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Frequently Asked Questions about FCAT: - What are the reading categories of the middle school FCAT?
- What are the sixth-grade developmental scale scores?
- How do sixth graders show improvement on the reading FCAT?
- What are the seventh-grade developmental scale scores?
- How do seventh graders show improvement on the reading FCAT?
- Who takes the FCAT Writing test?
- How can I help my child succeed on FCAT?
- What are the reporting categories for the seventh-grade FCAT?
What are the reading categories of the middle school FCAT? FCAT Reading Categories
LA.6.1.6.3
The student will use context clues to determine meanings of
unfamiliar words. Context Clues
LA.6.1.6.8
The student will identify advanced word/phrase relationships and
their meanings. Word Relationships
Analyze Words/Text
LA.6.1.6.9
The student will determine the correct meaning of words with
multiple meanings in context. Multiple Meanings
LA.6.1.7.2
The student will analyze the author's purpose (e.g., to persuade,
inform, entertain, or explain) and perspective in a variety of
texts and understand how they affect meaning. Author's Purpose
(within/across texts)
Author's Perspective (within/across texts)
LA.6.1.7.3
The student will determine the main idea or essential message in
grade-level text through inferring, paraphrasing, Summarizing,
and identifying relevant details. Main Idea (stated or
implied)
Relevant Details
Conclusion/Inferences
LA.6.1.7.4
The student will identify cause-and-effect relationships in text.
Cause and Effect
LA.6.1.7.5
The student will analyze a variety of text structures (e.g.,
comparison/contrast, cause/effect, chronological order,
argument/support, lists) and text features (main headings with
subheadings) and explain their impact on meaning in text.
Text Structures/Organizational Patterns (e.g.,
comparison/contrast, cause/effect, chronological order,
argument/support)
LA.6.1.7.7
The student will compare and contrast elements in multiple texts.
Compare (similarities within/across texts)
Contrast (differences within/across texts)
LA.6.2.1.2
The student will locate and analyze the elements of plot
structure, including exposition, setting, character development,
rising/falling action, conflict/resolution, and theme in a
variety of fiction. Plot Development (e.g., foreshadowing,
flashback)
Setting
Character Development
Character Point of View
Theme
Conflict
Resolution
LA.6.2.1.7
The student will locate and analyze an author's use of allusions
and descriptive, idiomatic, and figurative language in a variety
of literary text, identifying how word choice sets the author's
tone and advances the work' theme. Descriptive Language
(e.g., tone, mood, irony, imagery, alliteration, onomatopoeia)
Figurative Language (e.g., hyperbole, symbolism, simile,
metaphor, personification)
LA.6.2.2.1
The student will locate, use, and analyze specific information
from organizational text features (e.g., table of contents,
headings, captions, bold print, italics, glossaries, indices,
key/guide words). Text Features (e.g., headings,
subheadings, titles, subtitles, captions, text boxes, bold or
italicized text, charts and graphs, illustrations, maps,
diagrams, stanzas)
LA.6.6.1.1
The student will explain how text features (e.g., charts, maps,
diagrams, sub-headings, captions, illustrations, graphs) aid the
reader' understanding. Text Features (e.g., headings,
subheadings, titles, subtitles, charts, text boxes, maps,
diagrams, captions, illustrations, graphs, bold or italicized
text)
LA.6.6.2.2
The student will collect, evaluate and summarize information
using a variety of techniques from multiple sources (e.g.,
encyclopedias, websites, experts) that includes paraphrasing to
convey ideas and details from the source, main idea(s) and
relevant details. Synthesize Information (within/across
texts)
Analyze and Evaluate Information (within/across texts)
Determine the Validity and Reliability of Information
(within/across texts)
What are the sixth-grade developmental scale scores? Level 1: 539-1149 Level 4: 1860-2125
Level 2: 1450-1621 Level 5: 2126-2758
Level 3: 1622-1859
NOTE: A LEVEL THREE IS CONSIDERED MINIMALLY PASSING.
Sixth-graders must improve 134 point in order to show one year's
growth.
How do sixth graders show improvement on the reading FCAT? How Many Points Do You Need To Improve Your FCAT Reading Score At
Least One
Level?
