, origin of, Greek word, Latin word,
Analyze Word Structure
Analyze Word Structure
root, prefix, suffix
The Grade 9 sample item below is based on “National
The Grade 10 sample item below is based
Park Service Homepage” on page G–4.
on “Cutting Off the World’s Roof” on page
Read the section National Park Service African
G–18.
American History Month Observance 2008 in the
National Park Service homepage.
Read this sentence from the article.
Jaded thrill seekers must be wondering why
Culture comes from the Latin word cultura, which
there are so few really tall mountain ranges
came from colere, meaning “to cultivate.” Based on the on Earth, and why the ones we have aren’t
meaning of the root word culture, what does the
taller.
“theme . . . of Multiculturalism” mentioned in this
section suggest about groups of people in a society?
The word jaded comes from the Middle
English word iade, which means “a worn-out
A. Many people in a society are responsible for
horse, a nag.” Based on the meaning of the
determining the customs within their group.
root word, the sentence implies that some
B. Different groups of people in a society will support
mountain climbers have become
the views expressed by its scholars.
C. A society is enriched by various groups who merit
A. bored with the sport of scaling Earth’s
equal respect and scholarly interest.
available mountain peaks.
D. An informed discussion among groups in a society
B. resentful of the superior skill to climb
can reveal many conflicting views.
Earth’s mountains shown by others.
C. frustrated at their inability to successfully
ascend Earth’s highest mountains.
D. exhausted by their efforts to reach the
summits of Earth’s highest mountain peaks.
HIGH ORDER QUESTION STEMS
Roots & Affixes
 The origin of
.
 What does
is the root
mean?
, meaning
STUDENT SCALE QUESTIONS
 How have I used this benchmark in my
reading/math?
 How did the benchmark help me better
understand __________?
 Where is my learning on the scale?
___ I can teach someone else.
___ I can do it on my own.
___ I understand, but have questions.
STUDENT SUMMATIVE WRITING TASK
After completing___________, the evidence from the
lesson that helps me understand and answer the
essential question is ____________. This relates to
the essential question because
______________________.
THINKING MAPS CORRELATION
Cognitive Process: Part to Whole/Whole to Part
Product:
TEST ITEM SPECIFICATION NOTES
Clarification
The student will:

Analyze affixes, or root words, or
words/phrases derived from other
languages, including Greek and Latin, to
determine meaning in a text. Appropriate
word strategies, simple analysis, and/or
direct inference may be required.
Content Focus

Analyze Word Structure (e.g., affixes, root
words)

Analyze Words/Phrases Derived from
Latin, Greek, or Other Languages
Content Limits

Grade-level appropriate texts should
contain vocabulary for assessing the
analysis of word structure and for
assessing words and phrases derived from
other languages, including Greek and Latin.

Assessed words should be no more than
two grade levels above the tested grade.

If a stem directs the student back to the
text to determine the meaning of an
unfamiliar word, or when assessing foreign
words and phrases, the text should contain
clear and sufficient context for determining
the meaning of the assessed word or
phrase.
Text Attributes

Texts should be literary or informational.

Other stimuli may include, but are not
limited to, illustrations with captions,
graphics, and charts.

Texts must contain appropriate words to
assess affixes, root words, and foreign
words and phrases.
(For additional information , see pp. 24-26 of
FCAT 2.0 READING Test Item Specifications
Grades 9–10)
HIGH SCHOOL BENCHMARK TASK CARD: LA.910.1.6.8 Analyze Words/Word Relationships
BENCHMARK: LA.910.1.6.8 The student will identify advanced word/phrase relationships and their meanings.
Convey the meaning, pair of words, add to the
idea, restates the meaning, phrase, most similar
in meaning, most opposite in meaning
BENCHMARK SIGNAL WORDS AND SAMPLE ITEMS
ANALYZE WORDS/PHRASES
WORD RELATIONSHIPS
The Grade 9 sample item below is based on
The Grade 10 sample item below is based on “Woman
“Swing Is the Thing!” on page G–6.
with Flower/Offspring” on page G–15.
Read this sentence from the article.
Though swing never completely died out, it wasn’t
until the late 1980s that the music experienced a
true rebirth.
What does the sentence above tell readers about
swing music during the late 1980s?
A. Swing music once again became popular.
B. Swing music was rewritten into modern
versions.
C. Modern instruments gave swing music a new
sound.
D. Unpublished compositions of swing music were
discovered.
HIGH ORDER QUESTION STEMS
Word Relationships
 Which pair of words from the article best
describes ______ conveyed in the pictures on
page ____?
 How do the words _____in the title relate to the
information in the article?
 Which phrase best describes both _____ in ____
and the speaker of ________?
Analyze Words in Text
 What does the author mean by saying, “
?”
 Which words help the author convey the meaning
that
?
 What does the author imply by saying “
?”
 Read these lines from the poem.
“
“
Based on the rest of the poem, which sentence
best restates the meaning of the lines above?
 Read the quotation from the article:
“
“
What does the phrase reveal about the narrator’s
view of the situation?
STUDENT SCALE QUESTIONS
 How have I used this benchmark in my
reading/math?
 How did the benchmark help me better
understand __________?
 Where is my learning on the scale?
___ I can teach someone else.
___ I can do it on my own.
___ I understand, but have questions.
STUDENT SUMMATIVE WRITING TASK
After completing___________, the evidence
from the lesson that helps me understand
and answer the essential question is
____________. This relates to the essential
question because
______________________.
THINKING MAPS CORRELATION
Cognitive Process: Part to Whole
Relationships
Product: Brace Map
Cognitive Process: Analogies/Relationships
Product: Bridge Map
Read this line from the poem “Offspring.”
Face slanted upward toward a threatening sky,
Which word from the poem “Woman with Flower,” if
used to replace threatening, would create the most
opposite image of the sky?
A. eager
B. nurturing
C. prodding
D. watchful
TEST ITEM SPECIFICATION NOTES
Clarification
The student will:

Analyze the meanings of words, phrases, and word
relationships by using strategies including, but not
limited to, context clues and word structure.
Content Focus

Analyze Words/Phrases

Word Relationships
Content Limits

Grade-level appropriate texts should be used to assess
the analysis of words and phrases and the identification
of word relationships (e.g., synonyms, antonyms).

