1
9th Grade Reading
Vocabulary
Word Analysis
Literal Reading Comprehension
Interpretive Reading Comprehension
Evaluative Reading Comprehension
Literary Analysis
State of Idaho 2003
McRel Document
ISAT Test Cut Scores
State Standards
New Vocabulary
Vocabulary
State
Standard
and
Benchmark
Word Analysis
Local
Curriculum
Vocabulary
752.01.a
Decode
unfamiliar
words using
Context
Clues
ISAT –
Context
Clues
Literal Reading
Comprehension
Learning
Continuum
and other
Performance
Objectives
Interpretive Reading
Comprehension
Sample Assessment
Question and Sample
Quizzes
Sample
Sequence
Evaluative Reading
Comprehension
Minimum
Hours
Allotted
Literary Analysis
Sample Teaching
Strategy
Back to Top
Learning
Continuum
ISAT, ECA
For Learning:
Context Questions
Context Assessment
Context Self-Assessment Rubric
Of Learning:
RIT 201-210
RIT 211-220
Give students s different
reading passage per cooperative
group from the information/text
to be studied. After students
have reviewed the reading,,
have them find examples of
words that can be defined in the
context of the sentence. Have
them create three columns that:
list the word; define the word;
write the word using the same
definition in another sentence.
Have students present to class.
Sample
Resources
2
9th Grade Reading
State
Standard
and
Benchmark
752.01.a
Decode
unfamiliar
words using
Word
Analysis
skills
ISAT –
Multiple
Meanings
752.01.a
Decode
unfamiliar
words using
Word
Analysis
Skills
ISAT –
Antonyms,
Homonyms,
Synonyms
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
ISAT, ECA
Learning
Continuum
ISAT, ECA
Sample Assessment
Question and Sample
Quizzes
For Learning:
Dictate sentences using sets of
homophones being studied.
Have students write sentences that
adequately and correctly utilize the
meaning of the word.
Of Learning:
RIT 201-210
For Learning:
Fraud is to authentic as costly is to
______. (valuable, elegant,
inexpensive).
Contented is to satisfied as
devastate is to _____ (repair,
destroy, escape).
In this sentence, Jaime will figure
the volume of the swimming pool,
volume means: (degree of
loudness, one of a group of books,
amount of space).
Of Learning:
RIT 201-210
RIT 211-220
Sample
Sequence
State of Idaho 2003
Minimum
Sample Teaching
Hours
Strategy
Allotted
Homophones: have students
search through reading
materials for homophones.
Write the homophone and
then draw pictures or write
clues in their Word Study
Notebooks in the
“Homophone” section.
Use Mini-Multiple Meaning
Maps & Define it A & B
(See Sarah’s LANGUAGE!)
Antonym, Synonym,
Homonym teaching
strategies
Sample
Resources
3
9th Grade Reading
State
Standard
and
Benchmark
Local
Curriculum
Word Analysis
752.01.a
Decode
unfamiliar
words using
Word
Analysis
Skills
ISAT –
Structural
Analysis
752.01.a
752.01.c
Learning
Continuum
and other
Performance
Objectives
Sample Assessment
Question and Sample
Quizzes
Sample
Sequence
State of Idaho 2003
Minimum
Sample Teaching
Hours
Strategy
Allotted
Back to Top
Learning
Continuum
ISAT, ECA
Learning
Continuum
ISAT, ECA
Root Words,
Suffixes,
Prefixes
752.01.a
Decode
unfamiliar
words using
Phonics
Literal Reading Comprehension
For Learning:
What words did you figure out?
Can you spell the word?
Can you use the word correctly in a
sentence?
Of Learning:
RIT 201-210 (Word Components)
Word Components –
Vocabulary Building
For Learning:
The Latin root cogn means to know or
recognize. What does incognito mean?
Mnemonic Devices
SQ3R
Read, Recall, Review
A. intelligent
B. lacking knowledge
C. not able to be recognized
D. someone with amnesia
Of Learning:
RIT 201-210 (Word Components)
For Learning:
Decode Words
Back to Top
Have students keep
individual Personal Word
Study Notebooks.
Decode Unfamiliar Words
Sample
Resources
4
9th Grade Reading
State
Standard
and
Benchmark
752.05.d
752.05.e
Follow
Written
Directions
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
For Learning:
ISAT, ECA
Assessment for Following Written
Directions
ISAT –
Sequencing
Learning
Continuum
ISAT, ECA
State of Idaho 2003
Minimum
Sample Teaching
Hours
Strategy
Allotted
Following Directions
Following Directions –Assessment
Question Stems for Assessment
ISAT –
Reading
Directions
752.01.g—
Author use of
Structure
752.03.b—
Analyze
author’s
purpose –
Organization
and Form
752.05.c—
Identify the
organization
and nature of
technical
texts
Sample Assessment
Question and Sample
Quizzes
Sample
Sequence
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
RIT 231-240
For Learning:
Give students a list of the main events
and details of the story for which they
created a timeline in class. Have
students put events in chronological
order.
Give students a passage that includes
interruption of the sequential order of
events and/or a flashback. Have
students list events in order on a
timeline.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
A Daily Lesson PlanTest
Case for Individual Rights
http://www.nytimes.com/lear
ning/teachers/lessons
Sequencing
Organizing and Recording
Information
Have students reorder
events into the proper time
sequence—create a
timeline.
Sample
Resources
5
9th Grade Reading
State
Standard
and
Benchmark
752.01.b—
Locate
information
752.05.a—
Comprehend
Technical
Text
752.05.b—
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Sample Assessment
Question and Sample
Quizzes
Learning
Continuum
For Learning:
If you were to find a listing of Italian
