What’s all of the “fuss” about the

ARMT+ Reading ?

Objectives

• To provide an overview of ARMT+ Reading, including item difficulty, new item formats, and sample test questions.

• To suggest strategies to improve reading comprehension instruction across the curriculum.

Blueprints ARMT

Types of Reading Assessed

Literary/recreationalstories and poetry

Textual/informationalsubject texts

Functional manuals, brochures, etc.

Item TypesARMT

Multiple Choice Questions

• Stand-alone questions

• Passage-based questions

– Key words underlined (Grade 3)

– Key words italicized (Grades 4-8)

Item TypesARMT

Open-ended Questions

Scoring Guidelines ARMT Multiple Choice Questions

Valued at one point each

Scoring Guidelines ARMT Open-ended Responses

• Open-ended Responses– Valued at 3 points each

• Score point 3- demonstrates a thorough understanding

• Score point 2- demonstrates a general understanding

• Score point 1- demonstrates a limited understanding

• Score point 0- no attempt to address the prompt

Scoring GuidelinesARMT

• Open-ended Responses must…– Address the question by

including details and examples from the passage for support.

– Be legible.– Stay within the confines of the

box.

Item Format

Item FormatARMT+

• Passages may be 1-2 pages in length.

• All multiple choice questions have four choices.

• All open-ended response questions have consistent wording.

RIGOR

What is Rigor?

• “Challenging all students with high expectations”(Gates Foundation Web site)

• Active, deep, and engaging learning (Small Schools Project)• “Academic rigor is based on expectations established for

students and staff that ensure that students demonstrate a thorough, in-depth mastery of challenging and complex curricular concepts. In every subject, at every grade level, instruction must include commitment to a knowledge core and the application of that knowledge core to solve complex real-world problems.” (North Carolina State Board of Education, 2005)

(Edmunds 2006)

Rigor

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

Rigor

• Increased vocabulary• Use of words such as mainly, most likely,

probably, and best • Answer choices ( words, examples, or

excerpts from passages and poems)• Comparisons (poem/poem, poem /passage,

passage/passage, or chart [table, graph, etc.]/passage)

• Previously used formats in upper grades may appear in lower grades.

Rigor Open-ended Responses

• Thorough– Specific– Multiple examples and support (list, portions of a

conversation, line(s) from a poem(s), etc.)– All steps provided within a sequence of steps or events

• General– Basic – Few examples and limited support (2 of 4 ideas listed, a

word from a line in a poem, etc.)– Some steps provided within a sequence of steps or events

• Limited– Vague or incomplete– One incomplete part of a two part question (compare, but

does not contrast; a cause with no effect)– Random step(s) provided within a sequence of steps or

events– Glimmer

• No attempt to address the prompt

Provide Opportunities to Talk/Write

Everyday is a great day to allow your child to talk & write about their experiences.

Types of Writing

• Freewriting

• Journals• Notetaking• Questions• Explanatio

ns• Summaries• Definitions• Memos• Letters

• Reviews• Editorials• Books• Stories• Poems• Reports/

Research papers

• Essays• Plays

Global Tested SkillsNon-exhaustive List

• Drawing conclusions• Sequence of events/information• Making inferences• Fiction/nonfiction• Fact/opinion• Previewing/predicting• Following directions• Vocabulary

Grade 4

• Vocabulary- Standards 2 and 3• Comparing and Contrasting• Genres- novels, short stories, poetry, and

trade books• Literary elements and devices- identify

characters, similes, main idea, and author’s purpose

• Using text features- titles, headings, glossary, boldface, index, table of contents, and tables

• Use of bias/recognizing persuasive techniques• Notetaking

Grade 4ARMT Sample

Grade 4ARMT Sample

Grade 4 ARMT+ Sample

+Compare and contrast the Sun and the Moon.

Use specific details from the story to support your answer.

Write your answer in the answer document.

Grade 5

• Vocabulary- Standards 1, 2, and 4• Literary elements and devices- Recognize

setting, character traits, stated purpose, metaphors, personification, and implied purpose(identify)

• Tables and charts• Reference materials

Grade 5 ARMT+ Sample

Dreams

Hold fast to dreamsFor if dreams die

Life is a broken winged birdThat cannot fly.

Hold fast to dreamsFor when dreams goLife is a barren fieldFrozen with snow.

Langston Hughes

Grade 5 ARMT+ Samples

Which line from the poem is an example of a metaphor?A. “Hold fast to dreams”B. “Life is a broken winged bird” C. “For when dreams go”D. “Frozen with snow.”

What is the effect of the author’s use of images?

Use details from the poem to support your answer.

Write your answer in the answer document.

Grade 5 ARMT+ Sample

Which sentence shows possession? A. Johnny can’t reach the box on the top shelf. B. Jafaar’s books are in the brown backpack. C. Kenyatta didn’t call me last night. D. I’ve always combed my hair to one side.

Prepare to Plan

• Before anything else, preparation is the key to

success. -Alexander Graham Bell

• There are no secrets to success. It is the result of preparation, hard work,

and learning from failure. -Colin Powell

Contact

If there are any questions feel free to contact me @ warren4reading@gmail.com 231- 5273