Analogies should not be assessed.

When assessing Analyze Words/Phrases excerpted text
should contain clear and sufficient context for
determining the meaning of the phrase being assessed

If an item stem directs a student back to the text to
determine the meaning of an unfamiliar phrase, the text
should contain clear and sufficient context for
determining the meaning of the assessed phrase.

When assessing Word Relationships the terms synonym
and antonym should not be used in stem construction.

Wording should be most similar in meaning or most
opposite in meaning;

Only grade-level appropriate words found within the text
should be assessed

The text should contain clear and sufficient context for
determining the meaning of the assessed words.
Text Attributes

Texts should be literary or informational.

Other stimuli may include, but are not limited to,
illustrations with captions, graphics, and charts.

Texts must contain appropriate words, phrases, and
word relationships to assess knowledge of vocabulary at
grade level.
(Additional information on pp. 27-29 ,
FCAT 2.0 READING Test Item Specifications
Grades 9–10)
BENCHMARK TASK CARD: LA.910.1.6.9 MULTIPLE MEANINGS
BENCHMARK: LA.910.1.6.9 The student will determine the correct meaning of words with multiple meanings in context.
BENCHMARK SIGNAL WORDS AND SAMPLE ITEMS
same meaning, used in the same way, adds to
MULTIPLE MEANINGS
MULTIPLE MEANINGS
the idea, most similar, most opposite, pair of
The Grade 9 sample item below is based on “A
The Grade 10 sample item below is based on
words
Day in the Stream” on page G–2.
“Woman with Flower/Offspring” on page G–
15.
Read this excerpt from the essay.
I showed him how to keep his fly from dragging, Read these lines from “Woman with Flower.”
how to fish the deeper pools. He was absorbed
The leaf’s inclined to find its own direction;
by the whys and the hows and the execution.
Give it a chance to seek the sunlight for itself.
In the lines above, what does the word
In which sentence does execution have the
inclined reveal about the leaf?
same meaning as used in the excerpt above?
A. The leaf grows at an angle to find its own
A. After an execution of this computer program, direction.
the entire system might shut down.
B. The leaf bends down to find its own
B. Their plan was sound, but its faulty execution direction.
caused a delay in starting the project.
C. The leaf hesitates to find its own direction.
C. After agreeing on the terms of the sale, the
D. The leaf prefers to find its own direction.
execution of the deed to the house will be
finalized.
D. The execution of the terms of his final will
and testament should occur as soon as the
judge approves it.
HIGH ORDER QUESTION STEMS
STUDENT SCALE QUESTIONS
TEST ITEM SPECIFICATION NOTES
Multiple Meanings
 Read the excerpt from the passage:
“
“
In which sentence does the word
have the same meaning as in the excerpt
above?
 Read the lines from the poem:
“
“
In the lines above, what does the word_____
reveal about the ____?
Clarification
How have I used this benchmark in my
reading/math?
 How did the benchmark help me better
understand __________?
 Where is my learning on the scale?
___ I can teach someone else.
___ I can do it on my own.
___ I understand, but have questions.

STUDENT SUMMATIVE WRITING TASK
After completing___________, the evidence from the
lesson that helps me understand and answer the
essential question is ____________. This relates to
the essential question because
______________________.
THINKING MAPS CORRELATION
Cognitive Process: Compare/Contrast
Product: Double Bubble Map
The student will:

Analyze words that have multiple meanings
and determine the correct meaning of the
word as used in the text.
Content Focus

Multiple Meanings
Content Limits

Grade-level appropriate texts should be used
to assess words with multiple meanings.

Words with multiple meanings should be
assessed using words on grade level or not
more than two grades above or below grade
level.

Excerpted text must contain clear and
sufficient context for determining the meaning
of the assessed word.
Text Attributes

Texts should be literary or informational.

Other stimuli may include, but are not limited
to, illustrations with captions, graphics, and
charts.

Texts must contain words with multiple
meanings and must provide clear and
sufficient context for the student to determine
the correct meaning.
(Additional information on pp. 30-31 ,
Cognitive Process: Classifying
Product: Tree Map
FCAT 2.0 READING Test Item Specifications
Grades 9–10)
HIGH SCHOOL BENCHMARK TASK CARD: LA.910.1.7.2 AUTHOR’S PURPOSE, AUTHOR’S PERSPECTIVE, AUTHOR’S BIAS
BENCHMARK: LA.910.1.7.2 -The student will analyze the author’s purpose and/or perspective in a variety of text and
understand how they affect meaning.
BENCHMARK SIGNAL WORDS AND SAMPLE ITEMS
AUTHOR’S PURPOSE
AUTHOR’S PERSPECTIVE
Explain/discuss, demonstrate/show, persuade,
most likely agree, most important, agree with
inform/entertain, compare features, main reason,
statement, probably thinks, attitude/point of
most likely intended, purpose in describing, wants
view, experience leads to , generates
reader to think, reveal narrator’s view
position, creates tone, value the most, bias
Author’s Purpose
Author’s Perspective
The Grade 9 sample item below is based on “A Day
The Grade 10 sample item below is based on
in the Stream” on page G–2.
“Cutting Off the World’s Roof ” on page G–
18.
Read this sentence from the essay.
And the fish, whether six inches or ten, were praised
The author of this article would most likely
like precious stones.
make the statement that mountains must
AUTHOR’S BIAS
bias, attitude/point of view, experience leads
to, persuade, most likely intended, wants
reader to think
Author’s Bias
The Grade 9 sample item below is based on
“A Day in the Stream” on page G–2.
Which statement from the essay reveals the
author’s initial bias toward her client?
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.
HIGH ORDER QUESTION STEMS
A. move with Earth’s crust.
B. crumble when faults occur.
C. yield to the forces of nature.
D. sink under their own weight.
A. “Typical beginner, I thought.”
B. “First, I turned his reel around.”
C. “He looked like a model for an outdoor
catalogue.”
D. “The felt on his wading boots was as white
as snow.”
STUDENT SCALE QUESTIONS
TEST ITEM SPECIFICATION NOTES
AUTHOR’S PURPOSE
 The author uses comparison to _____.
 What is the most likely reason the author of _____
included the section _____ in the article?
 Explain how _____ uses information to persuade
readers to _____.
 How does the author persuade the ________ to
?
 What is the author’s purpose for saying
?
 What type of article did the author most likely
intend________ to be?
 The author discusses ________ because __________?
 What is the author’s purpose for writing this passage?