restaurants in a city in which you were
visiting for the first time, which source
would you use?
A. Glossary
B. City Map
C. Index
D. Phone Book
ISAT, ECA
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
ISAT –
Locating
Information
752.01.d—
Collect and
Relate Info.
752.02.b—
Compare
own
Experience
752.04.a—
Generate
Questions
ISAT –
Reading for
Detail
Learning
Continuum
ISAT, ECA
For Learning:
Relate Information
Apply/Extend Information
Use the relationship of the following
words to determine the answer.
Chef:kitchen::Judge:________
A. television
B. trial
C. courtroom
D. courthouse
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
RIT 231-240
Sample
Sequence
State of Idaho 2003
Minimum
Sample Teaching
Hours
Strategy
Allotted
Assign each group of students a
general topic (like “music.”)
Have each student select a
more focused topic to research
in the library. (such as
“Mozart” or “censorship”).
Instruct them to locate
information from at least four
sources and document their
sources (formally or
informally). After they’ve
done their research, groups
should present a short lesson
that includes the steps they
took to locate information on
what they learned that
combines each individual’s
focus into a well-organized
presentation.
Collect and Relate Data: Teach
students two column notetaking. They should divide
their papers so that the left side
takes up about 1/3 of the page
and the right side takes the
other 2/3’s. On the left side,
students should put key words
and major topics; on the right
side, they should use bulleted
lists to record important details.
Reading for Detail
Compare Experiences
Generate Questions
Sample
Resources
6
9th Grade Reading
State
Standard
and
Benchmark
752.03.b
ISAT –Cause
and Effect
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
ISAT, ECA
752.02.b
752.03.c
Learning
Continuum
Compare and
Contrast
ISAT, ECA
752.02.e
Teacher
Observable
Sample Assessment
Question and Sample
Quizzes
For Learning:
Have students write a cause and
effect essay based on a literature
story. Use the state 9th grade
writing rubric for scoring.
State Writing Rubric
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning:
Compare/Contrast Assessment
Of Learning:
RIT 201-210
RIT 211-220
For Learning:
Written Book Assessment
Read for
Enrichment
Interpretive Reading Comprehension
Back to Top
Sample
Sequence
State of Idaho 2003
Minimum
Sample Teaching
Hours
Strategy
Allotted
Causes and Effects
Venn Diagram
Create a Venn diagram to
compare and contrast
multiple pieces of
information or authors’
styles.
Ninth Grade Enrichment
Reading List
Sample
Resources
7
9th Grade Reading
State
Standard
and
Benchmark
752.01.d—
Relate
information
752.01.f—
Apply/Extend
Information
752.03.e—
Make
Inferences /
Draw Conc.
Local
Curriculum
State of Idaho 2003
Minimum
Sample Teaching
Hours
Strategy
Allotted
Sample Assessment
Question and Sample
Quizzes
Learning
Continuum
For Learning:
Inferences
Strategies for Making Inferences
Ask students:
What do you think…? Why?
Why do you suppose…?
Have students cite specific phrases or
statements from the reading that
support their insights.
Drawing Valid Conclusions
Of Learning:
RIT 201-210 –Drawing Conclusions
RIT 211-220 –Drawing Conclusions
Give student partners passages
from literary works, each with
an accompanying question that
asks students to make an
inference. Ask students to
identify the parts of the passage
that support the inference.
Have students share their
inferences and supporting
information.
RIT 201-210 –Inference (Interp)
RIT 211-220 –Inference (Interp)
Identify/Make Inferences
ISAT, ECA
ISATDrawing
Conclusions
/ Inference
RIT 201-210 –Inference (Eval)
RIT 211-220 –Inference (Eval)
For Learning:
Main Idea Assess
752.01.h
Main Idea
Sample
Sequence
Learning
Continuum
and other
Performance
Objectives
ISAT, ECA
Of Learning:
RIT 201-210
RIT 211-220
Assignment Discovery
Online Curriculum
Main Idea Strategy
Sample
Resources
8
9th Grade Reading
State
Standard
and
Benchmark
752.01.e—
Prediction /
Generalization
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
ISAT, ECA
Sample Assessment
Question and Sample
Quizzes
For Learning:
If you were going to do a research
paper on selecting and training a good
family dog, what would you type into
the search engine topic to get the best
list of information?
A. dogs + family
B. dog training
C. poodles + spaniels + Dalmatians
D. dogs + pets + family + training
752.01.b
752.04.b
Learning
Continuum
Summarize /
Synthesize
ISAT, ECA
Of Learning:
RIT 201-210
RIT 211-220
For Learning:
Have students read a selected passage
several times. Students are to
summarize the passage by including
only the main idea and important key
details in their own words. Responses
should be supported with well-reasoned
explanations.
Summarizing
Summarizing Assessment
Synthesis Assessment
Synthesis Self-Assessment
Of Learning:
Missing 201-210
RIT 211-220
Evaluative Reading Comprehension
Back to Top
Sample
Sequence
State of Idaho 2003
Minimum
Sample Teaching
Hours
Strategy
Allotted
Select a short story with a
lot of conflict. At preselected passages, stop
reading and have students
make a prediction about a
character or conflict. After
reading, have students
review their predictions and
write a response about how
close they were and why
they made the predictions
they did.
Summarize
Synthesizing Information
Synthesis Questions
