• Assessment Vocabulary

    English/Language Arts Grades 3-8

    The purpose of the Assessment Vocabulary list is to highlight vocabulary used in assessment items that teachers can use to prepare students for ISTEP+ as well as to create classroom assessments. While this list is not inclusive of all vocabulary that may appear on the assessment, it is representative of words and phrases students may frequently encounter. Language from the academic standards (e.g., structure, theme, claim) is also used in assessment items. For a list of academic standard language, please see the Indiana Academic Standards 2014 English/Language Arts Glossary located here: http://www.doe.in.gov/sites/default/files/standards/glossary-grades-k-12-6-4-14-sheet1.pdf

    Key Words

    Examples of Use


    Which sentence BEST describes the central idea of the essay?

    Conclude, Conclusion

    What can the reader conclude about the author’s opinion?


    How does the information in Paragraph 3 contribute to the development of ideas in the article?


    Using details from the article, convince your principal to allow your class participate in the recycling program.


    Describe the setting and how it impacts the plot.


    Support your answer with details from the story.

    Develop(s), Development

    How does the author develop the central idea of the article?


    How do Joe’s actions affect the other characters in the excerpt?


    Explain how the author attempts to persuade the reader to join an art club.


    Which detail BEST illustrates the size of the boat?


    How does the narrator’s point of view impact the reader’s understanding of the story?

    Most likely

    Why does the author MOST LIKELY use the phrase “time was crawling as slow as a sloth”?


    What do the main character’s actions reveal about his point of view?


    Which sentences in Paragraph 2 BEST support the answer to Part A? Select TWO sentences.


    Which detail BEST supports the answer to Part A?

    Spring 2015