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Table of Contents
PSSA Reading
Grade 10
Assessment
Anchors/Applicable
Standards
Letter to the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Letter to the Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Assessment Anchors and Applicable Standards . . . . . . . . . . . . . . . . . . . . . 7
Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Chapter 1
Chapter 2
Chapter 3
Reading Process and Comprehension . . . . . . . . . . . . . . . .
Lesson 1
Roots and Affixes . . . . . . . . . . . . . . . . . . . . . . .
Lesson 2
Synonyms and Antonyms . . . . . . . . . . . . . . . .
Lesson 3
Context Clues . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 4
Multiple-Meaning Words . . . . . . . . . . . . . . . . .
PSSA Test Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
37
38
41
44
46
49
Literary Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 5
Main Ideas and Supporting Details . . . . . . . . .
Lesson 6
Drawing Conclusions and
Making Inferences . . . . . . . . . . . . . . . . . . . . . .
Lesson 7
Bias and Propaganda Techniques . . . . . . . . . .
PSSA Test Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
55
56
58
60
62
Responding
Lesson 8
Lesson 9
Lesson 10
Lesson 11
67
68
70
72
74
to Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Summarize Texts . . . . . . . . . . . . . . . . . . . . . . .
Fact and Opinion . . . . . . . . . . . . . . . . . . . . . . .
Compare and Contrast Information . . . . . . . . .
Graphic Organizers . . . . . . . . . . . . . . . . . . . . .
R.11.A.1.2.1, A.2.2.1
R.11.A.1.1.2
R.11.A.1.2.2, A.2.2.2
R.11.A.1.1.1, A.2.1.1
R.11.A.1.4.1, A.2.4.1
R.11.A.1.3.1, A.2.3.1
R.11.B.3.2.1, B.3.2.2
R.11.A.1.5.1, A.2.5.1
R11.B.3.1.1
R11.B.1.1.1, B.1.2.1
R11.B.3.3.1, B.3.3.2,
B.3.3.3, B.3.3.4
PSSA Test Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Chapter 4
Author’s Purpose and Literary Devices . . . . . . . . . . . . . . . . 83
Lesson 12
Text Organization and Author’s Purpose . . . . . 84
R11.A.1.6.1, A.1.6.2,
A.2.6.1, A.2.6.2,
B.3.3.4
Lesson 13
Metaphor and Simile . . . . . . . . . . . . . . . . . . . . 87
R11.B.2.1.1, B.2.1.2,
Standard 1.3.11.C
Lesson 14
Personification . . . . . . . . . . . . . . . . . . . . . . . . . 90
R11.B.2.1.1, B.2.1.2,
Standard 1.3.11.C
PSSA Test Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
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PSSA Coach, Assessment Anchors, Reading, Grade 10
Lesson 15
Hyperbole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
R11.B.2.1.1, B.2.1.2,
Standard 1.3.11.C
Lesson 16
Imagery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
R11.B.2.1.1, B.2.1.2,
Standard 1.3.11.C
Lesson 17
Irony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
R11.B.2.1.1, B.2.1.2,
Standard 1.3.11.C
PSSA Test Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Chapter 5
Analyzing Fiction and Poetry . . . . . . . . . . . . . . . . . . . . . . . 103
Lesson 18
Structure of Plot . . . . . . . . . . . . . . . . . . . . . . . 104
Lesson 19
Characters . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 20
Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 21
Universal Literary Themes . . . . . . . . . . . . . . .
PSSA Test Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 22
Flashback and Foreshadowing . . . . . . . . . . .
Lesson 23
106
108
111
114
116
Speaker and Point of View . . . . . . . . . . . . . . . 118
R11.B.1.1.1,
Standard 1.3.11.C
R11.B.1.1.1
R11.B.1.1.1
R11.B.1.1.1
R11.B.2.1.1, B.2.1.2,
Standard 1.3.11.C
R11.A.1.6.1, A.2.6.1,
B.2.2.1, B.2.2.2
Lesson 24
Mood and Tone . . . . . . . . . . . . . . . . . . . . . . . 121
PSSA Test Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Lesson 25
Symbolism . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
R11.B.1.1.1
Lesson 26
R11.B.1.1.1,
Standard 1.3.11.C,
Standard 1.3.11.F
Elements of Poetry . . . . . . . . . . . . . . . . . . . . . 128
R11.B.1.1.1, B.2.1.2,
Standard 1.3.11.F
PSSA Test Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Chapter 6
Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 27
Sentence Structure and Variety . . . . . . . . . . .
Lesson 28
Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 29
Capitalization and Spelling . . . . . . . . . . . . . .
Lesson 30
Verb Tense/Subject-Verb Agreement . . . . . . .
PSSA Test Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
133
134
138
141
144
147
Posttest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Scoring Rubric for Open-Ended Questions . . . . . . . . . . . . . . . . . . . . . . .
