Q2 Week 4 Reading Application LA.910.1.6.9
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This document provides reading warm ups and examples for grades 9-10 that focus on analyzing an author's purpose and perspective. It includes the relevant benchmarks, clarification of what students should be able to do, example items assessing author's purpose and perspective, and answer keys for the example items. The purpose is to help students understand and identify an author's intent and point of view in a text.
Q2 Week 4 Reading Application LA.910.1.6.9
- 1. Hialeah Gardens High School Reading Warm Ups Quarter 2 – Week 4 Grades 9–10 Reporting Category 2: Reading Application GRADES 9–10 Reporting Category 2: Reading Application Benchmark Content Focus Grades 9–10 • Author’s Purpose LA.910.1.7.2 The student will analyze the author’s (within/across texts) • purpose and/or perspective in a variety of text and Author’s Perspective understand how they affect meaning. (within/across texts) Grades 9–10 LA.910.1.7.3 The student will determine the main • Main Idea (stated or idea or essential message in grade-level or higher implied) • Relevant Details • texts through inferring, paraphrasing, summarizing, Conclusions/Inferences and identifying relevant details. Grades 9–10 LA.910.1.7.4 The student will identify cause- • Cause and Effect andeffect relationships in text. Grades 9–10 LA.910.1.7.5 The student will analyze a variety of • Text Structures/ text structures (e.g., comparison/contrast, Organizational Patterns (e.g., cause/effect, chronological order, argument/support, comparison/contrast, lists) and text features (main headings with cause/effect, chronological subheadings) and explain their impact on meaning in order, argument/support) text. • Compare (similarities LA.910.1.7.7 The student will compare and contrast within/across texts) • Grades 9–10 elements in multiple texts. Contrast (differences within/across texts) GRADE 9 BENCHMARK LA.910.1.7.2 Clarification: 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. Item Type: At Grade 9, this benchmark will be assessed using MC, SR,or ER items. Distractor Attributes: Distractors may include, but are not limited to facts and details that do not support the author’s purpose or represent the author’s perspective; incorrect interpretations of the author’s purpose or perspective; incorrect analysis or evaluation of the impact of the author’s purpose or perspective on the text; and plausible but incorrect distractors based on the text. Note: Distractors should not be a list of general categories (e.g., to inform, to persuade) but should include specific examples related to the texts.
- 2. Hialeah Gardens High School Reading Warm Ups Sample Item 10 Author’s Purpose The sample item below is based on “A Day in the Stream” on page H–2. Read this sentence from the passage. And the fish, whether six inches or ten, were praised like precious stones. The author uses this comparison to A. reveal the assorted colors of fish. B. describe the various sizes of fish. C. show the client’s appreciation for each catch. D. focus on the client’s preference for material goods. Sample Item 11 Author’s Purpose The sample item below is based on “Swing Is the Thing!” on page H–6.
- 3. Hialeah Gardens High School Reading Warm Ups ANSWER KEY Read this sentence from the passage. And the fish, whether six inches or ten, were praised like precious stones. The author uses this comparison to A. reveal the assorted colors of fish. B. describe the various sizes of fish. ★ C. show the client’s appreciation for each catch. D. focus on the client’s preference for material goods.
- 4. Hialeah Gardens High School Reading Warm Ups Grades 9–10 Reporting Category 2: Reading Application GRADES 9–10 Reporting Category 2: Reading Application Benchmark Content Focus Grades 9–10 • Author’s Purpose LA.910.1.7.2 The student will analyze the author’s (within/across texts) • purpose and/or perspective in a variety of text and Author’s Perspective understand how they affect meaning. (within/across texts) Grades 9–10 LA.910.1.7.3 The student will determine the main • Main Idea (stated or idea or essential message in grade-level or higher implied) • Relevant Details • texts through inferring, paraphrasing, summarizing, Conclusions/Inferences and identifying relevant details. Grades 9–10 LA.910.1.7.4 The student will identify cause- • Cause and Effect andeffect relationships in text. Grades 9–10 LA.910.1.7.5 The student will analyze a variety of • Text Structures/ text structures (e.g., comparison/contrast, Organizational Patterns (e.g., cause/effect, chronological order, argument/support, comparison/contrast, lists) and text features (main headings with cause/effect, chronological subheadings) and explain their impact on meaning in order, argument/support) text. • Compare (similarities LA.910.1.7.7 The student will compare and contrast within/across texts) • Grades 9–10 elements in multiple texts. Contrast (differences within/across texts) GRADE 10 BENCHMARK LA.910.1.7.2 Clarification: The student will identify the author’s purpose or perspective. The student will also analyze the impact of the author’s purpose or perspective within or across texts. Item Type: At Grade 10, this benchmark will be assessed using MC items. Distractor Attributes: Distractors may include, but are not limited to facts and details that do not support the author’s purpose or represent the author’s perspective; incorrect interpretations of the author’s purpose or perspective; incorrect analysis or evaluation of the impact of the author’s purpose or perspective on the text; and plausible but incorrect distractors based on the text. Sample Item 13 Author’s Purpose The sample item below is based on “Walking” on page H–9. What was the author’s purpose in writing this passage? A. to relate an outdoor walking experience B. to emphasize the importance of observing nature C. to describe some of the changes that occur in nature D. to illustrate the interdependence among plants and animals
- 5. Hialeah Gardens High School Reading Warm Ups Sample Item 14 Author’s Perspective The sample item below is based on “Cutting Off the World’s Roof ” on page H–15. The author of this article would most likely make the statement that mountains must A. move with Earth’s crust. B. crumble when faults occur. C. yield to the forces of nature. D. sink under their own weight.
- 6. Hialeah Gardens High School Reading Warm Ups ANSWER KEY Sample Item 13 Author’s Purpose The sample item below is based on “Walking” on page H–9. What was the author’s purpose in writing this passage? A. to relate an outdoor walking experience ★ B. to emphasize the importance of observing nature C. to describe some of the changes that occur in nature D. to illustrate the interdependence among plants and animals Sample Item 14 Author’s Perspective The sample item below is based on “Cutting Off the World’s Roof ” on page H–15. The author of this article would most likely make the statement that mountains must A. move with Earth’s crust. B. crumble when faults occur. ★ C. yield to the forces of nature. D. sink under their own weight.