Text+Features


 * ** Marzano’s Generic Scale ** ||
 * SCORE 5.0 || More complex content ||
 * SCORE 4.0 || Target learning Goal ||
 * SCORE 3.0 || Simpler content ||
 * SCORE 2.0 || With help, partial success of score 2.0, or basic or elemental content ||
 * SCORE 10 || Even with help, no succes s ||

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 * **Text Features ** ||
 * ====**SCORE 5.0 **==== || ====Student can Analyze a variety of textual features to evaluate the features’ usefulness and the importance of the information==== ||
 * ====**SCORE 4.0 **==== || Student can use a variety of textual features to make connections among ideas in the text (e.g., themes, key ideas, main ideas, and supporting ideas) in order to understand the purpose of the feature and determine how it aids in the reader’s understanding. ||
 * ====**SCORE 3.0 **==== || ==== Student can use textual features to focus attention on important information in the text and to infer the organizational pattern of the text. ==== ||
 * ====**SCORE 2.0 **==== || ====Student can recognize and identify a variety of textual features (e.g., tables of contents, headings, sidebars, marginal notes). ==== ||
 * ====**SCORE 1.0 **==== || ====Student has little success in identifying or utilizing text features. ==== ||


 * LA.910.6.1.1 The student will explain how text features (e.g., charts, maps, diagrams, sub-headings, captions, illustrations, graphs) aid the reader’s understanding. **


 * Sample Item Text Structures **

Based on the main heading and subheadings, the reader can determine that the main organizational structure of the article is  A. a comparison of Big Band music to other musical styles of the time.  B. a review of the effects of Big Band era music on other musical styles. ★  C. a chronological history of the highlights and musicians of the Big Band era.  D. a listing of the artists and composers who contributed to the emergence of Big Band music.

<span style="font-family: 'Times New Roman','serif';">From the pictures and subheadings of this article, the reader can conclude that
 * <span style="font-family: 'Times New Roman','serif';">Sample Item Text Features **
 * <span style="font-family: 'Times New Roman','serif';"> A. **<span style="font-family: 'Times New Roman','serif';">swing music was not popular for dancing. ★
 * <span style="font-family: 'Times New Roman','serif';"> B. **<span style="font-family: 'Times New Roman','serif';">several great musicians played swing music.
 * <span style="font-family: 'Times New Roman','serif';"> C. **<span style="font-family: 'Times New Roman','serif';">swing music did not remain popular for long.
 * <span style="font-family: 'Times New Roman','serif';"> D. **<span style="font-family: 'Times New Roman','serif';">many swing musicians played the same instrument.

<span style="font-family: 'Times New Roman','serif';">The use of bold-print words throughout the User Manual helps the reader to ★ <span style="font-family: 'Times New Roman','serif';"> **A.** locate the required selections.
 * Sample Item Text Features **
 * <span style="font-family: 'Times New Roman','serif';"> B. **<span style="font-family: 'Times New Roman','serif';">categorize the individual tasks.
 * <span style="font-family: 'Times New Roman','serif';"> C. **<span style="font-family: 'Times New Roman','serif';">identify the important information.
 * <span style="font-family: 'Times New Roman','serif';"> D. **<span style="font-family: 'Times New Roman','serif';">understand the necessary functions


 * <span style="font-family: 'Times New Roman','serif'; font-size: 11.5pt; line-height: 115%;">LA.910.2.2.1 The student will analyze and evaluate information from text features (e.g., transitional devices, table of contents, glossary, index, bold or italicized text, headings, charts and graphs, illustrations, subheadings). **

Which statement from the passage is best supported by the diagram on page ___? **A**. “As the Himalayan mountains come up, glaciers shear off their tops like a buzz saw.” **B**. “And in any case, Brozovic´ points out, it’s unlikely that faults would turn up in just the right places to make terrain taper off right above the snow line.” ★ **C**. “They start to form after a mountaintop pokes up past the snow line.” **D**. “The tallest, pointiest peaks, then, can become glacier-proof.” 78
 * Sample Item Text Features **

<span style="font-family: 'Times New Roman','serif';">Based on the passage “A Day in the Stream,” which caption would be most appropriate for the picture on page H–2?
 * <span style="font-family: 'Times New Roman','serif';">Sample Item Text Features **

<span style="font-family: 'Times New Roman','serif';"> **A**. a celebration of life * <span style="font-family: 'Times New Roman','serif';"> **B**. a chance to use the new gear <span style="font-family: 'Times New Roman','serif';"> **C.** an exceptional day for fishing <span style="font-family: 'Times New Roman','serif';"> **D**. an eagerness to catch the first one