How have I used this benchmark in my
reading/math?
 How did the benchmark help me better
understand __________?
 Where is my learning on the scale?
___ I can teach someone else.
___ I can do it on my own.
___ I understand, but have questions.
Clarification
AUTHOR’S PERSPECTIVE

What is the author’s point of view about
?

How does the author’s experience lead to
?

What words or phrases create the tone of
?

The author wants the reader to think
.

With which statement would the author most likely
agree?

Which feature would the author value the most?

What is the author’s attitude toward
?

Which statement best describes what the author
probably thinks about
?

The author of this passage would most likely make the
statement that ________.
STUDENT SUMMATIVE WRITING TASK
After completing___________, the evidence
from the lesson that helps me understand
and answer the essential question is
____________. This relates to the essential
question because_____________________.
THINKING MAPS CORRELATION
Cognitive Process: Reasoning
Product: Multi-Flow Map
The student will:

Identify the author’s purpose or perspective.
The student will analyze the impact of the
author’s purpose or perspective within or
across texts.
Content Focus

Author’s Purpose (within/across texts)

Author’s Perspective (within/across texts)

Author’s Bias (within/across texts)
Content Limits

Grade-level appropriate texts used in
assessing author’s purpose should contain an
identifiable author’s purpose for writing,
including, but not limited to, persuading,
entertaining, conveying a particular tone or a
mood, informing, or expressing an opinion.

The author’s purpose, perspective, and bias
should be recognizable within or across texts.
Text Attributes

Texts should be literary or informational.

Other stimuli may include, but are not limited
to, illustrations with captions, graphics, and
charts.

Texts may include, but are not limited to,
persuasive articles, essays, editorials, and
informational articles.
(Additional information on pp. 33-35,
FCAT 2.0 READING Test Item Specifications
Grades 9–10)
HIGH SCHOOL BENCHMARK TASK CARD: LA.910.1.7.3 MAIN IDEA
BENCHMARK: LA.910.1.7.3-The student will determine the main idea or essential message in grade-level or higher texts through
inferring, paraphrasing, summarizing, and identifying relevant details.
BENCHMARK SIGNAL WORDS AND SAMPLE ITEMS
MAIN IDEA/SUMMARY/PREDICTION
RELEVANT DETAILS
in conclusion, best summarizes, lesson/moral, essential
most important, most valuable, most concern,
message, primary, main, central idea
supports, emphasizes, describes, characterizes,
contributes
Main Idea
Relevant Details
The Grade 9 sample item below is based on “Swing Is
The Grade 9 sample item below is based on
the Thing!” on page G–6.
“Swing Is the Thing!” on page G–6.
Which statement best expresses the main idea of the
According to the article, which musician helped
article?
America rediscover swing music?
A. Art forms are fads that are enjoyed temporarily.
A. Frank Sinatra
B. Personal preferences influence musical appreciation.
B. Duke Ellington
C. The value of music lies in how it enhances human
C. Louis Armstrong
lives.
D. Harry Connick Jr.
D. The success of an artist is measured by future
generations.
HIGH ORDER QUESTION STEMS
STUDENT SCALE QUESTIONS
MAIN IDEA
 How have I used this benchmark in my
reading?
 Which statement best expresses the main idea of the
 How did the benchmark help me better
article?
understand the text?
 What is the main idea of this article?
 Where is my learning on the scale?
 What would be another good title for the article?
___ I can teach someone else.
 Based on all the information given, how does each
___ I can do it on my own.
piece contribute to the idea that_______________?
___ I understand, but have questions.
 Which sentence gives the best summary?
 Which statement best describes the lesson/moral of
this story?
STUDENT SUMMATIVE WRITING TASK
 What is the primary topic in the article?
 What is the essential message in the article/story?
After reading ___________ (lit or informational
 What is the central idea of the article?
text), the evidence from the text that helps me
 What is the main goal of
?
understand and answer the essential question is
____________. This relates to the essential
RELEVANT SUPPORTING DETAILS
question because ______________________.
 In what ways did ______ experience ______?
 According to the article, which (person) helped ___?
 Which sentence best characterizes
‘s
THINKING MAPS CORRELATION
attitude toward ?
Cognitive Process: Classify
 How does
support the
Product: Tree Map: Main Idea and Relevant
idea that
?
 How can the reader prove the idea that
is Details
the main idea of this text?
CONCLUSIONS/INFERENCES
 From reading the article, the reader can infer that
_____ will _______.
 Based on the passage, which action will the narrator
most likely take in the future?
Cognitive Process: Infer
Product: Flow Map
CONCLUSIONS/INFERENCES
imply, infer, might happen if, prove,
concludes
Conclusions/Inferences
The Grade 10 sample item below is
based on “Cutting Off the World’s Roof ”
on page G–18.
From reading the article, the reader can
infer that the “world’s roof ” will
A. be avoided by adventure seekers.
B. increase in elevation in the future.
C. continue to be studied by geologists.
D. be affected by major fault
movements.
TEST ITEM SPECIFICATION NOTES
Clarification
The student will:

Determine the main idea (stated or
implied)

Identify a correct summary
statement

Locate relevant details and facts

Draw logical conclusions

Make appropriate inferences

Use details to make predictions
beyond a text within or across
grade-level appropriate texts.
Content Focus

Main Idea (stated or implied)

Summary Statement Relevant
Details

Conclusions/Inferences
Predictions
Content Limits

Grade-level appropriate texts with
an identifiable main idea (stated or
implied)

Relevant details from which
students may draw logical
conclusions or make inferences
within or across texts.

Paraphrasing should not be
assessed.

Items may assess a student’s
ability to identify a correct summary
statement.
Text Attributes

Literary or informational.

May include, but are not limited to,
illustrations with captions, graphics,
and charts.