Sample
Resources
9
9th Grade Reading
State
Standard
and
Benchmark
752.03.a—
Evaluate
information
752.02.c—
historical
significance
752.02.d—
Author’s use
of language
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
For Learning:
Criteria for Evaluating Resources
ISAT, ECA
Historical Significance
Use of Language?
Of Learning:
RIT 201-210 –Persuasive Elements
RIT 211-220 –Persuasive Elements
RIT 221-230 –Persuasive Elements
RIT 231-240 –Persuasive Elements
Persuasive
Elements /
Bias,
Assumptions,
Stereotype
752.01.c
752.01.e
752.03.c
752.04.b
Categorize,
Classify,
Thinking
Skills
752.03.a
Evaluate
Validity/
Author’s
Conclusions
Sample Assessment
Question and Sample
Quizzes
Learning
Continuum
ISAT, ECA
RIT 201-210 –Bias, Assum., Stereo.
RIT 211-220 –Bias, Assum., Stereo.
RIT 221-230 –Bias, Assum., Stereo.
RIT 231-240 –Bias, Assum., Stereo.
For Learning:
Critical Thinking Scoring Rubric
Rubrics for Assessing Information
Literacy
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Learning
Continuum
For Learning:
Evaluate Validity
ISAT, ECA
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
RIT 231-240
Sample
Sequence
State of Idaho 2003
Minimum
Sample Teaching
Hours
Strategy
Allotted
http://www.miracosta.cc.c
a.us/home/gfloren/IC3a.ht
m#top
http://www.ithaca.edu/libr
ary/Training/hott.html
http://school.discovery.co
m/lessonplans/pdf/stereot
ypes/stereotypes.pdf
Author’s Use of
Language
http://www.okcareertech.
org/careertechconnectrc/
Supplemental%20Pages/t
imesavr/Questioning.PDF
Graphic Organizers
http://www.educationworl
d.com/a_lesson/02/lp24805.shtml
Evaluating Website for
Bias (same as above)
Sample
Resources
10
9th Grade Reading
State
Standard
and
Benchmark
Local
Curriculum
752.03.e
Fact and
Opinion
Literary Analysis
752.03.b—
Literary
Elements
752.02.a-Genres
752.01.g—
Literary
Device
752.03.d—
Evaluate
Literature
Learning
Continuum
and other
Performance
Objectives
Sample Assessment
Question and Sample
Quizzes
Learning
Continuum
For Learning:
Fact and Opinion
ISAT, ECA
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
State of Idaho 2003
Minimum
Sample Teaching
Hours
Strategy
Allotted
Fact and Opinion Lesson
Back to Top
Learning
Continuum
ISAT, ECA
For Learning:
http://www.jcsd1.k12.wy.us/Standar
ds/Assess/LA/LA10.1-1.pdf
Symbolism (Frost)
Directing the Elements
Tone
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Genre:
http://www.binc.org/videol
ink-kids/pdf/Video/U4L1TVShowGenres.pdf
Literary
Devices
752.02.a
Learning
Continuum
Genre
ISAT, ECA
For Learning:
Sample
Resources
11
9th Grade Reading
State
Standard
and
Benchmark
752.01.d—
Relate
information
752.01.f—
Apply/Extend
Information
752.03.e—
Make
inferences
Story
Elements /
Story
Grammar
752.01.h
Use reading
strategies to
collect data,
facts, and
ideas
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Learning
Continuum
ISAT, ECA
Sample Assessment
Question and Sample
Quizzes
For Learning:
Relating Information
Make Inferences
Apply and Extend Information
Of Learning:
RIT 201-210 –Problem/Resolution
RIT 211-220 –Problem/Resolution
RIT 221-230 –Problem/Resolution
RIT 201-210 –Inference (Literary)
RIT 211-220 –Inference (Literary)
For Learning:
Psychologist Harry Stack Sullivan
developed a theory of empathy.
According to the theory, people use
communication methods other than talk
to indicate that they are sympathetic or
feel the same emotions as others.
Which of the following is NOT
relevant to the topic?
A. A speaker scans the audience to
determine if they are interested in the
presentation.
B. People who set goals for
themselves are usually more
productive.
C. Lawyers often employ psychologists
to help in selecting the people to serve
on a jury.
D. People who are popular tend to
smile and look others in the eye.
Sample
Sequence
State of Idaho 2003
Minimum
Sample Teaching
Hours
Strategy
Allotted
Have students
write/share responses to
the following:
 Ask “What If?”
 Connect to life
experiences
 Compare Texts
 Ask “What would you
have done?”
Reading Strategies to
Collect Data, Facts, and
Ideas
Sample
Resources
12
9th Grade Reading
State
Standard
and
Benchmark
752.04.c
Produce
research
projects and
reports
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Sample Assessment
Question and Sample
Quizzes
For Learning:
Sample On-line Research Project with
Assessment
Sample
Sequence
State of Idaho 2003
Minimum
Sample Teaching
Hours
Strategy
Allotted
Evaluate
Primary/Secondary
Resources
Sample
Resources
13
9th Grade Reading
State of Idaho 2003
APPROVED ISAT PROFICIENCY SCORES
Return to Top
Approved by the State Board of Education March 6, 2003
READING
Basic
Proficient
Advanced
2
174
182
193
3
185
193
204
4
192
200
211
5
198
206
217
6
203
211
222
7
207
215
226
8
210
218
229
9
213
221
232
10
216
224
235
LANGUAGE
Basic
Proficient
Advanced
2
176
184
197
3
186
194
207
4
193
201
214
5
200
208
221
6
204
212
225
7
207
215
228
8
211
219
232
9
213
221
234
10
214
222
235
MATH
Basic
Proficient
Advanced
2
174
185
201
3
185
196
212
4
194
205
221
5
202
213
229
6
208
219
235
7
214
225
241
8
222
233
249
9
229
240
256
10
231
242
258
PROFICIENCY LEVELS DEFINITIONS
Approved by the State Board of Education March 6, 2003
ADVANCED: Exceeds Standards
Back to Top
The student demonstrates thorough knowledge and mastery of skills that allows him/her
to function independently above their current educational level.



