Test Practice

1. FCAT
Skills for Successful Reading
Comprehension

2. FCAT tests a student’s ability to apply
various skills to the reading process.
FCAT Skills
Cluster 1:
Words and
Phrases
Cluster 2:
Main Idea, Plot,
and Purpose
Cluster 3:
Comparisons &
Cause/Effect
Cluster 4:
Cluster 4:
Reference and
Reference and
Research
Research

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 word’s meaning by looking at the context of
the word—that is, the words and sentences
around it.
Without a context (and a dictionary), it’s 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 cont’d.


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 word’s 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
Comma Clues
Word’s Meaning
Context Clues
Charge Clues
(Connotations)

7. Cluster 1: Words and Phrases – Context
Clues strategies cont’d.
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 word’s 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 cont’d.
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.



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.



Rusty and unreliable, the old car was thoroughly in need of a
glemgebog.
Glemgebog probably means “overhaul” or” repair.”
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 cont’d.
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 (it’s 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 cont’d.
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 cont’d.


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.
Clue Word: Although
indicates contrast
?
Although at first my coach intimidated me, he turned
out to be a nice, relaxed man who cared about his team.
Comma clue – the result of
the sentence is not what
was expected.
Word charge: This is what the
coach was like—so what did the
writer think he would be like?

12. Cluster 1: Words and Phrases –
Interpreting graphical information

Let’s 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
Title
Detected Primary Drinking Water Constituents (mg/L unless
specified)
Contaminate
Contaminate Level Maximum
Detected
Contaminate Level
Allowed by Law
Arsenic (in ug/L)
4
50
Fluoride
1
2
Lead
20
15
Copper
760
1300
Headings
Questions
1. According to the table, which element is contaminating the
water to an unsafe level?
2. What kind of article might this table accompany?

14. Cluster 1: Words and Phrases – Interpreting
graphical information cont’d.

Let’s 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
When the Question Says
You Should
What is the tone?
What is the mood?
What feeling is created?
Underline words that give sensory
descriptions: sights, sounds, smells, tastes.
How do those descriptions make you feel?
How does that feeling connect to the main
idea?
What does this event mean?
Why is this event important?
Connect the detail in question to the main
idea. Does it fit within that main idea? Does it
support or prove the main idea? Is it a
contradiction or a challenge to it? What
importance does this event have in the
context of the main idea?
You are the main character…
You have decided to …
How would you …
Connect the scenario posed in the question to
the main idea of the passage. How can you
apply the ideas in the passage to this new
situation? What is similar between the two
situations? Where are there differences?
Why did the character do something?
What was the cause of this event?
What was the result of this action?
Use strategies for determining cause and
effect.

17. Cluster 1 (Words & Phrases) & Cluster 4:
(Reference & Research): Making Inferences
and Synthesizing
Let’s 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:
You see a manatee in one of Florida's coastal rivers.
You notice that it has several deep scars on its back.
Background knowledge: you know many motorboats
cruise the waterway.
Inference: A motorboat propeller caused the scars.

24. Steps to help readers infer
meaning:
1.
2.
3.
4.
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
1. Question:
I wonder: why would someone steal bones?
2. Textual evidence:
- Thieves attempted to steal a Tyrannosaurus Rex
in northern Montana.
- Residents raised $55,000 for a museum to house
the fossil.

26. 3. Background knowledge:
- thieves steal items of value
- museums hold historical artifacts and items of
value
4. Therefore:
- the fossil must be valuable (it has historical
value and monetary value)

27. FCAT tests a student’s ability to apply
various skills to the reading process.
FCAT Skills
Cluster 1:
Words and Phrases
in Context
Cluster 2:
Main Idea, Plot,
and Purpose
Cluster 3:
Comparisons &
Cause/Effect
Cluster 4:
Reference and
Research

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 author’s 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 Cont’d.
Source
Primary or Secondary
Type of Information
Questions to ask
about the Source
Almanac
Secondary
Facts, statistics, dates, &
current events.
Is it up to date?
Atlas
Secondary
Maps, geographical
information
Is it current and accurate?
Autobiography
Primary
An account of a person’s
life written by that person
Is it authentic?
Diary
Primary
A personal record of events
or reflections.
Why is this record important?
Do the observations seem
accurate?
Encyclopedia
Secondary
information arranged
alphabetically.
Is it current and complete?
Newspaper
Both
Daily publication containing
news & ads.
Is the writing objective or
biased? Are the quotes
authentic?
Speech
Primary
An oral presentation.
Is the content fact or
opinion?
Textbook
Secondary
Contains subject-area info.
for school use.
Is it up to date? Does it
represent facts or opinions?
World Wide Web
Both
System of connected
documents.
Is it objective? Is the site
linked to a legitimate source?
Literary Work
Primary
Original work of literature.
Is this an accurate version
or edition?

31. Short and Extended Responses