Should include a main idea (stated
or implied) with relevant details

Enable students to draw logical
conclusions and make appropriate
inferences.
(Additional information on pp. 36-39 ,
FCAT 2.0 READING Test Item
Specifications
Grades 9–10)
HIGH SCHOOL BENCHMARK TASK CARD: LA.910.1.7.4 CAUSE AND EFFECT
BENCHMARK: LA.910.1.7.4 The student will identify cause-and-effect relationships in text.
BENCHMARK SIGNAL WORDS AND SAMPLE ITEMS
CAUSE AND EFFECT: main cause(s), factor forces, Cause and Effect
main reason(s), results, conflict, might happen if,
The Grade 9 sample item below is based on
influences, decide to, particular action, most affected
“Swing Is the Thing!” on page G–6.
by, since, as a result, led to, leads to, brings about,
therefore, accordingly, effects, effect of
According to the article, what is one reason
for swing music losing its role as a major form
of entertainment?
HIGH ORDER QUESTION STEMS
A. Swing music fans began wearing unusual
clothing.
B. Young people chose to attend summer
music camps.
C. Swing music concerts started to attract
unruly crowds.
D. People became interested in listening to
individual singers.
STUDENT SCALE QUESTIONS
CAUSE

What caused
to___?

Why did
happen to_____?

How did the conflict between
and
begin?

What is the main reason/cause that
happens?

Which factor forces/influences
?

Why does the author describe the
character as ______________?

Why is _________ a significant event?

EFFECT

What was the effect of
?

What were the results of _____________?

What effect did _______ have on ______?
After completing___________, the evidence
from the lesson that helps me understand
and answer the essential question is
____________. This relates to the essential
question because
______________________.
Cause and Effect
The Grade 10 sample item below is
based on “Cutting Off the World’s Roof”
on page G–18.
What caused Nicholas Brozovic´ and his
fellow geologists to first believe that
glaciers influence the height of mountain
ranges?
A. models of mountain terrain
B. analysis of prominent features
C. pictures of the mountain summits
D. measurements of various elevations
TEST ITEM SPECIFICATION NOTES
How have I used this benchmark in my
reading/math?
 How did the benchmark help me better
understand __________?
 Where is my learning on the scale?
___ I can teach someone else.
___ I can do it on my own.
___ I understand, but have questions.
Clarification
The student will:

Identify cause-and-effect
relationships within texts.

May also need to discern a causal
relationship implied in the text
through the assimilation of facts and
details provided.
STUDENT SUMMATIVE WRITING TASK
Content Focus

Cause and Effect
THINKING MAPS CORRELATION
Cognitive Process: Cause and Effect
Product:
Content Limits

Grade-level appropriate texts used
in assessing cause-and-effect
relationships should contain
identifiable causal relationships
embedded in the text and/or contain
sufficient facts and details to assist
students in discerning implied
causal relationships.
Text Attributes

Texts should be literary or
informational.

Other stimuli may include, but are
not limited to, illustrations with
captions, graphics, and charts.

Texts should include an identifiable
cause-and-effect relationship that
may be stated and/or implied.
(Additional information on pp. 40-41 ,
FCAT 2.0 READING Test Item
Specifications
Grades 9–10)
HIGH SCHOOL BENCHMARK TASK CARD: LA.910.1.7.5 TEXT STRUCTURE/ORGANIZATIONAL PATTERNS
BENCHMARK: LA.910.1.7.5 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.
TEXT STRUCTURE: mostly explain,
compare/contrast, problem/solution, argument/support,
cause/effect, begins/repeats, ends/conclude,
order/arranged, better understand, like, different,
when, then, eventually, during, meanwhile, reasons,
cause, as a result, develop the text, develop the
information, additional paragraph, connection
between, connect the ideas, organizes/sequence,
passage/story/article, essay, flyer/list, biography,
poem(s), statement, heading, section, paragraph,
website, brochure
HIGH ORDER QUESTION STEMS
ORGANIZATIONAL PATTERNS
 Based on the main heading and subheadings, the
reader can determine that the main organizational
structure of the article is ____.
 How does the author organize the information in
the passage to illustrate _________?
 How does the organization of the webpage help
visitors find information about ______?
 What would an additional paragraph at the end of
this passage most likely be about?
 What is the connection between
in
paragraph ____and
in paragraph ?
 Why does the author connect the ideas of
and
?
 Why did the author begin this passage by saying
?
 Why did the author use
to
develop this text?
 Why did the author conclude this passage by
saying “
?”
 What would happen if
had been changed
to
?
 What happened after
?
 How did the author organize the _______
paragraph?
 How does the author develop the information in
this article?
 Which organizational pattern does the author use
in this passage/article/essay?
TEXT STRUCTURE
 How has the order in which the author arranged
this passage about
helped the reader
understand
?
This section ____ is different from the other
sections of the website because it _______.
BENCHMARK SIGNAL WORDS AND SAMPLE ITEMS
Text Structures/Organizational Patterns
Text Structures/Organizational Patterns
The Grade 9 sample item below is based on
The Grade 10 sample item below is based on “Cutting
“Swing Is the Thing!” on page G–6.
Off the World’s Roof ” on page G–18.
Based on the main heading and subheadings,
the reader can determine that the main
organizational structure of the article is
A. a comparison of Big Band music to other
musical styles of the time.
B. a description of the effects of Big Band era
music on other musical styles.
C. a chronological history of the highlights and
musicians of the Big Band era.
D. a listing of the artists and composers who
contributed to the emergence of Big Band
music.
STUDENT SCALE QUESTIONS
 How have I used this benchmark in my
reading/math?
 How did the benchmark help me better
understand __________?
 Where is my learning on the scale?
___ I can teach someone else.
___ I can do it on my own.
___ I understand, but have questions.
STUDENT SUMMATIVE WRITING TASK
After completing___________, the evidence
from the lesson that helps me understand and
answer the essential question is ____________.
This relates to the essential question because
______________________.
THINKING MAPS CORRELATION
Cognitive Process: Compare/Contrast
Product: Double Bubble Map
Cognitive Process: Cause/Effect
Product: Multi-Flow Map
Cognitive Process: Sequencing
Product: Flow Map
How does Ken Howard organize the article “Cutting Off
the World’s Roof ”?
A. He writes mainly about his personal experiences.
B. He describes differences between several theories.
C. He answers questions about different mountain
ranges.
D. He persuades readers to accept one theory over
another.
TEST ITEM SPECIFICATION NOTES
Clarification
The student will:

Identify and analyze text structures/organizational
patterns and determine how they impact meaning in
texts.
Content Focus

Text Structures/Organizational Patterns (e.g.,
comparison/ contrast, cause/effect, chronological
order, argument/support, definition/explanation,
question/answer, listing/description)
Content Limits

Text structures found within grade-level appropriate
texts should be identifiable and may include, but are
not limited to, comparison/contrast, cause/effect,
chronological order, and argument/support.