The student demonstrates a comprehensive understanding of all relevant
information relevant to the topic at level.
The student demonstrates comprehension and understanding of knowledge
and skills above his/her grade level.
The student can perform skills or processes independently without any
significant errors.
13
14
9th Grade Reading
State of Idaho 2003
PROFICIENT: Meets Standards
Back to Top
The student demonstrates mastery of knowledge and skills that allow them to function
independently on all major concepts and skills related to their educational level.


The student demonstrates a comprehensive understanding of all information
relevant to the topic, at level.
The student can perform skills or processes independently without any
significant errors.
BASIC: Below Standards
Back to Top
The student demonstrates basic knowledge and skills usage but cannot operate
independently on concepts and skills related to his/her educational level. Requires
remediation and assistance to complete tasks without significant errors.


The student has an incomplete knowledge of the topic and/or misconceptions
about some information.
The student requires assistance and coaching to complete tasks without
errors.
BELOW BASIC: Critically Below Standards
Back to Top
The student demonstrates significant lack of skills and knowledge and is unable to
complete basic skills or knowledge sets without significant remediation.


The student has critical deficiencies of relevant knowledge of topic and/or
misconceptions about some information.
The student cannot complete any skill set without significant assistance and
coaching.
State Standards: Reading—9th-12th grade
669.
LANGUAGE ARTS/COMMUNICATIONS
STANDARDS.
01.
Languages and Communications. Language, the gateway to learning, provides our
most powerful and readily available tool to represent the world to ourselves as well as ourselves to the
world. Not only a means of communications, language serves as our primary instrument of thought, a
defining feature of culture, and an unmistakable mark of personal identity. Encouraging and enabling
students to effectively use language remains one of society’s most significant tasks. Educators, parents, and
communities share responsibility in helping students prepare for productive performance. When students
exit high school, they will be able to use reading, writing, listening, speaking, and viewing for personal use,
as a citizen and consumer, in the workplace, for cultural enrichment, in the Fine Arts, and for lifelong
learning.
14
15
9th Grade Reading
State of Idaho 2003
02.
Local District Book Lists. Local districts may determine book lists to support the
Language Arts/ Communications Standards. If needed, the State Department of Education’s English
Language Arts Specialist can provide suggested grade-level lists.
751. LANGUAGE ARTS/COMMUNICATIONS STANDARDS
– GRADES 9 THROUGH 12
The samples associated with the content standards are meant to illustrate meaning and to represent possible
areas of application. They are not intended to be an exhaustive list, but are samples of applications that
would demonstrate learning.
752.
READING.
Standard - The student will:
01.Read a variety of
traditional and electronic
materials for information
and understanding.
Return to Locating
Information
Return to Summarize/
Synthesize
Return to Top
Content Knowledge and Skills:
Decode unfamiliar words using a
comprehensive set of reading strategies:
- Phonics;
- Context clues;
- Word analysis skills.
Return to Context Clues
Return to Multiple Meanings
Return to Antonyms, Synonyms, Homonyms
Return to Structural Analysis
Return to Root Words, Suffixes, Prefixes
Return to Decod Unfamiliar Words
b.
Preview materials to understand
structure and anticipate content.
a.
i.
ii.
Samples of Applications:
Demonstrate fluency in oral reading.
Use information from text to clarify
meaning.
i.
ii.
iii.
iv.
Scan material for relevancy.
Summarize.
Paraphrase structures.
Scan index, table of contents, chapter
headings and subtitles.
Return to Root Words,
Suffixes, Prefixes
Return to Categorize /
Classify / Thinking Skills
c.
Develop analytic processes for
understanding and remembering words,
phrases, and information from reading
material.
i.
ii.
iii.
Use mnemonic devices.
Develop acrostics.
SQ3R: survey, question, read, recite and
review.
Return to Reading for Detail
d.
Identify, collect, and/or select, and relate
pertinent information to given situations.
Return to Drawing Conclusions/Inferences
Return to Story Elements
i.
ii.
iii.
iv.
Answer comprehension questions.
Draw conclusions.
Justify an opinion.
Recognize the difference between fact
and opinion.
Return to Prediction/
Generalization
e.
Synthesize and organize information.
Return to Categorize / Classify / Thinking Skills
i.
ii.
Predict outcomes.
Combine sources in a presentation.
Return to Drawing Conclu- f.
Apply and extend information.
sions/Inferences
Return to Story Elements
i.
ii.
Make inferences.
Use information to solve a problem.
Return to Sequencing
Explain how an author uses language
and literary devices:
- Mood;
- Tone;
- Style;
- Figurative language;
- Format;
- Structure.
i.
ii.
Describe an author’s tone in a book talk.
Support one of the bullets with evidence
from the text.
Compare two authors’ use of figurative
language and evaluate effectiveness.
Use reading strategies to determine main
ideas and to collect data, facts, and ideas.
i.
ii.
g.
Return to Literary Device
Return to Main Idea
h.
iii.
Recognize the main idea.
Determine the main idea of an editorial.
15
16
9th Grade Reading
Return to Reading
Strategies
02. Read and respond to a
variety of literature to
compare and contrast the
many dimensions of human
experience.
Return to Reading for Detail
Return to Compare/
Contrast
State of Idaho 2003
iii.
Make an abstract connection to relate
literature to personal experience or life
situations.
Know defining characteristics of literary
forms and genres (fiction, nonfiction,
myths, poems, biographies,
autobiographies, science fiction, parodies,
satires, and plays).
Return to Literary Device
Return to Genre
b.
Identify and compare own experiences to
those of others in situations, events, and
cultures within reading selections.
i.
Analyze how the choice of literary form
contributes to the expression on the
human experience(s) being described.
i.
c.
Interpret the social, cultural, and historical
significance of a text:
- Ancient Literature;
- British Literature;
- American Literature;
- World Literature.
Evaluate how an author uses language
and literary devices to evoke a response in
a reader:
- Style;
- Format;
- Structure.
i.
Generate a document or presentation
that identifies and compares personal
experiences to those describe in the
reading selections(s).
Discuss the determination of a text:
Lexical word study; Grammar; History;
Context.
i.
ii.
iii.
iv.
Judge an author’s effectiveness.
Justify a personal response.
Recommend a piece of literature.
Recognize archetypes and symbols
across literary texts (heroes, benefits of
nature).
Demonstrate how reading can provide
enrichment, information, and serve as a
tool for lifelong learning.
i.
Create a family history and anecdotes.
a.
Return to Persuasive
Elements / Bias
Return to Persuasive
Elements / Bias
d.
Return to Read for
Enrichment
e.
16
17
9th Grade Reading
03.Read a variety of
traditional, technical, and
electronic materials for
critical analysis and
evaluation.
a.
Evaluate the validity and accuracy of
information.
Return to Persuasive Elements / Bias
Return to Evaluate Validity
State of Idaho 2003
i.
ii.
iii.
iv.
v.
Return to Sequencing
b.
Return to Cause/Effect
Return to Literary Device
Return to Compare/
Contrast
c.
Analyze author’s purpose within a literary
text:
- Characterization;
- Setting;
- Plot structure;
- Theme;
- Point of view;
- Organization and form.
i.
Compare and contrast selections within
texts.
i.
ii.
iii.
ii.
Return to Categorize /
Classify / Thinking
Skills
d.
Return to Literary Device
Form opinions and make judgments about
fiction and non-fiction.
i.
ii.
iii.
e.
In response to technical materials, use
personal or objective criteria to:
- Draw conclusions;
- Make inferences;
Return to Fact / Opinion
- Decide meanings;
- Form opinions;
Return to Story Elements
- Make judgments.
04.Read to locate
a. Generate relevant and researchable
information from a variety of
questions.
traditional, technical, and
Return to Reading for Detail
electronic sources.
Return to Summarize/
b. Systematically organize and record
Synthesize
information.
Return to Categorize / Classify / Thinking Skills
Return to Produce
c. Produce research projects and reports.
Research Reports
05. Read for technical
a. Comprehend technical text.
information.
Return to Locating Information
Return to Drawing Conclusions/Inferences
Return to Locating
Information
b.
Return to Sequencing
c.
Return to Reading
Directions
Return to Reading
Directions
d.
e.
i.
ii.
Determine the source of information.
Evaluate reliability, validity, and
credibility of materials.
Cateorize marketing techniques.
Identify inaccuracies within a sample
advertisement or article.
Support inferences.
Understand and interpret actions and
conflict among characters.
Discuss Huckleberry Finn.
Analyze effectiveness of plot, time
frame, causes and effects, and conflict
resolution.
Draw connections between literary
works and related themes.
Identify historical and cultural
influences on literary works (compare
or contrast Heart of Darkness to
Apocalypse Now).
Evaluate an essay.
Create a reading list that illustrates a
theme.
Make a preference.
Sample workplace reading, technical
manuals, and professional journals.
Follow directions in technical materials.
i.
ii.
Form a hypothesis.
Survey literature related to a particular
topic.
i.
Use notes, charts, and graphic
organizers.
i.
Generate self-selected and assigned
products.
Respond to reports, memos, brochures,
charts, graphs, resumes, proposals, or
advertising.
Produce a visual aid.
i.
Demonstrate understanding of graphics,
layout, white space, italics, parentheses,
and other visual aids.
Identify the organization and nature of
technical texts; ascertain that such texts
require precise understanding rather than
interpretation.
i.
Apply technical text information to daily
situations.
Follow written directions.
i.
i.
ii.
iii.
iv.
i.
Emphasize precision and accuracy.
Determine literal meaning.
Complete a travel voucher.
Complete a scholarship or employment
application.
Complete a sample tax form or credit
application.
Read brochure on assembly of product.
17
18
9th Grade Reading
State of Idaho 2003
Evaluative Comprehension
Goal
ISAT “Sub-Goal”
Evaluative
Comprehension
New Vocabulary
Return to
Top
RIT Below 150
RIT 151-160

