HS French Instructional Guide

ACT Reading Test Connections with Utah Core State Standards

Questions & Answers 1. What determines student success on the ACT reading subtest?

The biggest differentiator of success on the ACT reading subtest is the ability to read complex text proficiently. Therefore, when we say students will attain a score of 21 or higher, we are really saying that we are committed to presenting students with appropriately complex informational and literary texts at each grade level. The work that happens in early grades impacts the work in upper grades. 2. Did you know that three of the four passages students read on the ACT are nonfiction/informational texts? Passages are on topics in social studies, natural sciences, the humanities (fine arts, philosophy), and literary narrative (including prose fiction). This does not mean that 75 percent of instructional time should be spent on nonfiction/informational text. It does mean that students should read a range of nonfiction/informational text from the natural sciences, social sciences, and humanities throughout the school year across content areas in all grade levels. Reading should be fostered in all core and elective courses. 3. Are students asked to bring prior knowledge to the ACT reading subtest? No, students are not asked to bring any prior knowledge of any specific subject to the reading subtest of the ACT. Students are asked to read text independently and proficiently on grade level. In fact, much of the text on the ACT is complex and will require a close, careful reading to determine the correct answer to questions. 4. When should we begin preparing students for the ACT reading subtest? Beginning in kindergarten, the Utah Core State Standards expect students to interact with complex texts to discern meaning, ask questions, make inferences, synthesize information, and generate new ideas. This document is not about “test prep;” it is about building upon a strong foundation to achieve success by grade 11. Please note : This document is intended to highlight connections between the Utah Core State Standards and the ACT College and Career Readiness Standards, but it is not an exhaustive document that details every standard or every connection. Many of the ACT standards are aligned to the Utah Core State Anchor Standards, which spiral through each grade level. Instead of listing every connection, this document may list the Anchor Standard or a single grade-level standard as an example. As stated in the Utah Core State Standards, “The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.” While the Utah Core State Standards for English Language Arts are organized by domain and grade level, the ACT College and Career Readiness Standards are organized by reporting category (domain) and score range.

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