Rhode Island Alternate Assessment Grade Span Expectations Reading








Rhode Island Alternate Assessment
Grade Span Expectations

Reading Rhode Island Alternate Assessment Grade-Span Expectations (AAGSE) Reading
Revised 8/6/07
Highlighted words can be found in the glossary.

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The Rhode Island Alternate Assessment Grade-Span Level Expectations (AAGSEs) are derived and expanded from the New England Common
Assessment Program (NECAP) Grade Level Expectations in mathematics, reading and writing and the NECAP Grade Span Expectations in science.

Each AAGSE begins with a statement in bold called the stem. Each stem remains the same across the grade span for a given AAGSE and is meant
to communicate the main curriculum and instructional focus of the AAGSE across the grade spans. The language and order of the AAGSE stems are
identical to the language and order of the stems in the NECAP GLEs.

The text in regular type within each AAGSE indicates how the AAGSE is specified at a given grade span. There are often several indicators for each
AAGSE stem. Each indicator is coded. The language and order of the AAGSE indicators do not necessarily correspond to the language and order of
the indicators within a corresponding GLE stem. Some are identical; some have been modified and adapted to make the AAGSE accessible; some
have been added to describe concepts and skills already assumed by the GLEs; and some have been eliminated because they are inappropriate for
students with significant cognitive disabilities.

Added concepts and skills are underlined.


K-2
3-5
LT 5 Student analyzes and interprets elements of literary texts (including texts read aloud or read independently) by
LT 5.2 Identifying the main characters physical characteristics
or personality traits.
LT 5.2 Identifying and/or describing the main characters
physical characteristics or personality traits.





































































































































































































Content Area*
Title of Strand
Code
Assessed Grades
Early Reading Strategies of Informational Text
ER
K-2
Early Reading Strategies of Literary Text
ER
K-2
Word Identification Skills and Strategies
Vocabulary Strategies and Breadth of Vocabulary
WID
V
All grades
Initial Understanding, Analysis and Interpretation of Literary Text
LT
All grades

Reading
Initial Understanding, Analysis and Interpretation of Informational
Text
IT
Middle School and High School
*each content area has four grade span assessments: K-2, 3-5, 6-8, and High School.
Stem
Specific
indicator for
this grade span
Differences between this grade span and prior grade
span are underlined Rhode Island Alternate Assessment Grade-Span Expectations (AAGSE) Reading
Revised 8/6/07
Highlighted words can be found in the glossary.

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Alternate Assessment Instructional Terms

Communication
: to eye

gaze, point,
touch, gesture, respond by voice, head nod, or
stamp; to use augmentative communication
devices, a topic board, pictures, Braille, printed
text (written word), signs/symbols (pic/tactile),
or objects.

Participation:
to take an active role
(physically or socially) in content-related
activities, routines, and materials by exhibiting
behaviors that are observable and
measurable, such as touching, see (visually
engaging), hearing, tasting, smelling, reaching,
pointing, gesturing, and eye gazing.
Application:
to

transfer knowledge from
content concepts to practical, concrete
situations, activities, and/or routines through
the students mode of participation.

Associate
:
to connect ideas by using
students mode of communication.

Create: to develop an original representation
of a writing concept or an idea or
representation of a concept through the
students mode of participation.

Awareness: emergent knowledge.
Describe: to give characteristics, examples,
and/or attributes through the students mode of
communication.

Engage: to have the student actively
participate.

Compare: to identify similarities and
differences between two or more items.
Determine: to give an appropriate response
by showing, naming, giving, or selecting
through the students mode of communication.

Explore: to participate through manipulating or
attending to content-related materials.
Demonstrate: to apply knowledge that shows
comprehension (understanding) of writing
concepts through the students mode of
communication and/or participation.
Discriminate: to have the student use known
information to make appropriate responses
within a group of two or more choices.
Locating: to have the student use known
information to make an appropriate response.
Distinguish: See discriminate.
Discuss: to socially exchange of content-
related information through the students mode
of communication.

Make decision: to make an appropriate
choice related to the task based on given
content information.
Employ: to apply knowledge to demonstrate
comprehension (understanding) of writing
concepts through the students mode of
communication and/or participation.
Identify/Indicate: See determine.
Observation: to gain information via the
students senses.
Obtain: See locating.
Justify: to support a content concept based on
information/data by using the students mode
of communication.
Reproduce: to recreate a representation of a
writing concept through the students mode of
participation.
Reacting: to respond physically response to
stimuli.
Pose: to request information through the
students mode of communication.

Show: See employ. Rhode Island Alternate Assessment Grade-Span Expectations (AAGSE) Reading
Revised 8/6/07
Highlighted words can be found in the glossary.

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Alternate Assessment Instructional Terms, Continued

Communication
Participation
Application
Predict: to identify what comes next or what
outcome is possible based on given
information through the students mode of
communication.

Use: to apply knowledge to demonstrate
comprehension (understanding) of writing
concepts through the students mode of
communication and/or participation.
Reading: to use the students mode of
receptive communication to derive meaning
from text, symbols, and numbers.


Recognize: to show understanding by giving
an appropriate response through the students
mode of communication.


Represent: to show an understanding of a
concept through the students mode of
communication.


Say: to give information through the students
mode of communication.


Select: See Identify.


Text: pictures, symbols, objects, actions,
words


Writing: to use the students mode of
expressive communication to create or
construct a tangible product that conveys
meaning.










Rhode Island Alternate Assessment Grade-Span Expectations (AAGSE) Reading
Revised 8/6/07
Highlighted words can be found in the glossary.

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Standard: Early Reading Strategies (ER 9 and ER 10)
All students need ongoing opportunities to apply and practice reading strategies with many different types of text.
ER 9. Demonstrates phonemic awareness and applies phonological knowledge and skills by
K-2
3-5
6-8
High School
ER 9.1 Discriminating among the
sounds of language.
ER 9.2 Isolating phonemes in
spoken syllables and single-
syllable words (e.g., Tell me the
first sound in mop. Tell me the
last sound in mop. Tell me the
middle sound in mop.)
ER 9.5 Recognizing pairs of
rhyming words.

ER 9.1 Discriminating among the
sounds of language.
ER 9.2 Isolating phonemes in
spoken syllables and single-
syllable words (e.g., Tell me the
first sound in mop. Tell me the
last sound in mop. Tell me the
middle sound in mop.)
ER 9.3 Blending and segmenting
phonemes.
ER 9.3a Blending and
segmenting phonemes in one-
syllable words (e.g., What
word do we get when we
comb