RIT 171-180

story, paragraph, bias,
passage, writer
comments, persuasion,
technique, editorial

thing
RIT 181-190

RIT 201-210

RIT 161-170

sentence, page, missing
word, belongs
RIT 191-200
classified as, describe,
idea, list, ad, make-believe,
advertisement, definition,
label, facts
RIT 211-220

evaluate, assumption,
logical argument, factual,
unbiased, propaganda
221-230
 observation, contradict
231-240
 analyze, stereotype
opinion, conclusion, valid,
appeal, descriptions, detail,
accuracy, attitude, phrase
RIT 221-240
18
19
9th Grade Reading
State of Idaho 2003
Interpretive Comprehension
Goal
ISAT “Sub-Goal”
Interpretive
Comprehension
New Vocabulary
RIT Below 150
RIT 151-160

Return to
Top
RIT 171-180

title, cause, facts, effect,
opinion, ad, describes,
author
infer, solution, prediction,
announcement, biography,
explanation, chapter,
legend, topics,
characteristics, main
characters, assume, library,
speaker

RIT 181-190

RIT 201-210

missing word, story,
paragraph, sentence
RIT 161-170
predict, outcome,
statement, poem, article,
conclude, summary,
problem
RIT 211-220

questions, main idea,
riddle, list, passage
RIT 191-200

summarize, conclusion,
cause and effect, central
idea, compare, selection,
introduction
RIT 221-230
implied, inferred, premise,
impression, contrast
19
20
9th Grade Reading
State of Idaho 2003
Literal Comprehension
Goal
ISAT “Sub-Goal”
Literal
Comprehension
New Vocabulary
Return to
Top
RIT 151-160

last, after, story
RIT 161-170

RIT 181-190

recipe, instructions, order
of events, information,
describe, ad, bibliography,
editor, character

RIT 211-220

guide, handbook,
selections

RIT 171-180
after, book, first,
directions, sentences,
poem, index, table of
contents, sign, passage
RIT 191-200
before, second, paragraph,
following, letter, label, note,
article, list
literature, advertising,
schedule, statement,
announcement, biography,
entries, chapter,
introduction, comparison,
glossary
RIT 221-230

RIT 201-210
indicated, series of events,
chronological order,
definition, dictionary,
sequence, description,
catalog, journal, report
RIT 231-240
publications, editorial
20
21
9th Grade Reading
State of Idaho 2003
Literary Analysis
Goal
ISAT “Sub-Goal”
Literary
Analysis
New Vocabulary
RIT Below 150
RIT 151-160

Return to
Top
RIT 171-180

describe, missing word,
paragraph, author’s
purpose, ad, letter, fable,
report
application, opinion, plot,
exaggeration, speaker,
science fiction, personal
narrative, autobiography,
historical fiction, nonfiction, mythology

story
RIT 181-190

RIT 201-210

RIT 161-170

passage, sentence,
problem, sign, list, poem,
fairy tale
RIT 191-200
theme, action, setting,
predict, author, solve,
purpose, make-believe,
mood, point of view, tone,
moral, character, legend,
fantasy, diary, note
RIT 211-220

intent, irony, suspense,
simile, figure of speech,
dialogue, metaphor

fiction, subject, event,
conflict, appeal, narrator,
main point, main character,
detail, solution, short story,
folktale
RIT 221-230
personification,
alliteration, method of
characterization, flashback,
literary device, narration,
exposition, memoir
21
22
9th Grade Reading
State of Idaho 2003
Vocabulary
Goal
ISAT “Sub-Goal”
Vocabulary
New Vocabulary
RIT Below 150

Return to
Top
picture, word
RIT 151-160

RIT 171-180

homonym, synonym,
underlined, incomplete,
paragraph, passage
advertisement, magazine,
article, recipe

RIT 181-190

RIT 201-210

missing word, choose,
sentence
RIT 161-170
nonsense, antonym,
directions, definition
RIT 211-220

compound word, opposite,
root or base word, story
RIT 191-200

similar to
RIT 221-230
label, selections,
introduction
22
23
9th Grade Reading
State of Idaho 2003
Word Analysis
Goal
ISAT “Sub-Goal”
Word
Analysis
New Vocabulary
RIT Below 150

Return to
Top
ending sound, match, find
RIT 151-160

RIT 171-180

underlined, suffix
RIT 201-210

missing word, prefix,
choose
RIT 161-170

RIT 181-190

contraction, directions,
definition
RIT 211-220
compound word, poem,
rhyme, root or base word,
vowel, letter, story
RIT 191-200

alphabetical order, syllable
RIT 221-230
antonym, multi-syllable
23
24
9th Grade Reading
State of Idaho 2003
ISAT Learning Continuum—Reading
ISAT “Sub-Goal”
RIT 201-210
RIT 211-220
RIT 221-240
Evaluative Comprehension
CategorizeClassify
Information,
Thinking
Skills
Return to
Guide









Compare
and
Contrast

Identify which word belongs in a group
based on implications of words,
definitions provided, or interpreting
multiple meanings or words
Identify which sentence does not relate
to a more specific topic when given
sentences all relating to a general topic
Put ideas in appropriate groups when
given two category names
Match information in a passage with
informal outline of information
Identify items not like others based on
secondary attributes provided in written
definitions
Combine information written in a
passage with information from
experience to determine how one thing
is like or unlike another thing
Identify topics that could be added to an
existing outline
Identify which word is not like the
others based on secondary attributes
Find common attributes of a defined list
of items






