ISAT Reading Performance Definitions
Students who exceed standards demonstrate a strong comprehension of text beyond their grade level. They use word, sentence, and paragraph clues to determine vocabulary meaning and context clues to interpret the meaning of sophisticated figurative expressions.
Students accurately identify explicit and implicit main ideas and specific details, making connections between several points in a passage. They use evidence implicit in the passage and prior knowledge to accurately draw inferences and conclusions and to extract concepts. They draw conclusions about character traits by examining dialogue and narration and can trace the development of complex themes. They can explain how setting contributes to meaning.
Students make and verify predictions about forthcoming information or events. They distinguish among facts, inferences, and opinions and analyze text to determine causes for actions. They analyze author’s purpose and understand how the author’s words create mood, imagery, and tone. They can explain verbal irony.
Students analyze structural features of text, synthesizing information to interpret diagrams, charts, and graphs. They follow complex multi-step directions.
Students who meet standards demonstrate an overall comprehension of grade level text. They use word, sentence, and paragraph clues to determine the meaning of unfamiliar vocabulary and use context clues to interpret figurative language.
Students recognize main ideas and distinguish them from supporting details. They draw inferences and conclusions using textual support and prior knowledge. They can determine character traits and the influence of setting on conflict as well as identify primary themes.
Students can make accurate predictions about forthcoming events. They can distinguish among facts, opinions, and inferences to analyze text. They recognize author’s purpose as well as the use of literary elements and devices to influence the reader’s attitudes and feelings. They identify mood and tone. They understand verbal irony.
Students analyze features of text to interpret diagrams, charts, and graphs. They follow multi-step directions.
Students at the below standards level demonstrate an incomplete understanding of grade-level text. They use only immediate context to determine the meaning of unfamiliar vocabulary. They tend to make literal interpretations of figurative language.
Students may be unable to separate main ideas from supporting details. They struggle to draw inferences and conclusions. They may identify plot events but are generally unable to trace the development of themes. They can identify facts about characters but not character traits. They have little understanding of the effect of setting on plot.
Students may be able to make obvious predictions. They sometimes identify obvious opinions and recognize the use of literary devices but lack the skills to analyze their impact. They seldom recognize mood or tone, and have little understanding of verbal irony.
Students can find directly stated information but cannot synthesize parts of a diagram, chart, or graph to form a conclusion. They follow only simple instructions.
Students at the academic warning level have a limited understanding of grade-level text. Due to a weak understanding of grade-level vocabulary, they cannot determine the meaning of unfamiliar vocabulary or figurative language.
Students cannot identify main ideas or distinguish supporting details. They comprehend only literal statements and have few insights into aspects of characterization or a story’s theme. A lack of comprehension prevents them from following a sequence of events.
Students cannot make accurate predictions. They may be able to identify an author’s broad purpose but do not recognize the use of opinions or reasons behind actions. They lack a familiarity with literary devices and genres and do not recognize mood, tone, or irony.
Students misuse or ignore aspects of practical text such as bold print and headings to understand text and struggle to follow simple directions.