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

Best

Which sentence BEST describes the central idea of the essay?

Conclude, Conclusion

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

Contribute

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

Convince

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

Describe(s)

Describe the setting and how it impacts the plot.

Detail(s)

Support your answer with details from the story.

Develop(s), Development

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

Excerpt

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

Explain

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

Illustrate(s)

Which detail BEST illustrates the size of the boat?

Impact

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”?

Reveal

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

Select

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

Support(s)

Which detail BEST supports the answer to Part A?

Spring 2015