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LK Seaman Sixth and Seventh Grade Language Arts 2009-2010



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FCAT

Frequently Asked Questions about FCAT:
  1. What are the reading benchmarks of the middle school FCAT?
  2. What are the sixth-grade developmental scale scores?
  3. How do sixth graders show improvement on the reading FCAT?
  4. What are the seventh-grade developmental scale scores?
  5. How do seventh graders show improvement on the reading FCAT?
  6. Who takes the FCAT Writing test?
  7. How can I help my child succeed on FCAT?



What are the reading benchmarks of the middle school FCAT?

FCAT Reading 2010 Benchmarks
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?s 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?s 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) 



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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.
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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.
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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.
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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.)
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Who takes the FCAT Writing test?

Presently, only eighth graders take the FCAT Writing test in 
February, but sixth and seventh graders practice for it. 
(Eventually, the seventh grade will be responsible for taking the 
FCAT Writing test.)

 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
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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.
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Last Modified: Friday, August 21, 2009
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