Demonstrate using alphabetical
order to the fourth letter
Find words that are like or different
from the others based on secondary
attributes when given definitions of
similar or related words
Identify words that belong to the
same group based on implications,
connotations, multiple meanings, or
secondary attributes when given
more difficult vocabulary words
Identify analogous relationships
Find commonalities in a set of
distinct descriptions
Determine which would be logical
explanations for events
221-230
 Identify words that belong to the
same group based on implications,
connotations, multiple meanings, or
secondary attributes given more
difficult vocabulary words
 Identify the sentence that does not
related to the specific topic in a long,
complex passage
 Find commonalities in a set of
distinct descriptions
Locate multiple pieces of
information to compare or contrast
 Determine what information is
being compared
Return to
Guide
24
25
9th Grade Reading
State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Evaluate
ValidityAuthor’s
Conclusions
Return to
Guide











Infer/evaluate content based on small
sample of writing
Infer/evaluate what is important to a
character
Infer/evaluate character’s feelings or
interests
Determine which facts do or do not
support a conclusion
Given a simple passage, distinguish
what is true or factual
Determine the most qualified source of
information
Evaluate and prioritize reasons
At upper range of RITs, determine
which fact supports more than one
conclusion
Determine which statement best
supports a specific conclusion
Determine statements that cannot be
concluded from information in a passage
Use logical reasoning to determine the
validity of a statement
RIT 211-220











Format: Read passages that are generally
longer, with much detail, extensive
vocabulary, and less familiar content
 Evaluate relative importance of
information
Determine which statement or detail best
supports a specific conclusion
Determine most qualified source of
information
Determine most valid conclusion based
on information in a passage
Distinguish facts that can be concluded
from that which is opinion or inferred
when given a longer, more detailed
passage
Determine additional information
needed to evaluate information in a
passage
Use logical reasoning to determine the
validity of a conclusion
Note the clue word “probably” meaning
not conclusively
Determine which statement or detail
does not support a conclusion
Identify faulty reasoning leading to a
conclusion
Evaluate the quality of information used
to support a conclusion
RIT 221-240
221-230
 Format: Read longer passages with more
detail, more extensive vocabulary, and
less familiar content
 Evaluate whether or not an argument is
consistent
 Determine which conclusion is
supported by facts in a passage
 Determine which fact or detail supports
a conclusion
 Identify faulty reasoning leading to a
conclusion
 Identify a conclusion not supported by
facts or details in a passage
 Evaluate reasoning leading to a
conclusion
 Evaluate the quality of information
sources
231-240
 Determine the most qualified source of
information
 Analyze the reasoning used to support a
conclusion or opinion
 Determine which conclusion is
supported by facts or details in a passage
 Use logical reasoning to arrive at a
conclusion
25
26
9th Grade Reading
State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Fact and
Opinion
Return to
Guide





Identify which specific words are
opinions
In a longer passage, distinguish
which statements are facts from those
that are opinions
Identify word clues that signal fact,
not opinion
Determine that which is fact from
that which is inferred
Analyze a passage to determine
proportion of fact or opinion
RIT 211-220





Analyze passage for opinion,
inference, value judgment, or fact
Distinguish unsupported opinion
from fact
Determine content of passage—
proportion of fact to opinion
Distinguish that which is fact from
that which is inferred
Identify a sentence as being an
editorial comment or part of a factual
news story
RIT 221-240
221-230
 Use word clues to distinguish
opinions from fact
26
27
9th Grade Reading
State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Persuasive
Elements,
Propaganda,
Bias,
Assumptions,
Stereotypes
Return to
Guide
RIT 211-220

Format: Read longer passages, generally less
than 150 words but some longer where the
difficulty of vocabulary increases as RIT
increases
 Recognize persuasive techniques or methods
 Determine to whom an ad will appeal
 Determine how an ad gets your attention
 Determine the effectiveness of persuasive
arguments
 Determine the action the ad persuades the
reader to take
 Infer errors in reasoning that lead to
stereotypical thinking
 Infer beliefs, opinions, or way of
thinking of speaker, writer, or character
 Understand and apply meaning of “bias”
 Recognize bias or assumptions as
opinions
At upper range of RIT –
 Generalize type of people who would
agree or disagree with specific opinions
 Understand the meaning of
“assumption” or “underlying
assumption”
 Understand why people have different
opinions or ways of thinking









As RIT levels increase, differences
between distracters and correct answer
choice become less obvious, require
more thought
 Read passages that vary in length, while
difficulty of vocabulary tends to
increase
 Determine how assertions of persuasive
writing are supported
 Determine to whom and to what
feelings ads appeal
 Determine what the writer wants the
reader to believe about their product or
service
 Determine information not given in an
ad
Understand meaning of the word
“discrimination”
Infer beliefs, opinions, ways of thinking, or
assumptions of writer or characters
Generalize type of people who would agree
or disagree with specific opinions
Compare and contrast opinions or
assumptions of characters
Infer errors in reasoning that lead to
stereotypical thinking
Infer assumptions reader can make from a
passage
Generalize opinions or assumptions of writer
Discriminate between fact and bias
RIT 221-240
221-230
 Read passages where topics are less
familiar, with rich, varied vocabulary
 Determine purpose of persuasive ad or
argument
 Determine persuasive techniques or
methods
 Determine tone or effect of persuasive
writing
 Analyze persuasive statements
 Determine to whom or what feelings
persuasive writing will appeal
 Incorporate higher level thinking to
understand topics and to
differentiate between answer choices
 Infer assumptions of writer or
character
 Generalize opinions or assumptions
of writer
 Generalize people likely to agree or
disagree with opinion or assumption
 Recognize difference between
discriminatory and nondiscriminatory statements
 Recognize statements or thinking
not assumed by the writer
More
27
28
9th Grade Reading
State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
RIT 211-220
Persuasive
Elements,
Propaganda,
Bias,
Assumptions,
Stereotypes
RIT 221-240
231-240
 Format: Read passages with
complex topics, some quite
difficult vocabulary, and more
complex distracters that require
more thought to determine
correct answer choice
 Understand the meaning of the
word “stereotype”
 Infer and generalize assumptions
of writer
 Imply purpose of persuasive
writing
Interpretive Comprehension
CauseEffect

Return to
Guide


Read slightly longer passages, with
more difficult content and
vocabulary which use clue words
“since” and “because of”
Demonstrate combining several
pieces of information to understand
the cause and effect relationship
Identify which is the “cause” and
which is the “effect” when given a
situation


Read longer passages, with more
difficult content and vocabulary
Identify which is not the effect of a
stated cause


Read passages with more difficult,
less familiar content and vocabulary
Items include same skills and content
as lower RIT bands with more
difficult vocabulary and extended
thinking.
28
29
9th Grade Reading
State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210

Draw
Conclusions
-Inferences


Return to
Guide



Predictions
and
Generalizations

Make inferences from
announcements
Make inferences about directions
on labels
Make inferences about a
character type within a variety of
literature
Make inferences from
information found on book flap
Make inferences from textbook
technical reading
Form a conclusion based on
interpretation of information
from a variety of sources
RIT 211-220





Make inferences from catalog
selections
Make inferences from handbooks
Make inferences from a science
fiction passage
Draw a conclusion from the passage
by inferring the interpretation of the
information read
Identify conclusion to story
Predict future events based on prior
conclusions drawn

Identify main idea in magazine
articles or stories from other sources



RIT 221-240

Items include same skills and content
as lower RIT scores with more
difficult vocabulary and extended
thinking.

