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Reading
Reading Domains & Standards
Key Ideas
• Identify central ideas and their
support
• Synthesize or summarize
information
• Connect or extend ideas
Explicit Meaning
• Recognize stated information
• Understand stated information
Implicit Meaning
• Draw conclusions or make
inferences
• Discern traits, feelings, or motives
• Make predictions
Author’s Craft
• Understand text features,
structures, style, or tone
• Identify purpose or viewpoint;
distinguish fact from opinion
• Understand literary devices and
elements
• Interpret nonliteral language
Vocabulary
• Use context to determine meaning
Reading Domains
Domain
Level 15
Total Items
Level 16
Total Items
Level 17/18
Total Items
Key Ideas
9
9
10
Explicit Meaning
7
5
7
Implicit Meaning
10
10
10
Author’s Craft
10
11
10
Vocabulary
4
5
3
Total
40
40
40
Cognitive Levels of
Items Above
Level 15
Total Items
Level 16
Total Items
Level 17/18
Total Items
Essential
Competencies
7
7
8
Conceptual
Understanding
25
24
24
Extended Reasoning
8
9
8
Cognitive Levels
•
Essential Competencies
 Recognize or identify basic information
Mathematics Domains & Standards
Number Sense and Operations
• Represent, compare and order numbers
• Describe and apply properties of numbers
• Classify numbers by divisibility
• Demonstrate ways of performing operations
• Use place value and write numbers in standard, expanded and exponential form
• Estimate and round real numbers
Algebraic Patterns and Connections
• Use and interpret operational and relational symbols
• Solve equations/inequalities
• Use expressions and equations to model situations
• Explore numerical patterns
• Apply functional relationships
Data Analysis, Probability and Statistics
• Apply probability concepts and counting rules
• Understand and apply measures of central tendency and variability
• Interpret data and make predictions
• Understand sampling
Cognitive Levels
• Conceptual Understanding
 Use more complex thought processes in
interpreting text, determining important
ideas, or reading between the lines
Cognitive Levels
• Extended Reasoning
 Use critical thinking in judging, evaluating,
or analyzing text or in integrating ideas
within and beyond the text
This passage is from the story “Typhoon” by Joseph Conrad, which was first published in 1902. In this excerpt,
the ship Nan-Shan has just encountered a squall—a short-lived blast of wind and rain. Jukes is the ship’s young
first mate.
¶1 Jukes was as ready a man as any half-dozen young mates that may be caught by casting a net upon the waters;
and though he had been somewhat taken aback by the startling viciousness of the first squall, he had pulled himself
together on the instant, had called out the hands, and had rushed them along to secure such openings about the
deck as had not been already battened down earlier in the evening. Shouting in his fresh, stentorian 1 voice, “Jump,
boys, and bear a hand!” he led in the work, telling himself the while that he had “just expected this.”
¶2 But at the same time he was growing aware that this was rather more than he had expected. From the first stir
of the air felt on his cheek, the gale seemed to take upon itself the accumulated impetus 2 of an avalanche. Heavy
sprays enveloped the Nan-Shan from stem to stern, and instantly in the midst of her regular rolling, she began to
jerk and plunge as though she had gone mad with fright.
¶3 Jukes thought, “This is no joke.” While he was exchanging explanatory yells with his captain, a sudden lowering
of the darkness came upon the night, falling before their vision like something palpable. 3 It was as if the masked
lights of the world had been turned down. Jukes was uncritically glad to have his captain at hand. It relieved him as
though that man had, by simply coming on deck, taken most of the gale’s weight upon his shoulders. Such is the
prestige, the privilege, and the burden of command.
¶4 Captain MacWhirr could expect no relief of that sort from anyone on Earth. Such is the loneliness of command.
He was trying to see, with that watchful manner of a seaman who stares into the wind’s eye as if into the eye of an
adversary, to penetrate the hidden intention and guess the aim and force of the thrust. The strong wind swept at
him out of a vast obscurity;4 he felt under his feet the uneasiness of his ship, and he could not even discern the
shadow of her shape.
1stentorian:
loud
2impetus: force
3palpable:
4obscurity:
able to be felt
darkness
Core (Literature): Key Ideas and Details (#1, Grades 9-10)
“Cite strong and thorough textual evidence to support analysis
of what the text says explicitly . . .”
