ACT College Readiness Standards: Reading
ACT College Readiness Standards: Reading
Curriculum Checklist (score range: 13-15)
|Question| | | |
|Stems |ACT |College Readiness Standards: |Chapters/Units: |
| |Skill Category |(skills to be mastered) | |
|Main |Main Ideas |1. Recognize a clear intent of an author or narrator in uncomplicated literary narratives | |
|Idea |& Author's Approach |(R13.a.1) | |
| |Supporting Details |1. Locate basic facts (e.g., names, dates, events) clearly stated in a passage (R13.b.1) | |
| | | | |
|Inferenc|Sequential, Comparative, |1. Determine when (e.g., first, last, before, after) or if an event occurred in | |
|e |& Cause-Effect Relationships |uncomplicated passages (R13.c.1) | |
| | | | |
| | |2. Recognize clear cause-effect relationships described within a single sentence in a | |
| | |passage (R13.c.2) | |
| |Meanings |1. Understand the implication of a familiar word or phrase and of simple descriptive | |
| |of Words |language (R13.d.1) | |
| |Generalizations |1. Draw simple generalizations and conclusions about the main characters in uncomplicated | |
| |& Conclusions |literary narratives (R13.e.1) | |
ACT College Readiness Standards: Reading
Curriculum Checklist (score range: 16-19)
|Question| | | |
|Stems |ACT |College Readiness Standards: |Chapters/Units: |
| |Skill Category |(skills to be mastered) | |
|Main |Main Ideas |1. Identify a clear main idea or purpose of straightforward paragraphs in uncomplicated | |
|Idea |& Author's Approach |literary narratives. (R16.a.1) | |
| |Supporting Details |1. Locate simple details at the sentence and paragraph level in uncomplicated passages. | |
| | |(R16.b.1) | |
| | | | |
| | |2. Recognize a clear function of a part of an uncomplicated passage. (R16.b.2) | |
| | | | |
|Inferenc|Sequential, Comparative, |1. Identify relationships between main characters in uncomplicated literary narratives. | |
|e |& Cause-Effect Relationships |(R16.c.1) | |
| | | | |
| | |2. Recognize clear cause-effect relationships within a single paragraph in uncomplicated | |
| | |literary narratives. (R16.c.2) | |
| |Meanings |1. Use context to understand basic figurative language. (R16.d.1) | |
| |of Words | | |
| |Generalizations |1. Draw simple generalizations and conclusions about people, ideas, and so on in | |
| |& Conclusions |uncomplicated passages. (R16.e.1) | |
ACT College Readiness Standards: Reading
Curriculum Checklist (score range: 20-23)
|Question| | | |
|Stems |ACT |College Readiness Standards: |Chapters/Units: |
| |Skill Category |(skills to be mastered) | |
|Main |Main Ideas |1. Infer the main idea or purpose of straightforward paragraphs in uncomplicated literary | |
|Idea |& Author's Approach |narrative. (R20.a.1) | |
| | | | |
| | |2. Understand the overall approach taken by an author or narrator (e.g., point of view, | |
| | |kinds of evidence used) in uncomplicated passages. (R20.a.2) | |
| |Supporting Details |1. Locate important details in uncomplicated passages. (R20.b.1) | |
| | | | |
| | |2. Make simple inferences about how details are used in passages. (R20.b.2) | |
|Inferenc|Sequential, Comparative, |1. Order simple sequences of events in uncomplicated literary narratives. (R20.c.1) | |
|e |& Cause-Effect Relationships | | |
| | |2. Identify clear relationships between people, ideas, and so on in uncomplicated | |
| | |passages. (R20.c.2) | |
| | | | |
| | |3. Identify clear cause-effect relationships in uncomplicated passages. (R20.c.3) | |
| |Meanings |1. Use context to determine the appropriate meaning of some figurative and nonfigurative | |
| |of Words |words, phrases, and statements in uncomplicated passages. (R20.d.1) | |
| |Generalizations |1. Draw generalizations and conclusions about people, ideas, and so on in uncomplicated | |
| |& Conclusions |passages. (R20.e.1) | |
| | | | |
| | |2. Draw simple generalizations and conclusions using details that support the main points | |
| | |of more challenging passages. (R20.e.2) | |
ACT College Readiness Standards: Reading
Curriculum Checklist (score range: 24-27)
|Question| | | |
|Stems |ACT |College Readiness Standards: |Chapters/Units: |
| |Skill Category |(skills to be mastered) | |
|Main |Main Ideas |Identify a clear main idea or purpose of any paragraph or paragraphs in uncomplicated | |
|Idea |& Author's Approach |passages. (R24.a.1) | |
| | |Infer the main idea or purpose of straightforward paragraphs in more challenging passages.| |
| | |(R24.a.2) | |
| | |Summarize basic events and ideas in more challenging passages. (R24.a.3) | |
| | |Understand the overall approach taken by an author or narrator (e.g., point of view, kinds| |
| | |of evidence used) in more challenging passages. (R24.a.4) | |
| |Supporting Details |Locate important details in more challenging passages. (R24.b.1) | |