GRADE FIVE:
If your FCAT score was a�c GRADE
SIX:
In grade six, you will need�c
��
Level 4 : 331-383
Developmental Scale Score: 1762-2058 Level 5: 387-500
Developmental Scale Score: 2126-2758
(Plus 56 points from lowest level 4.)
��
Level 3: 286-330
Developmental Scale Score: 1510-1761 Level 4: 339-386
Developmental Scale Score: 1860-2125
(Plus 53 points from lowest level 3.)
��
Level 2: 256-285
Developmental Scale Score: 1342-1509 Level 3: 296-338
Developmental Scale Score: 1622-1859
(Plus 40 points from lowest level 2.)
��
Level 1: 100-255
Developmental Scale Score: 474-1341 Level 2: 265-295
Developmental Scale Score: 1450-1621
(Plus 165 points from lowest level 1.)
YOU CAN DO IT! KNOW YOUR SCORE!
REMEMBER- The lowest passing score is a 3.
What are the seventh-grade developmental scale scores? Level 1: 1671 - 1541
Level 2: 1542- 1714
Level 3:1715 - 1944
Level 4:1945 - 2180
Level 5: 2181 - 2767
NOTE: A LEVEL THREE IS CONSIDERED MINIMALLY PASSING.
Seventh-graders must improve 111 points to show one year's growth.
How do seventh graders show improvement on the reading FCAT? GRADE SIX:
If your FCAT score was a… GRADE
SEVEN:
In grade six, you will need…
→
Level 4 : 339-386
Developmental Scale Score: 1860-2125 Level 5: 389-500
Developmental Scale Score: 2181-2767
(Plus 50 points from lowest level 4.)
→
Level 3: 296-338
Developmental Scale Score: 1510-1622-1859 Level 4: 344-388
Developmental Scale Score: 1945-2180
(Plus 48 points from lowest level 3.)
→
Level 2: 265-295
Developmental Scale Score: 1450-1621 Level 3: 300-343
Developmental Scale Score: 1715-1944
(Plus 35 points from lowest level 2.)
→
Level 1: 100-264
Developmental Scale Score: 539-1449 Level 2: 267-299
Developmental Scale Score: 1542-1714
(Plus 167 points from lowest level 1.)
Who takes the FCAT Writing test? Eighth graders take the FCAT Writing test in
2012 but all students practice for it.
Here is the scoring system for FCAT Writing:
FCAT Writing Rubric � Grade 8 Score Points in Rubric The rubric
further
interprets the four major areas of consideration into levels of
achievement:
6 Points. The writing is focused, purposeful, and reflects
insight into the
writing situation. The paper conveys a sense of completeness and
wholeness
with adherence to the main idea, and its organizational pattern
provides for
a logical progression of ideas. The support is substantial,
specific,
relevant, concrete, and/or illustrative. The paper demonstrates a
commitment
to and an involvement with the subject, clarity in presentation
of ideas,
and may use creative writing strategies appropriate to the
purpose of the
paper. The writing demonstrates a mature command of language
(word choice)
with freshness of expression. Sentence structure is varied, and
sentences
are complete except when fragments are used purposefully. Few, if
any,
convention errors occur in mechanics, usage, and punctuation.
5 Points. The writing focuses on the topic, and its
organizational pattern
provides for a progression of ideas, although some lapses may
occur. The
paper conveys a sense of completeness or wholeness. The support
is ample.
The writing demonstrates a mature command of language, including
precision
in word choice. There is variation in sentence structure, and,
with rare
exceptions, sentences are complete except when fragments are used
purposefully. The paper generally follows the conventions of
mechanics,
usage, and spelling.
4 Points. The writing is generally focused on the topic but may
include
extraneous or loosely related material. An organizational pattern
is
apparent, although some lapses may occur. The paper exhibits some
sense of
completeness or wholeness. The support, including word choice, is
adequate,
although development may be uneven. There is little variation in
sentence
structure, and most sentences are complete. The paper generally
follows the
conventions of mechanics, usage, and spelling.
3 Points. The writing is generally focused on the topic but may
include
extraneous or loosely related material. An organizational pattern
has been
attempted, but the paper may lack a sense of completeness or
wholeness. Some
support is included, but development is erratic. Word choice is
adequate but
may be limited, predictable, or occasionally vague. There is
little, if any,
variation in sentence structure. Knowledge of the conventions of
mechanics
and usage is usually demonstrated, and commonly used words are
usually
spelled correctly.