Text features should not be assessed in this
benchmark but will be assessed in LA.910.2.2.1 for
literary text and in LA.910.6.1.1 for informational
text.
Text Attributes

Texts should be literary or informational.

Informational texts are more suited than literary
texts toward item development for this benchmark;
however, a literary text may occasionally be
appropriate (e.g., one that utilizes chronological
order, comparison/contrast, or cause/effect).

Other stimuli may include, but are not limited to,
illustrations with captions, graphics, and charts.

Text structures must be clearly evident as indicated
by signal words and phrases.

Texts must contain identifiable organizational
patterns.

Texts may include identifiable viewpoints, positions,
or persuasive arguments. Support should be
objective and substantial. Paired texts or different
sections within a text should include similar or
opposing viewpoints, positions, or arguments.
(Additional information on pp. 42-43 ,
FCAT 2.0 READING Test Item Specifications
Grades 9–10)
HIGH SCHOOL BENCHMARK TASK CARD: LA.910.1.7.7 COMPARE AND CONTRAST
BENCHMARK: LA.910.1.7.7 The student will compare and contrast elements in multiple texts.
BENCHMARK SIGNAL WORDS AND SAMPLE ITEMS
COMPARE: alike, main similarity, similar EXCEPT,
Compare
common features, shared elements, comparison,
The Grade 9 sample item below is based on
between, helps to illustrate, advantage, appropriate,
“Swing Is the Thing!” on page G–6.
comparison, change before/after, like, just like, just as,
in the same way, equally, similar, resembles
According to the article, what do musicians
Benny Goodman, Elvis Presley, and the Beatles
CONTRAST: MOST different, different from, change
have in common?
beginning/end, attitude towards differ, concept relate to,
distinguish characteristics, classify, disadvantage, on
A. All studied music in New Orleans.
the other hand, however, although, unlike, instead,
B. All attracted audiences of enthusiastic fans.
rather, as opposed to
C. All helped to revive interest in swing music.
D. All performed for soldiers serving in World
War II.
HIGH ORDER QUESTION STEMS
STUDENT SCALE QUESTIONS
COMPARE
 How are
and
similar?
 Why does the author compare
and
in this passage?
 How does the comparison between
and
help to illustrate
?
 In what way is
an appropriate
comparison?
 What do
and
have in common?
 How is
‘s attitude toward
like his/her attitude toward
?

CONTRAST
 How does the narrator’s impression of _____ and
______ change throughout the passage?
 Explain how _______‘s opinion about ______
changed throughout _____.
 The ______ chart is different from the other text
features because ______.
 How are
and
different?
 What advantage did
have over
?
 Why did
have more
than
?
 How does the concept in article
relate to the concept in the article
? Use
details from
and
to support your answer.
How have I used this benchmark in my
reading/math?
 How did the benchmark help me better
understand __________?
 Where is my learning on the scale?
___ I can teach someone else.
___ I can do it on my own.
___ I understand, but have questions.
STUDENT SUMMATIVE WRITING TASK
After completing___________, the evidence
from the lesson that helps me understand and
answer the essential question is
____________. This relates to the essential
question because ______________________.
THINKING MAPS CORRELATION
Cognitive Process: Compare/Contrast
Product: Double Bubble Map
Contrast
The Grade 10 sample item below is based on
“Quest-4 Cell Phone––User Manual” on page G–
16.
The CALENDAR SYMBOLS chart is different
from the other text features in the user manual
because it
A. lists events in order of importance.
B. illustrates how to input calendar dates.
C. provides a key for categories of calendar
entries.
D. clarifies the operating instructions of the cell
phone.
TEST ITEM SPECIFICATION NOTES
Clarification
The student will:

Identify similarities between elements within
or across texts or will identify differences
between elements within or across texts.
Content Focus

Compare (similarities within/across texts)
Contrast (differences within/across texts)
Content Limits

Grade-level appropriate texts should
include elements that can be compared or
contrasted and may include, but are not
limited to, character, setting, descriptive
language, subject, author’s purpose,
author’s perspective, main idea, themes,
and topics.
Text Attributes

Texts should be literary or informational.

Other stimuli may include, but are not
limited to, illustrations with captions,
graphics, and charts.

Texts should provide sufficient information
that establishes a clear relationship
between the similarities or a clear
relationship between the differences.

Texts should include elements that
compare or contrast.

To assess this benchmark within a text,
items should be based on elements that
can be compared or contrasted.

To assess this benchmark across texts,
items should be based on two related texts
that contain elements that can be compared
or contrasted.
(Additional information on pp. 44-46 ,
FCAT 2.0 READING Test Item Specifications
Grades 9–10)
HIGH SCHOOL BENCHMARK TASK CARD: LA.910.2.1.5 ELEMENTS OF STORY STRUCTURE
BENCHMARK: LA.910.2.1.5 The student will analyze and develop an interpretation of a literary work by describing an author’s 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).
BENCHMARK SIGNAL WORDS AND SAMPLE ITEMS
Setting
Resolution
PLOT DEVELOPMENT/SETTING: main problem, lead to,
The Grade 9 sample item below is based on “A
The Grade 10 sample item below is based on “Woman with
indicates events, faces, plans to, indicates setting, creates
Day in the Stream” on page G–2.
Flower/Offspring” on page G–15.
tone, words, phrases, add to the feeling, previously, first,
How does the setting of the essay contribute to
Which statement best conveys the resolution in the poem
second, now, not long ago, frequently
the development of the narrative?
“Offspring”?
CHARACTER DEVELOPMENT/POINT OF VIEW:
A. The description of the creek provides an
A. The daughter fulfills the speaker’s wishes.
protagonist/antagonist, BEST describes, character showed,
opportunity to explain how the fishing gear is
B. The speaker recognizes the daughter’s individuality.
feelings change, attitude/opinion, affect reactions, comments,
used.
C. The daughter discovers a past connection with the speaker.
contribute, character’s responsibilities most likely reacted,
narrator
B. The abundance of fish in the wilderness
D. The speaker accepts a superficial relationship with the
CONFLICT: internal, external, main conflict, central conflict,
stream allows for a detailed description of flydaughter.
add to the feeling
fishing.
THEME: main subject, pair of words, main lesson learned,
C. The remote dude ranch furnishes the
positive result
background for the fly-fishing adventure
RESOLUTION: character change, solved/resolved, solution,
experienced by the client.
peace, conclusion
D. The family vacation destination presents a
location where the family members can enjoy
activities together.
HIGH ORDER QUESTION STEMS
STUDENT SCALE QUESTIONS
TEST ITEM SPECIFICATION NOTES
Clarification
PLOT DEVELOPMENT
 How have I used this benchmark in my
The student will:
 How do ______’s comments contribute to the
reading/math?