Explicit Meaning: Recognize stated information
Cognitive Level: Essential Competencies
1 What effect does the captain’s presence on
deck have on Jukes?
A He resents the interference from the captain.
B He is nervous at being observed under
pressure.
C He becomes less anxious about the storm.
D He is eager to show off his abilities to the
captain.
Core (Literature): Key Ideas and Details (#1, Grades 9-10)
“Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn . . .”
Implicit Meaning: Draw conclusions or make inferences
Cognitive Level: Conceptual Understanding
2 Paragraph 4 suggests that the decisions Captain
MacWhirr must make are ultimately based on
J what he alone feels is right.
K what his first mate recommends.
L what his superior commands.
M what the ship owner has instructed.
Core (Literature): Key Ideas and Details (#2, Grades 9-10)
“Determine a theme or central idea of a text and analyze
in detail its development over the course of the text . . .”
Key Ideas: Identify central ideas and their support
Cognitive Level: Conceptual Understanding
3 A main idea in this passage is that people in
positions of leadership
A can freely enjoy the exercise of power.
B must be honest with those they command.
C depend on having capable assistants to help
them.
D bear responsibilities along with their
authority.
Core (Literature): Craft & Structure (#5, grades 9-10)
“Analyze how an author’s choices concerning how to structure
a text . . . create such effects as mystery, tension, or surprise.”
Author’s Craft: Understand text features, structures, style, or tone
Cognitive Level: Extended Reasoning
4 In paragraphs 3 and 4, the author uses the
storm as an opportunity to
J portray weakness in Jukes’s character.
K foreshadow a developing conflict between
characters.
L contrast the captain’s position with Jukes’s
position.
M provide a detailed description of emergency
measures at sea.
Math
Mathematics Domains & Standards (cont.)
Geometry
• Identify, classify and compare geometric figures
• Describe geometric properties, patterns, and relationships
• Apply concepts of perimeter, area and volume
• Estimate geometric measurements
Measurement
• Measure length/distance, time, temperature, money, weight, mass and volume
• Estimate measurements with appropriate precision
• Identify and use appropriate units of measurement and measurement tools
• Understand and apply rate
Mathematics Domains and Cognitive Levels
Domain
Level 15 Total Items Level 16 Total Items Level 17/18 Total Items
Number Sense and
Operations
10
9
8
Algebraic Patterns
and Connections
10
11
12
Data Analysis,
Probability, and
Statistics
6
7
8
Geometry
8
8
8
Measurement
6
5
4
Total
40
40
40
Cognitive Levels
of Items Above
Level15 Total Items Level 16 Total Items
Level 17/18 Total Items
Essential
Competencies
3
3
4
Conceptual
Understanding
27
28
28
Extended Reasoning
10
9
8
Cognitive Levels
• Essential Competencies: students recall
information, facts, definitions; perform simple
one-step procedure
• Conceptual Understanding: students make
decisions of how to approach the problem;
specify and explain relationships between facts,
terms, properties, or operations; perform
multiple-step procedure
• Extended Reasoning: students use reasoning, use
planning, draw conclusions, or cite evidence to
solve a problem; develop a strategy to connect
and relate ideas to solve problems while using
multiple-step procedures and a variety of skills
Core: Number and Quantities; Quantities – Reason quantitatively and use units to
solve problems
Measurement – Understand and apply rate
Cognitive Level – Extended reasoning
1 Chris and Sandy leave Sandy’s house at the same
time and travel in opposite directions. After 4
hours they are 480 miles apart. Chris traveled 10
miles per hour (mph) faster than Sandy. What is
Sandy’s average rate of speed?
A
B
C
D
E
40 mph
45 mph
55 mph
60 mph
65 mph
Core: Geometry; Similarity, Right Triangles, and Trigonometry – Define trigonometric
ratios and solve problems involving right triangles
Geometry – Describe geometric properties, patterns, and relationships
Cognitive Level – Conceptual understanding
2
Mrs. Price has planted a triangular flower garden in the corner of her yard as shown below.
She needs to put a fence along the side of the garden labeled x. What length of fence is needed
for that side of the garden?
A
4 2 feet
B
8 2 feet
C
16 feet
D
32 feet
E
32 2 feet
Core: Statistics and Probability; Interpreting Categorical and Quantitative Data –
Summarize, represent, and interpret data on a single count or measurement variable
Data Analysis, Probability, and Statistics – Make predictions and interpret data
Cognitive Level – Conceptual understanding
3
The box-and-whisker plot below represents the 20 scores earned on a test.