2 Points. The writing is related to the topic but includes
extraneous or
loosely related material. Little evidence of an organizational
pattern may
be demonstrated, and the paper may lack a sense of completeness
or
wholeness. Development of support is inadequate or illogical.
Word choice is
limited, inappropriate, or vague. There is little, if any,
variation in
sentence structure, and gross errors in sentence structure may
occur. Errors
in basic conventions of mechanics and usage may occur, and
commonly used
words may be misspelled.
1 Point. The writing may only minimally address the topic. The
paper is a
fragmentary or incoherent listing of related ideas or sentences
or both.
Little, if any, development of support or an organizational
pattern or both
is apparent. Limited or inappropriate word choice may obscure
meaning. Gross
errors in sentence structure and usage may impede communication.
Frequent
and blatant errors may occur in the basic conventions of
mechanics and
usage, and commonly used words may be
misspelled.
Unscorable. The paper is unscorable because
� the response is not related to what the prompt
requested the student to do,
� the response is simply a rewording of the
prompt,
� the response is a copy of a published work,
� the student refused
to write,
� the response is written in a foreign language, �
the response is
illegible,
� the response is incomprehensible (words are arranged in such a
way that no meaning is conveyed),
� the response contains an insufficient
amount of writing to determine if the student was attempting to
address the
prompt, or �
the writing folder is blank.
STUDENTS MUST ACHIEVE A FOUR ON FCAT WRITES IN ORDER TO PASS IT.
� 2003 Florida Department of Education
How can I help my child succeed on FCAT? There are many ways to help your child succeed on FCAT. On this
website, I have a page entitled " FAVORITE WEBSITES." There are
many challenging links, some of which are graded online. Your
child can even earn extra credit by completing some of the
exercises.
I also offer free tutoring on Wednesdays from 3:45-5:00 p.m.
What are the reporting categories for the seventh-grade FCAT? GRADE 7
Reporting Category 1: Vocabulary
Benchmark
Content Focus
Grade 6 Grade 7 Grade 8 LA.6.1.6.3 LA.7.1.6.3 LA.8.1.6.3 The student will use context clues to determine meanings of unfamiliar words.
•
Context Clues
Grade 6 LA.6.1.6.7 The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words. Also assesses LA.6.1.6.11 The student will identify the meaning of words and phrases derived from Greek and Latin mythology (e.g., mercurial, Achilles’ heel) and identify frequently used words from other languages (e.g., laissez faire, croissant). Grade 7 LA.7.1.6.7 The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words. Also assesses LA.7.1.6.11 The student will identify the meaning of words and phrases derived from Anglo-Saxon, Greek, and Latin mythology.
•
Analyze Word Structure (e.g., affixes, root words)
•
Analyze Words/Phrases Derived from Latin, Greek, or Other Languages Grade 8 LA.8.1.6.7 The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words. Also assesses LA.8.1.6.11 The student will identify the meaning of words and phrases derived from Anglo-Saxon, Greek, and Latin mythology.
Grade 6 Grade 7 Grade 8 LA.6.1.6.8 LA.7.1.6.8 LA.8.1.6.8 The student will identify advanced word/phrase relationships and their meanings.
•
Analyze Words/Phrases
•
Word Relationships
Grade 6 Grade 7 Grade 8 LA.6.1.6.9 LA.7.1.6.9 LA.8.1.6.9 The student will determine the correct meaning of words with multiple meanings in context.
•
Multiple Meanings
FCAT
GRADE 7
Reporting Category 2: Reading Application
Benchmark
Content Focus
Grade 6 Grade 7 LA.6.1.7.2 LA.7.1.7.2 The student will analyze the author’s purpose (e.g., to persuade, inform, entertain, or explain) and perspective in a variety of texts and understand how they affect meaning. The student will analyze the author’s purpose (e.g., to persuade, inform, entertain, explain) and perspective in a variety of texts and understand how they affect meaning.
•
Author’s Purpose (within/across texts)
•
Author’s Perspective (within/across texts)
•
Author’s Bias (within/across texts) Grade 8 LA.8.1.7.2 The student will analyze the author’s purpose and/or perspective in a variety of texts and understand how they affect meaning.