Create prediction for recipe
Predict outcome from
advertisement
Items include same skills and
content as above with more
difficult vocabulary and extended
thinking.
Return to
Guide
Summarize
and
Synthesize

Return to
Guide


Identify why author chose title
Identify main idea in newspaper
and other articles
Restate lengthy passage through
summarizing
List specific information in
systematic order and give a general
summary

Items include same skills and content
as lower RIT bands with more
difficult vocabulary and extended
thinking.
Literal Comprehension
29
30
9th Grade Reading
State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Locating
Information

Return to
Guide


Use a table of contents:
 Use chapter summaries to
determine contents
 Use clue words from chapter
title to determine contents
 Determine the LAST page of
a chapter (if chapter 2 begins
on p. 20, chapter 1 ends on p.
19)
Use an announcement: (lengthy and
detailed, containing common
abbreviations, and adult level
vocabulary)
 Find and understand
information
Use an advertisement:
 Find and understand specific
information
 Determine what is being
advertised
 Understand abbreviations and
shortened phrases in a
classified ad
More on Next Page
RIT 211-220






Format: Read passages that are
lengthy, detailed, and contain adult
vocabulary. They are typical
examples one would find everyday,
not specific to children
Use an announcement: Find and
understand specific information
Use a handbook: Find and
understand specific information
Use a shipping and handling chart:
Recognize, know it by name
Use a phone book:
 Yellow pages: how to read,
find, and understand specific
information
 White pages: how to use
guide letters
Use a catalogue:
 Use summary information to
determine which product to
purchase
 Find and understand specific
information
RIT 221-240
221-230
 Read passages where details being
located are more specific and less
obvious, requiring careful reading or
re-reading
 Use an announcement:
 Find and combine specific
pieces of information
 Find and understand specific,
detailed information
 Compare specific pieces of
information
 Use a weather report: Find and
understand small but significant
details
 Use sports scores: Understand
commonly used abbreviations
 Use a recipe: Find and understand
small but significant details
More on Next Page
30
31
9th Grade Reading
State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Locating
Information




Use a food label: Determine the
relative amounts of ingredients
Use reference materials:
 Determine the best source of
information (encyclopedia,
catalog, advertisement,
magazine article, picture
book)
 Understand information
contained in a dictionary
entry
Use a bibliography:
 How it is organized
 How to read information
(author, title, publisher, etc.)
 Recognizing simple listing of
magazines
Use a list: Meaning of information
RIT 211-220





RIT 221-240
Use an index:
 Organization of topics
 Using increased specificity of
terms to locate information
 Understand page list format,
difference between use of
commas and hyphens (43, 57,
60-62)
Use a bibliography:
 Find and understand
information in an annotated
bibliography
Use a glossary: How to use
Use a field guide: Find and
understand specific information
Use a dictionary: How to use to find
word meaning
31
32
9th Grade Reading
State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Reading
Directions


Return to
Guide






Find detail in a typical adult
language recipe
Understand complex directions
involving multiple variables (if you
want this, do that, if you want
something else, do something else…)
Understand typical medicine or
product labels
Understand vocabulary specific to
typical recipes and product labels
Find detail in complex, multi-step
directions containing adult language
Paraphrase complex directions
Understand complex directions—
must find one detail, then re-read to
incorporate previous information
Use skills that progress in difficulty:
 Skim, scan to locate details
 Re-read specific parts
 Combine two or more sets of
information to complete
understanding
 Paraphrase
RIT 211-220





Synthesize/paraphrase directions
Follow multi-step directions
containing adult vocabulary
where the outcome is not obvious
Follow detail in typical medicine
or product label
Synthesize intention of directions
Understand small but significant
detail in directions
RIT 221-240
221-230
 Understand intent of directions
 Synthesize complex directions
231-240
 Synthesize/paraphrase directions
32
33
9th Grade Reading
State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Reading for
Detail
Return to
Guide


Format: Read passages that contain
rich and varied detail, often
unfamiliar content, extensive
vocabulary, complex sentence
phrasing
Isolate small but significant detail
necessary to answer a question in
long, detail-filled passages
RIT 211-220






Format: Read passages that contain
rich and varied detail, often
unfamiliar content, extensive
vocabulary, complex sentence
phrasing
Locate small but significant detail in
a detail-filled passage
Understand and interpret significant
detail
Understand and paraphrase
significant detail
Discriminate between details which
are and are not stated in a passage
Locate more than one detail in a
detail-filled passage
RIT 221-240
221-230
 Read passages that contain rich and
varied detail, generally unfamiliar
content, extensive vocabulary,
complex sentence phrasing
 Isolate information not stated in a
detail-filled passage
 Paraphrase and interpret significant
detail
 Locate specific detail in a long,
detail-filled passage
 Locate and interpret several details in
a detail-filled passage
231-240
 Read passages that contain rich
and varied detail, generally
unfamiliar content, extensive
vocabulary, complex sentence
phrasing
 Locate, paraphrase, and interpret
multiple details in a detail-filled
passage
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34
9th Grade Reading
State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Sequencing
Return to
Guide
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Format: Read longer and more complex
sentences where the content becomes less
familiar and the difficulty of the vocabulary
increases (soon after this happened, that
happened)
Read passages where word clues are less
direct: from “first, later, and finally” to
“after the frost”, “in the spring”, “when they
had eaten lunch”
Use indirect word clues to determine
sequence of sentences from scrambled order
Determine which event came second or next
from sentences in scrambled order
Determine sequence of key events from
complex paragraph
Determine events that occur after or
simultaneously in longer, more complex
paragraph
Determine first event from a sequence of
events written in the middle of a paragraph
Use key words to paraphrase order of events
Use re-reading and cross checking to
identify order of events
In a paragraph of unfamiliar content and
vocabulary, determine what comes next,
after another event