No two students earned the same score on the test. How many students earned a
score from 77 to 90?
A
4
B
5
C
8
D 10
E 13
Science
Science Domains & Standards
Life Science
• Organisms & their habitats
• Changes in organisms
• Interactions in an ecosystem
• Human body, health, & safety
Earth & Space Science
• Structure of Earth
• Natural resources
• Climate & weather
• Natural events
• The universe
Physical Science
• Types & properties of matter
• Forces & motion
• Forms of & changes in energy
• Physical & chemical changes
• Scientific measurement
Scientific inquiry is embedded
throughout the assessment
Science: Number of Items by Domains
and Cognitive Levels
Domain
Level 15
Total Items
Level 16
Total Items
Level 17/18
Total Items
Life
21
19
20
Earth & Space
9
11
12
Physical
18
18
16
Total
48
48
48
Level15
Total Items
Level 16
Total Items
Level 17/18
Total Items
Essential
Competencies
6
6
8
Conceptual
Understanding
28
26
22
Extended
Reasoning
14
16
18
Cognitive Levels of
Items Above
Cognitive Level—Essential Competencies
• Identify scientific information such as facts,
definitions, terminology, basic principles, and
relationships
• Recognize fundamental components of the
scientific process
Cognitive Level—Conceptual Understanding
• Understand scientific concepts and apply them to
explain phenomena
• Analyze, interpret, and present data
• Make inferences and predictions
Cognitive Level—Extended Reasoning
• Propose solutions to scientific problems
• Evaluate the appropriateness of scientific findings,
conclusions, and experimental design
• Integrate ideas from various scientific disciplines
and phenomena
Life—Human body—Conceptual understanding
CORE: Life—Functions & chemical reactions--Conceptual understanding of scientific investigations
Directions Questions 1 and 2 are based on the information below.
Students in a biology class performed an experiment to study the digestion of starch by
amylase. Amylase is an enzyme found in saliva that breaks down starch into sugar. The students
added the ingredients shown in the table below to five test tubes, incubated the tubes
(maintained at constant conditions), and then added iodine to test for the presence of starch.
Iodine turns black in the presence of starch and stays brown when starch is absent. The
students’ results are shown in the table below.
1 To determine whether incubation temperature influences the digestion of starch,
which of the tubes should be compared?
A Tubes 1 and 2
B Tubes 1 and 5
C Tubes 2 and 3
D Tubes 4 and 5
Life—Human body—Extended reasoning
CORE: Life—Functions & chemical reactions—Think logically to make the relationships between
evidence and explanations
Students in a biology class performed an experiment to study the digestion of starch by
amylase. Amylase is an enzyme found in saliva that breaks down starch into sugar. The students
added the ingredients shown in the table below to five test tubes, incubated the tubes
(maintained at constant conditions), and then added iodine to test for the presence of starch.
Iodine turns black in the presence of starch and stays brown when starch is absent. The
students’ results are shown in the table below.
2
Do the data support the hypothesis that saliva helps the digestion of starch?
J Yes, because Tube 1 appeared black and Tube 3 appeared brown.
K Yes, because Tube 3 appeared brown and Tube 5 appeared black.
L No, because both Tubes 1 and 2 appeared black.
M No, because both Tubes 3 and 4 appeared brown.
Earth & Space—Structure of Earth—Conceptual understanding
CORE: Earth and Space—Understand and apply knowledge of origin . . . of the Earth systems
3 Two fossils were found in different layers of rock as shown in the diagram
below:
Which of the following statements is most likely to be true?
A Fossil II is heavier than Fossil I.
B Fossil I is heavier than Fossil II.
C Fossil II is older than Fossil I.
D Fossil I is older than Fossil II.
Physical—Forces & Motion—Essential competencies
CORE: Physical—Understand and apply knowledge of motion and forces
4 If an object is moving in an artificial environment where
no forces whatsoever are acting on the object, which of
the following would be observed?
J The object would continue to move at the same speed
in the same direction.
K The object would continue to move at the same speed,
but would change directions.
L The object would speed up, but continue to move in
the same direction.
M The object would slow down, but continue to move in
the same direction.