Identify, analyze, and interpret elements of plot
development of the story/article?
 How did the benchmark help me better
development within or across texts.
 What events lead to the resolution?
understand __________?

Identify, analyze, and interpret other literary elements, such
CONFLICT
 Where is my learning on the scale?
as character development, character point of view, and
 What is the main conflict in the essay?
___ I can teach someone else.
conflict and resolution within or across texts.
 When is the central conflict between ____ and _____
___ I can do it on my own.

Identify, analyze, and interpret how plot events contribute
introduced in the story/poem?
___ I understand, but have questions.
to conflict and resolution within or across texts.
RESOLUTION
Content Focus
 What in the passage indicates that the conflict is
STUDENT SUMMATIVE WRITING TASK

Theme
resolved?
CHARACTER DEVELOPMENT
 How does _____'s character change from the
beginning to the end of ___________?
 What word best describes the character?
 What pair of words best describes _______?
 How do the character’s responsibilities affect how
he/she reacts?
 What phrase best describes the narrator’s _____?
 Which statement from the essay illustrates the
characteristic the author appreciates most about
_____?
 How does ___ change ____’s opinion about _____?
CHARACTER POINT OF VIEW
 How do ____’s comments contribute to the
development of the passage/poem?
 What is _____’s opinion of _____?
THEME
 Which statement best describes
’s
approach to life?
 Which sentence from the passage mostly expresses
its theme?
 Which line from the poem clearly reveals its theme?
 How do the changes in the narrator’s feelings toward
___________ contribute to the
theme?
SETTING
 How does the setting add to the feeling that
______?
Why is the setting at the beginning of the passage
important?
After completing___________, the evidence
from the lesson that helps me understand and
answer the essential question is
____________. This relates to the essential
question because ______________________.
THINKING MAPS CORRELATION
Cognitive Process: Sequencing
Product: Flow Map
Cognitive Process: Defining in Context
Product: Circle Map





Character Development
Character Point of View
Setting
Plot Development Conflict (e.g., internal or external)
Resolution
Content Limits


Texts should be grade-level appropriate and contain identifiable
literary elements (e.g., theme, character development, character
point of view, setting, plot development, conflict, resolution).
Figurative language should not be assessed in this benchmark but
should be assessed in Benchmark LA.910.2.1.7.
Text Attributes

Texts should be literary and may include, but are not
limited to, fiction, nonfiction (e.g., biographies,
autobiographies, personal and historical essays, diary
entries, memoirs), poetry, and drama.

When assessing theme, the text must have a strongly
implied theme.

Other stimuli may include, but are not limited to,
illustrations with captions, graphics, and charts.

To assess this benchmark within or across texts, items
may be based on
one text that contains a variety of literary elements; or
two texts with related literary elements (e.g., theme,
characterization, conflict, resolution).
(Additional information on pp. 48-51,
FCAT 2.0 READING Test Item Specifications
Grades 9–10)
o
o
HIGH SCHOOL BENCHMARK TASK CARD: LA.910.2.1.7 FIGURATIVE LANGUAGE
BENCHMARK: LA.910.2.1.7 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.
DESCRIPTIVE LANGUAGE: literary technique,
overall tone, mood (weariness, gloomy) , create feeling,
irony, imagery /setting, sensory details, alliteration,
allusion, satire
FIGURATIVE LANGUAGE: literary device, simile,
metaphor, personification, characteristic describe,
compares/applies, hyperbole, symbolism, pun,
onomatopoeia
HIGH ORDER QUESTION STEMS
DESCRIPTIVE/FIGURATIVE LANGUAGE










How do ______’s comments contribute to the development
of the story/article?
What word best describes the character?
What pair of words best describes _______?
What phrase best describes the narrator’s _____?
Which statement from the essay illustrates the
characteristic the author appreciates most about ___?
How do ____’s comments contribute to the
development of the passage/poem?
Which statement best describes
’s approach to
life?
Which sentence from the passage mostly expresses its
theme?
Which line from the poem clearly reveals its theme?
How does the author’s use of words and phrases convey
meaning in the text?
BENCHMARK SIGNAL WORDS AND SAMPLE ITEMS
Descriptive Language
The Grade 9 sample item below is based on “A Day in
the Stream” on page G–2.
Read this sentence from the essay.
To be with someone who was able to treasure the
moment the way he did made me feel like I was
exploring fly-fishing for the first time.
What type of literary device does the author use in the
sentence above?
A. irony, expressing a contrast to the narrator’s skill at
fly-fishing
B. imagery, creating a vivid picture of the sport of flyfishing
C. tone, emphasizing the narrator’s attitude toward her
client
D. onomatopoeia, using a word that sounds like its
meaning
STUDENT SCALE QUESTIONS
 How have I used this benchmark in my
reading/math?
 How did the benchmark help me better
understand __________?
 Where is my learning on the scale?
___ I can teach someone else.
___ I can do it on my own.
___ I understand, but have questions.
STUDENT SUMMATIVE WRITING TASK
After completing___________, the evidence from the
lesson that helps me understand and answer the
essential question is ____________. This relates to
the essential question because
______________________.
THINKING MAPS CORRELATION
Cognitive Process: Describing
Product: Bubble Map
Cognitive Process: Classifying
Product: Tree Map
Figurative Language
The Grade 10 sample item below is based on
“Walking” on page G–12.
Read this sentence from the essay.
It was a green and sleeping bud, raising itself toward
the sun.
What literary device does the writer use in the
sentence above?
A. metaphor, comparing the sunflower to a tired child
B. hyperbole, exaggerating the fast growth of the
sunflower
C. symbolism, representing the season of spring as
a sunflower
D. personification, portraying the sunflower as a
person waking up
TEST ITEM SPECIFICATION NOTES
Clarification
The student will:

Identify, analyze, interpret, and evaluate the
author’s use of descriptive or figurative
language and will determine how the author’s
use of language impacts meaning in a variety
of grade-level appropriate texts.