Use direct word clues to determine
what comes before
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Determine what comes first in a paragraph
containing a flashback
RIT 211-220
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RIT 221-240
(221-230)
Format: Read passages that
contain unfamiliar content, adult
 Summarize events in correct
vocabulary, few word clues,
order
longer sentences, and complex
 Use reasoning to determine the
phrasing
correct order of scrambled
sentences
Paraphrase sentence order from
passage with phrases like “just
 Determine what comes after in
before this happened, that
passages with complex phrasing
happened” and “after this
(just before he did this, he did
happens but before that happens”
that)
Determine last, first, and next,
 Use word clues and reasoning to
paraphrasing events from passage
determine what comes first when
sentences contain flashbacks or
Use indirect word clues to
determine the order of scrambled
are not written in exact time order
sentences
Determine what comes after
another event
Determine the sequence of events
in a subset of events in the
middle of a passage
Paraphrase the sequence of
events in a complex passage
Literary Analysis
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9th Grade Reading
State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Author’s
PurposeTechniques
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RIT 211-220
RIT 221-240
Items include same skills and content as
lower RIT bands with more difficult
vocabulary and extended thinking.
Infer how author develops characters
through story sequence
Recognize the use of suspense to get
the reader’s interest
Return to
Guide
Genre
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Return to
Guide
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Recognize newspaper writing and
personal note writing
Distinguish between fiction and
nonfiction writing in lengthy
passages
Identify historical fiction
Identify realistic fiction
Determine purpose of lengthy folk
tales
Understand the content of poems
with figurative language
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Identify vivid and descriptive writing
Recognize autobiographical writing
Use writing as a rule for giving
directions
Understand form and general
characteristics of folk tales
Understand the structure of poetry by
its rhyme and length of lines
Recognize science fiction
Recognize a book review

Items include same skills and content
as lower RIT bands with more
difficult vocabulary and extended
thinking.
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36
9th Grade Reading
State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Literary
Devices
Return to
Guide
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Story
Elements
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Guide
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Story
Grammar
Return to
Guide
Use devices such as humor,
exaggeration, word choice to create
mood
Use devices by the author such as
word choice and complex descriptors
Infer the story structure as a literary
device
Understand meaning of idioms used
in the story
Understand the imagery in the
writing
Understand and explain the meaning
of metaphors used in the story
Understand the meaning of
symbolism in stories
Make inferences about a character
type within a variety of literature
Determine the complex point of view
of the author or characters through
character descriptions
Identify the problem and articulate
the resolution
Identify main conflict
Identify exaggeration
Identify a complex problem and list
possible resolutions
 Determine purpose of dialogue
RIT 211-220
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RIT 221-240
Use the story structure as a literary
device
Determine how author develops
character traits through inference
Use descriptive dialogue to develop
tone
Recognize foreshadowing as a
literary device in writing
Find a figure of speech and explain
Understand the author’s purpose in
use of similes
Understand the meaning of
symbolism in stories
Identify exaggeration and understand
its impact on story line

Items include same skills and content
as lower RIT bands with more
difficult vocabulary and extended
thinking.
Describe complex character
descriptions
Understand complex problems and
develop one or more solutions

Items include same skills and content
as lower RIT bands with more
difficult vocabulary and extended
thinking.
Use figurative language, sequence of
events, word choice, suspense,
imagery that creates complex interest
Recognize dialogue that provides a
variety of purposes and information

Items include same skills and content
as lower RIT bands with more
difficult vocabulary and extended
thinking.
36
37
9th Grade Reading
State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
RIT 211-220
RIT 221-240
Vocabulary
Antonyms,
Homonyms,
Synonyms
Return to
Guide
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Identify sentence which means the
opposite in a paragraph of 50-75
words
Choose word missing in the sentence
when all choices are homonyms
Context
Clues
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Return to
Guide
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After reading a paragraph of 5075 words, use context to
determine meaning of a specific
word in paragraph
Given a complex sentence,
determine which of four words is
synonym (not defined) for
underlined word
Knowledge of vocabulary with or
without context within a complex
paragraph
Recognize and understand a
variety of word referents
Recognize and understand
sentences containing explanatory
phrases, sometimes set off by
commas
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Items include same skills and content
as lower RIT bands with more
difficult vocabulary and extended
thinking.

After reading a sentence with a
paragraph of 75-100 words, use
the context of the sentence to find
the meaning of specific word
 After reading a story, find the
word in the story which means
about the same as underlined
word
Increased vocabulary within the story
or passage
Items include same skills and content
as above with more difficult
vocabulary and extended thinking.
Find words with opposite meanings
within the context of a story or
passage
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38
9th Grade Reading
State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Multiple
Meanings

Use context of an advertising passage
to figure out a word that has multiple
meanings
RIT 211-220
RIT 221-240

Items include same skills and content
as lower RIT bands with more
difficult vocabulary and extended
thinking.
Return to
Guide
Word Analysis
Root Words,
Suffixes,
Prefixes

Identify base or root word in multisyllable words

Items include same skills and content
as above with more difficult
vocabulary and extended thinking.

Form multi-syllable compound
words
Identify word that, with correct
prefix, becomes its own antonym
Identify suffix which will give new
meaning to specified word

Items include same skills and content
as above with more difficult
vocabulary and extended thinking.
Return to
Guide
Structural
Analysis
Return to
Guide
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38
39
9th Grade Reading
State of Idaho 2003
Sample Test Items
Word Analysis & Vocabulary: RIT 201-210
Return
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Word Analysis & Vocabulary: RIT 211-220
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Literal Comprehension: RIT 201-210
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Literal Comprehension: RIT 211-220
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Literal Comprehension: RIT 221-230
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40
9th Grade Reading
State of Idaho 2003
Literal Comprehension: RIT 231-240
Return
Return
Interpretive Comprehension: RIT 201-210
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Interpretive Comprehension: RIT 211-220
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Evaluative Comprehension: RIT 201-210
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Evaluative Comprehension: RIT 211-220
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Evaluative Comprehension: RIT 221-230
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41
9th Grade Reading
State of Idaho 2003
Evaluative Comprehension: RIT 231-240
Return
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Literary Analysis: RIT 201-210
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Literary Analysis: RIT 211-220
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Literary Analysis: RIT 221-230
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9th Grade Reading
State of Idaho 2003
Resources
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9th Grade Reading
Return
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State of Idaho 2003
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