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1. FCAT Skills for Successful Reading Comprehension
2. FCAT tests a students ability to apply various skills to the reading process.
3. Cluster 1: Words and Phrases The student should select and use strategies to understand words and texts, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations.
Content/focus
Analyze words/text
Context
Conclusions/Inferences
Interpret graphical information
4. Cluster 1: Words and Phrases Context Clues You will be asked vocabulary questions on the FCAT, and these questions have you figure out a words meaning by looking at the context of the wordthat is, the words and sentences around it.
Without a context (and a dictionary), its difficult to figure out the meaning of challenging words.
For example, try defining these words:
Feigned
Illicit
Morbid
5. Cluster 1: Words and Phrases Context Clues contd. With a context (when the word is surrounded by other words in a sentence), it is easier to figure out its meaning.
For example, determine the meaning of the word based on the words context:
Keith feigned being sick, so he could stay home from school. Feigned means _________________
The thief kept his illicit wealth locked in a closet in the basement. Illicit means ____________________
After watching the sad movie, the teenager was plagued with morbid thoughts.
Morbid means __________________
6. Cluster 1: Words and Phrases Context Clues Strategies
7. Cluster 1: Words and Phrases Context Clues strategies contd. Strategies for determining the meaning of a word from its context:
1. Comma clues Commas are used to link concepts. When you see a comma, it indicates that a clue is being given to help you determine the words meaning.
For example: Cockatiels, small gray Australian parrots, make excellent pets. OR One witness was convicted of perjury; that is, he lied under oath. [Notice the word clues are set off by commas.]
8. Cluster 1: Words and Phrases Context Clues strategies contd. 2. Context clues Certain linking words can provide keys to the meaning of a word.
Synonym clues Your word may be similar to another word in the sentence. Look for these clues: and, so, completely, thoroughly.
Rusty and unreliable, the old car was thoroughly in need of a glemgebog.
Glemgebog probably means overhaul or repair.
Antonym clues Your word may be the opposite of another word in the sentence. Look for these clues: but, nevertheless, despite, though, although, in spite of, on the other hand, however.
Although Scott likes potatoes, his sister Margie snargles them.
Snargles probably means hates.
Cause and effect clues Your word may have a causal relationship with another word. Look for these clues: because, as a result of, led to.
Because the singer was so popular, the audience blemmled when she appeared.
Blemmled probably means screamed or cheered.
9. Cluster 1: Words and Phrases Context Clues strategies contd. 3. Charge clues (connotations the positive, negative, or neutral associations surrounding a word) Context clues and an understanding of the sentence as a whole should tell you whether the tested word has a positive or negative charge.
Some words have a charge all by themselves:
Disgusting has a negative word charge; lovely has a positive word charge; table may not have a charge (its usually neutral).
Some words have a charge based on the context of the sentence:
Every time I think of her, my heart is filled and my soul sings.
Word Charge can help you on the FCAT:
If you know that a mystery word has a positive charge, you can eliminate any answer choices that are ____ or ____.
If you know that the mystery word should have a negative charge, you can eliminate any answer choices that are ____ or ____.
If the mystery word is fairly neutral, you can eliminate any answer choices that have strong ____ or ____ charges.
10. Cluster 1: Words and Phrases Context Clues strategies contd. 3 Tips:
Look for Context Clues in the sentence.
Use commas to link the word to the rest of the sentence.
Use Word Charge to predict whether the word is positive, negative, or neutral.
11. Cluster 1: Words and Phrases Context Clues strategies contd. Putting them all together (the 3Cs):
There are three things that will help you figure out the definition of a word: context, comma, and charge.
Although at first my coach intimidated me, he turned out to be a nice, relaxed man who cared about his team.
12. Cluster 1: Words and Phrases Interpreting graphical information Lets take a look at what we need to do when interpreting graphs, charts, etc. There are 3 simple steps:
Read the title (to know the topic/subject of the graphic)
Read the main headings (to know what the author is trying to illustrate)
Go to the questions [Read the questions being asked.]
13. Cluster 1: Words and Phrases Interpreting graphical information
14. Cluster 1: Words and Phrases Interpreting graphical information contd. Lets look at some more charts[Obtain the handouts on interpreting graphical information.]
15. Cluster 1: Words and Phrases Making Inferences An inference is an educated guess based on textual evidence.
The way an inference question is worded can tell you a lot about the kinds of connection you should make to the passage.
See the following chart:
16. Cluster 1: Words and Phrases Making Inferences
17. Cluster 1 (Words & Phrases) & Cluster 4: (Reference & Research): Making Inferences and Synthesizing Lets take a look at what we need to do when interpreting graphs, charts, etc.
[Obtain the handouts on interpreting graphical information.]
18. Reading Between the Lines Making Inferences
Or
Drawing Conclusions
19. Inferences are: Logical conclusions not directly stated by the author
Based on clues from text and personal connections made by the reader
Logical conclusions made with the mind, not the heart
Reading between the lines
Putting two and two together
20. Inferences are not: Explicitly stated in the text
(you cannot find the answer on the page the answer is in your head)
Based on opinion
21. Inferences come from: Clues in the text
Knowledge you already have from experience or prior knowledge
22. Inferences = textual clues + background knowledge (or personal experiences)
23. Example: Background knowledge: you know many motorboats
cruise the waterway.
24. Steps to help readers infer meaning: Ask yourself a question (I wonder what . . . I wonder why . . . I wonder how . . .) OR Choose an inference-type question from the test.
Consider textual evidence left by the author that may represent important clues that pertain to your question.
Think about what you know about the evidence.
Using clues in the text and your background knowledge about the topic, try to answer the original question.
25. Read the short story on page 188 - Thieves attempted to steal a Tyrannosaurus Rex in northern Montana.
26. - the fossil must be valuable (it has historical value and monetary value)
27. FCAT tests a students ability to apply various skills to the reading process.
28. Cluster 4: Reference and Research Locates, gathers analyzes and evaluates written information for a variety of purposes including research projects, real-world tasks, and self-improvement. Analyzes the validity and reliability of primary source information and uses the information appropriately. Synthesizes information from multiple sources to draw conclusions.
Content/focus
Analyze/evaluate information
Validity/reliability of information
Synthesizes information (from multiple sources and within text)
29. Cluster 4: Reference and Research Gathering, Analyzing, and Evaluating Information from Different Sources On the FCAT, you will be asked questions about the validity and reliability of an authors claims in a passage.
For instance, what makes a particular author qualified to write about a subject? Or what does the author use to support the main points of the essay? (For instance, does the author use personal opinions, common knowledge, or expert opinions?)
30. Cluster 4: Reference and Research Gathering, Analyzing, and Evaluating Information from Different Sources Contd.
31. Short and Extended Responses