Note: As recommended by Florida educators,
pun should be assessed as a type of figurative
language device used by authors and not as a
type of descriptive language device, as
indicated in the original benchmark language
above.
Content Focus

Descriptive Language

Figurative Language
Content Limits

Grade-level appropriate texts should contain
clear examples of descriptive language (e.g.,
tone, irony, mood, imagery, alliteration,
onomatopoeia, allusion, satire) and figurative
language (e.g., symbolism, simile, metaphor,
personification, hyperbole, pun).

Idioms should not be assessed.
Text Attributes

Texts may be literary or informational and may
include, but are not limited to, fiction, nonfiction
(e.g., biographies, autobiographies, personal
and historical essays, diary entries, memoirs,
speeches, editorials), poetry, and drama.

Other stimuli may include, but are not limited
to, illustrations with captions, graphics, and
charts.
(Additional information on pp. 52-53,
FCAT 2.0 READING Test Item Specifications
Grades 9–10)
HIGH SCHOOL BENCHMARK TASK CARD: LA.910.2.2.1 TEXT FEATURES
BENCHMARK: LA.910.2.2.1 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).
BENCHMARK SIGNAL WORDS AND SAMPLE ITEMS
TEXT FEATURES:
Text Features
purpose, use to show, order in which arranged, aid
The Grade 9 sample item below is based on
understanding, opening paragraph
“A Day in the Stream” on page G–2.
section titled, likely to find passage, headings, illustration,
photograph, titles/subtitles, heading/subheading, sections,
Based on the essay “A Day in the Stream,”
charts/tables/graphs,
which caption would be most appropriate for
diagrams/captions, italicized text, italicized print, maps, text
the picture on the first page of the essay?
boxes, keys/legends, stanzas
A. a celebration of life
B. a chance to use the new gear
C. an exceptional day for fishing
D. an eagerness to catch the first one
HIGH ORDER QUESTION STEMS









Why did the author use subtitles in the
passage?
How does the caption under the photograph
help the reader to
understand_____________?
How does the photograph
of______________ help the reader
understand _______________?
How do the photograph(s) and caption(s)
help the reader
understand___________________?
From the pictures and subheadings of the
article, the reader can conclude that
______.
Based on the passage, which caption would
be most appropriate for the picture on page
_____?
Explain how the (chart/ map/ diagram/ subheading/ caption/ illustration/ graph) aids
the reader understands.
The use of bold-print words throughout the
____ helps the reader to ___.
Which statement from the passage is best
supported by the diagram on page ___?
STUDENT SCALE QUESTIONS:
How have I used this benchmark in my
reading/math?
 How did the benchmark help me better
understand __________?
 Where is my learning on the scale?
___ I can teach someone else.
___ I can do it on my own.
___ I understand, but have questions.

STUDENT SUMMATIVE WRITING TASK:
After completing___________, the evidence
from the lesson that helps me understand
and answer the essential question is
____________. This relates to the essential
question because
______________________.
THINKING MAPS CORRELATION
Cognitive Process: Defining in Context
Product: Circle Map
Text Features
The Grade 10 sample item below is based on
“Woman with
Flower/Offspring” on page G–15.
The text box that accompanies the poems
“Woman with Flower” and “Offspring” was most
likely included to
A. provide the poet’s biographical information.
B. document the poet’s publishing experiences.
C. authenticate the poet’s training in creative
writing.
D. explain the poet’s inspiration for writing the
poems.
TEST ITEM SPECIFICATION NOTES
Clarification
The student will:

Identify, explain, analyze, and determine
meaning from a variety of text features.
Content Focus

Text features
Content Limits

Text features should be assessed within
grade-level appropriate literary fictional texts
and literary nonfiction texts.

Texts should include a single, identifiable text
feature or should contain a variety of text
features.

Transitional devices, tables of contents,
glossaries, bold text, and indices should not
be assessed.
Text Attributes

Texts should be literary and may include, but
are not limited to, fiction, nonfiction (e.g.,
biographies, autobiographies, diary entries,
memoirs), poetry, or drama.

Stimuli found in texts may include titles,
headings, subheadings, sections, charts,
tables, graphs, illustrations, maps, diagrams,
captions, italicized text, and text boxes.
(Additional information on pp. 54-56,
FCAT 2.0 READING Test Item Specifications
Grades 9–10)
HIGH SCHOOL BENCHMARK TASK CARD: LA910.6.1.1 ANALYZING TEXT FEATURES
BENCHMARK: LA.910.6.1.1 The student will explain how text features (e.g., charts, maps, diagrams, sub-headings, captions, illustrations,
and graphs) aid the reader’s understanding.
BENCHMARK SIGNAL WORDS AND SAMPLE ITEMS
titles/subtitles ,heading/subheading, ,sections,
illustration/photograph ,charts/tables/graphs,
diagrams/captions, italicized text/print,
maps/symbols ,text boxes, keys/guide, words stanzas,
aid understanding, better understand, organize
information, arrange information, bullets, footnotes,
table of contents, bold print, glossaries/indices,
website, creator
Text Features
The Grade 9 sample item below is based
on “Swing Is the Thing!” on page G–6.
HIGH ORDER QUESTION STEMS
STUDENT SCALE QUESTIONS









Why did the author use subtitles in the
passage?
How does the caption under the photograph
help the reader to
understand_____________?
How does the photograph
of______________ help the reader
understand _______________?
How do the photograph(s) and caption(s)
help the reader
understand___________________?
From the pictures and subheadings of the
article, the reader can conclude that ______.
Based on the passage, which caption would
be most appropriate for the picture on page
_____?
Explain how the (chart/ map/ diagram/ subheading/ caption/ illustration/ graph) aids the
reader understands.
The use of bold-print words throughout the
____ helps the reader to ___.
Which statement from the passage is best
supported by the diagram on page ___?
From the photographs and headings of
this article, the reader can conclude that
A. swing music was not popular for
dancing.
B. several great musicians played swing
music.
C. swing music did not remain popular for
long.
D. many swing musicians played the
same instrument.
How have I used this benchmark in my
reading/math?
 How did the benchmark help me better
understand __________?
 Where is my learning on the scale?
___ I can teach someone else.
___ I can do it on my own.
___ I understand, but have questions.