| | |Locate and interpret minor or subtly stated details in uncomplicated passages. (R24.a.2) | |
| | |Discern which details, though they may appear in different sections throughout a passage, | |
| | |support important points in more challenging passages. (R24.a.3) | |
|Inferenc|Sequential, Comparative, |Order sequences of events in uncomplicated passages. (R24.c.1) | |
|e |& Cause-Effect Relationships |Understand relationships between people, ideas, and so on in uncomplicated passages. | |
| | |(R24.c.2) | |
| | |Identify clear relationships between characters, ideas, and so on in more challenging | |
| | |literary narratives. (R24.c.3) | |
| | |Understand implied or subtly stated cause-effect relationships in uncomplicated passages. | |
| | |(R24.c.4) | |
| | |Identify clear cause-effect relationships in more challenging passages. (R24.c.5) | |
| |Meanings |Use context to determine the appropriate meaning of virtually any word, phrase, or | |
| |of Words |statement in uncomplicated passages. (R24.d.1) | |
| | |Use context to determine the appropriate meaning of some figurative and nonfigurative | |
| | |words, phrases, and statements in more challenging passages. (R24.d.2) | |
| |Generalizations |Draw subtle generalizations and conclusions about characters, ideas, and so on in | |
| |& Conclusions |uncomplicated literary narratives. (R24.e.1) | |
| | |Draw generalizations and conclusions about people, ideas, and so on in more challenging | |
| | |passages. (R24.e.2) | |
ACT College Readiness Standards: Reading
Curriculum Checklist (score range: 28-32)
|Question| | | |
|Stems |ACT |College Readiness Standards: |Chapters/Units: |
| |Skill Category |(skills to be mastered) | |
|Main |Main Ideas |1. Infer the main idea or purpose of more challenging passages or their paragraphs. | |
|Idea |& Author's Approach |(R28.a.1) | |
| | | | |
| | |2. Summarize events and ideas in virtually any passage. (R28.a.2) | |
| | | | |
| | |3. Understand the overall approach taken by an author or narrator (e.g., point of view, | |
| | |kinds of evidence used) in virtually any passage. (R28.a.3) | |
| |Supporting Details |1. Locate and interpret minor or subtly stated details in more challenging passages. | |
| | |(R28.b.1) | |
| | | | |
| | |2. Use details from different sections of some complex informational passages to support a| |
| | |specific point or argument. (R28.b.2) | |
|Inferenc|Sequential, Comparative, |1. Order sequences of events in more challenging passages. (R28.c.1) | |
|e |& Cause-Effect Relationships | | |
| | |2. Understand the dynamics between people, ideas, and so on in more challenging passages. | |
| | |(R28.c.2) | |
| | | | |
| | |3. Understand implied or subtly stated cause-effect relationships in more challenging | |
| | |passages. (R28.c.3) | |
| |Meanings |1. Determine the appropriate meaning of words, phrases, or statements from figurative or | |
| |of Words |somewhat technical contexts. (R28.d.1) | |
| |Generalizations |1. Use information from one or more sections of a more challenging passage to draw | |
| |& Conclusions |generalizations and conclusions about people, ideas, and so on. (R28.e.1) | |
ACT College Readiness Standards: Reading
Curriculum Checklist (score range: 33-36)
|Question| | | |
|Stems |ACT |College Readiness Standards: |Chapters/Units: |
| |Skill Category |(skills to be mastered) | |
|Main |Main Ideas |1. Identify clear main ideas or purposes of complex passages or their paragraphs. | |
|Idea |& Author's Approach |(R33.a.1) | |
| | | | |
| |Supporting Details |1. Locate and interpret details in complex passages. (R33.b.1) | |
| | | | |
| | |2. Understand the function of a part of a passage when the function is subtle or complex.| |
| | |(R33.b.2) | |
|Inferenc|Sequential, Comparative, |1. Order sequences of events in complex passages. (R33.c.1) | |
|e |& Cause-Effect Relationships |2. Understand the subtleties in relationships between people, ideas, and so on in | |
| | |virtually any passage. (R33.c.2) | |
| | |3. Understand implied, subtle, or complex cause-effect relationships in virtually any | |
| | |passage. (R33.c.3) | |
| |Meanings |1. Determine, even when the language is richly figurative and the vocabulary is difficult,| |
| |of Words |the appropriate meaning of context-dependent words, phrases, or statements in virtually | |
| | |any passage. (R33.d.1) | |
| |Generalizations |1. Draw complex or subtle generalizations and conclusions about people, ideas, and so on, | |
| |& Conclusions |often by synthesizing information from different portions of the passage. (R33.e.1) | |
| | |2. Understand and generalize about portions of a complex literary narrative. (R33.e.2) | |
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