Grade 6 Grade 7 Grade 8 LA.6.1.7.3 LA.7.1.7.3 LA.8.1.7.3 The student will determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details. The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details.
•
Main Idea (stated or implied)
•
Summary Statement
•
Relevant Details
•
Conclusions/ Inferences
•
Predictions
Grade 6 Grade 7 Grade 8 LA.6.1.7.4 LA.7.1.7.4 LA.8.1.7.4 The student will identify cause-and-effect relationships in text.
•
Cause and Effect
Grade 6 Grade 7 Grade 8 LA.6.1.7.5 LA.7.1.7.5 LA.8.1.7.5 The student will analyze a variety of text structures (e.g., comparison/contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text.
•
Text Structures/ Organizational Patterns (e.g., comparison/contrast, cause/effect, chronological order, argument/support, definition/explanation, question/answer, listing/description)
Grade 6 Grade 7 Grade 8 LA.6.1.7.7 LA.7.1.7.7 LA.8.1.7.7 The student will compare and contrast elements in multiple texts. The student will compare and contrast elements in multiple texts (e.g., setting, characters, problems).
•
Compare (similarities within/across texts)
•
Contrast (differences within/across texts)
GRADE 7
Reporting Category 3: Literary Analysis—Fiction/Nonfiction
Benchmark
Content Focus
Grade 6 LA.6.2.1.2 The student will locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, conflict/resolution, and theme in a variety of fiction.
•
Plot Development
•
Setting
•
Character Development Grade 7 Grade 8 LA.7.2.1.2 LA.8.2.1.2 The student will locate and analyze elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction.
•
Character Point of View
•
Theme
•
Conflict (e.g., internal or external)
•
Resolution
Grade 6 LA.6.2.1.7 The student will locate and analyze an author’s use of allusions and descriptive, idiomatic, and figurative language in a variety of literary text, identifying how word choice sets the author’s tone and advances the work’s theme.
•
Descriptive Language (e.g., tone, mood, irony, imagery, alliteration, onomatopoeia) Grade 7 Grade 8 LA.7.2.1.7 LA.8.2.1.7 The student will locate and analyze an author’s use of allusions and descriptive, idiomatic, and figurative language in a variety of literary text, identifying how word choice is used to appeal to the reader’s senses and emotions, providing evidence from text to support the analysis.
•
Figurative Language (e.g., hyperbole, symbolism, simile, metaphor, personification)
Grade 6 Grade 7 Grade 8 LA.6.2.2.1 LA.7.2.2.1 LA.8.2.2.1 The student will locate, use, and analyze specific information from organizational text features (e.g., table of contents, headings, captions, bold print, italics, glossaries, indices, key/guide words).
•
Text Features (e.g., headings, subheadings, titles, subtitles, sections, captions, italicized text, charts, tables, graphs, illustrations, maps, diagrams, text boxes)
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GRADE 7
Reporting Category 4: Informational Text/Research Process
Benchmark
Content Focus
Grade 6 Grade 7 Grade 8 LA.6.6.1.1 LA.7.6.1.1 LA.8.6.1.1 The student will explain how text features (e.g., charts, maps, diagrams, sub-headings, captions, illustrations, graphs) aid the reader’s understanding.
•
Text Features (e.g., headings, subheadings, titles, subtitles, sections, captions, graphs, italicized text, charts, tables, illustrations, maps, diagrams, text boxes)
Grade 6 Grade 7 LA.6.6.2.2 The student will collect, evaluate and summarize information using a variety of techniques from multiple sources (e.g., encyclopedias, websites, experts) that includes paraphrasing to convey ideas and details from the source, main idea(s) and relevant details. Assessed with LA.5.6.2.2 The student will read and record information systematically, evaluating the validity and reliability of information in text by examining several sources of information. LA.7.6.2.2 The student will assess, organize, and check the validity and reliability of information in text, using a variety of techniques by examining several sources of information, including both primary and secondary sources.
•
Synthesize Information (within/across texts)
•
Analyze and Evaluate Information (within/ across texts)
•
Determine the Validity and Reliability of Information (within/across texts) Grade 8 LA.8.6.2.2 The student will assess, organize, synthesize, and evaluate the validity and reliability of information in text, using a variety of techniques by examining several sources of information, including both primary and secondary sources.
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