STUDENT SUMMATIVE WRITING TASK
After completing___________, the evidence
from the lesson that helps me understand and
answer the essential question is
____________. This relates to the essential
question because ______________________.
THINKING MAPS CORRELATION
Cognitive Process: Classifying
Product: Tree Map
Cognitive Process: Compare/Contrast
Product: Double Bubble Map
Text Features
The Grade 10 sample item below is based on
“Cutting Off the World’s Roof ” on page G–18
and references the diagram on page G–20.
Which statement from the article is best
supported by the diagram on the third page of
the passage?
A. “And in any case, Brozovi´c points out, it’s
unlikely that faults would turn up in just the
right places to make terrain taper off right
above the snow line.”
B. “As the Himalayan mountains come up,
glaciers shear off their tops like a buzz saw.”
C. “They start to form after a mountaintop
pokes up past the snow line.”
D. “The tallest, pointiest peaks, then, can
become glacier-proof.”
TEST ITEM SPECIFICATION NOTES
Clarification
The student will:
 Identify, explain, analyze, and determine
meaning from a variety of text features.
Content Focus
 Text Features
Content Limits
 Text features should be assessed using
grade-level appropriate texts that may
include, but are not limited to,
informational articles and functional
reading materials.
 Texts should include a single, identifiable
text feature or should contain a variety of
text features.
Text Attributes
 Texts should be informational.
 Texts may include, but are not limited to,
grade-level appropriate informational
articles and functional reading materials.
 Stimuli found in text may include
headings, subheadings, sections, titles,
subtitles, charts, tables, maps, diagrams,
captions, illustrations, graphs, or italicized
text.
(Additional information on pp. 58-59,
FCAT 2.0 READING Test Item Specifications
Grades 9–10)
HIGH SCHOOL BENCHMARK TASK CARD: LA.910.6.2.2 VALIDITY AND RELIABILITY
BENCHMARK: LA.910.6.2.2 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.
BENCHMARK SIGNAL WORDS AND SAMPLE ITEMS
VALIDITY AND RELIABILTY
Analyze and Evaluate Information
Determine the Validity and Reliability of Information
supports conclusion , support /add to idea ,reasons behind , MOST
The Grade 9 sample item below is based on
The Grade 10 sample item below is based on “Cutting Off
“National Park Service Homepage” on page G–4.
the World’s Roof ” on page G–18.
valid , BEST be used to ,suggest central idea , leads reader to
The homepage of the National Park Service website What is the strongest evidence in support of the glacial
believe, MOST accurate statement, accurate information, greatest
would be useful for all of the following purposes
erosion theory?
benefit, credible evidence , sound argument, convincing argument ,
EXCEPT
A. The tallest mountains are those closest to the equator.
reliable, dependable evidence , relate to concept , factors EXCEPT, A. planning a family vacation.
B. The faults are forty miles long and several miles deep.
NOT true
B. locating information about a summer job.
C. Angles of mountain slopes increase below the snow line.
C. comparing mountain ranges around the world.
D. Rocks of similar ages appear at different heights and
D. writing a research report about weather
locations.
conditions.
HIGH ORDER QUESTION STEMS
STUDENT SCALE QUESTIONS
TEST ITEM SPECIFICATION NOTES
 How have I used this benchmark in my
Clarification
 Based on all information given, how does each part add
reading/math?
The student will:
to the idea that
?
 How did the benchmark help me better

Use a variety of techniques and strategies to analyze
 How do
and
understand __________?
and evaluate information within or across texts.
suggest the central idea that
?
 Where is my learning on the scale?

Identify the validity and reliability of information in a
 According to the information given (including the chart,
___ I can teach someone else.
text by identifying supporting facts and analyzing the
graph, photograph caption, etc…) about
,
___ I can do it on my own.
development of argument(s) within or across texts.
___ I understand, but have questions.
explain ________?

May also be asked to apply information from a text in
a valid and/or reliable way.
 People who read this article will learn to/that _
___?

Identify relationships between two or more ideas or
 How does the concept in article
relate
STUDENT SUMMATIVE WRITING TASK
among other textual elements found within or across
to the concept in the article
? Use
texts.
After
completing___________,
the
evidence
from
details from
and
to support your answer.
Content Focus
the lesson that helps me understand and answer
 What information supports the conclusion

Synthesize Information (within/across texts)
the essential question is ____________. This
that____________?

Analyze and Evaluate Information (within/across texts)
relates to the essential question because
 Based on the passage, how does the author support the ______________________.

Determine the Validity and Reliability of Information
idea that the characters have a ______ relationship?
(within/across texts)
Content Limits
THINKING MAPS CORRELATION
 What leads the reader to believe that_____________?

Texts should be grade-level appropriate and present
Cognitive Process: Seeing Analogies
information in order to:
Product: Bridge Map

Aid the student’s determination of validity and reliability
of information

Express a relationship among two or more ideas;

Express a relationship among ideas and certain text
features;

Reflect ideas that can be analyzed and evaluated.

This type of information may come from both primary
and/or secondary sources.
Cognitive Process: Cause and Effect

Synthesis should be assessed by identifying the
Product: Multi-Flow Map
relationships among two or more ideas.
Text Attributes

Texts should be informational but on occasion may be
literary; both may include either primary or secondary
sources.

Primary sources may include, but are not limited to,
eyewitness accounts of events, such as letters,
journals, diaries, and historical documents.

Secondary sources may include, but are not limited to,
encyclopedias, books, newspapers, and magazine
articles.

Other stimuli may include, but are not limited to,
illustrations with captions, graphics, and charts.

Evidence presented in texts should be logical,
internally consistent, and clearly developed by the
author in order to assess the validity and reliability of
information.
(Additional information on pp. 60-63,
FCAT 2.0 READING Test Item Specifications
Grades 9–10)