Frequently Misspelled Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Reading List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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182
187
188
189
4
Standard 1.5.11.D
Standard 1.5.11.D
Standard 1.5.11.D
Standard 1.5.11.D
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PSSA Coach, Assessment Anchors, Reading, Grade 10
1
Roots and Affixes
PSSA ASSESSMENT ANCHORS: R11.A.1.2.1; R11.A.2.2.1
Getting the Idea
While reading, you may come across words you don’t know. You don’t always need
a dictionary to figure out what these words mean, though. Often, you can uncover the
meaning of an unknown word by breaking it apart into pieces.
The main piece of a multi-part word is known as a root word, a smaller word or word
part that is the foundation for the longer word’s meaning. For example, the root of the
word discontentment is the word “content.” Therefore, we know the word
discontentment has something to do with being content, or satisfied.
Word parts added before or after the root, called affixes, help shape the meaning of
the root word. The part added to the beginning of the word to make a new word is
known as the prefix. In the example above, the prefix is “dis-,” meaning “not.” We
also must look at the part added to the end of a word, known as a suffix. The suffix
“-ment” means “the act or state of.” Therefore, discontentment means “the state of
not being satisfied.”
Prefix ⫹
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Root
⫹ Suffix ⫽ New Word
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Lesson 1: Roots and Affixes
Below are examples of common prefixes and suffixes:
Prefix
Meaning
Example
anti-
against
antibacterial—against bacteria
dis-
not
distasteful—not tasteful
ex-
out
extend—stretch out
inter-
between
intercollegiate—between colleges
mis-
wrong
misinterpret—interpret incorrectly
non-
not
nonunion—not a union member
post-
after
postwar—after a war
pre-
before
prehistoric—before recorded history
pro-
for
pro-education—in favor of education
re-
again
reexamine—to examine again
sub-
under
submarine—under the sea
un-
not
uninventive—not inventive
Suffix
Meaning or Function
Example
-able
worthy or capable of
manageable—capable of being managed
-ation
act, condition, or result of
starvation—condition of being starved
-ful
having or being
meaningful—having meaning
-ible
worthy or capable of
sensible—capable of having sense
-ism
act, state, or theory of
activism—act of being involved in something
-ist
one who does something
zoologist—one who studies animals
-ive
being
intensive—being intense
-less
lacking
weightless—lacking weight
-ly
attributes a quality
angrily—in an angry way
-ment
act or state of
judgment—act of judging
-ness
state of something
carelessness—state of being careless
-logy
the study of something
biology—the study of life
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PSSA Coach, Assessment Anchors, Reading, Grade 10
Coached Example
DIRECTIONS
Read the passage. Then answer the questions that follow.
Anderson watched in complete disbelief, his mouth hanging open, as the swirling
river water continued to rise. It had been rising now for a couple of hours. The town
had had floods before, but this was one of the worst. The black water already covered
most of his backyard and was slowly inching its way toward his house. They had moved
whatever belongings they could to higher ground as soon as they got word the flood
was coming, but there was only so much time. Anderson heard his mother yell at him
to grab whatever was salvageable and get ready to leave. He knew they needed to escape
out the front door now or they were doomed. But something was holding him there.
What could it be? The town had disbanded by now, everyone seeking higher ground
by their own methods. But Anderson and his family had held out . . .
1. As used in the passage, the word disbelief
means
A. display of strength.
A. just about to happen
B. display of courage.
B. beyond saving
C. lack of belief.
C. completely disastrous
D. lack of ability.
D. can be saved
HINT
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2. As used in the passage what does the word
salvageable mean?
The root of disbelief is “belief.” The prefix
is “dis-.” Refer to the table to determine its
meaning. Only two of the choices indicate
a lack of something, and only one of these
pertains to “belief.”
HINT
The suffix “-able” means “worthy or capable of.”
Keep that in mind as you reread the sentence in
which salvageable is used. You’ll be able to figure
out its meaning. Only two of the choices have
anything to do with saving or salvaging
something.
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Synonyms and Antonyms
PSSA ASSESSMENT ANCHOR: R11.A.1.1.2
Getting the Idea
A synonym is a word that has the same, or similar, meaning as another word. For
example, read the following sentence:
I was incensed when I found out that my favorite television show was cancelled.
A synonym for the word incensed is outraged. You could replace the word incensed
with outraged, and the sentence would have the same meaning:
I was outraged when I found out that my favorite television show was cancelled.
Note that a word can have more than one synonym. The word angry is also a synonym
for incensed. The sentence could just as easily read: “I was angry when I found out that
my favorite television show was cancelled.”
Look at the chart below, which shows some words and their synonyms.
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Word
Synonyms
abundant
ample, plentiful
anxious
nervous, scared
elated
joyful, delighted
notion
idea, thought
prohibit
ban, forbid
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PSSA Coach, Assessment Anchors, Reading, Grade 10
A word that has a meaning that is the opposite of another word is called an antonym. For
example, an antonym of the word artificial is natural. The two words mean opposite things. Just as
a word can have more than one synonym, a word also can have more than one antonym. The word
genuine also is an antonym of the word artificial.
Take a look at the chart below, which shows some words and their antonyms.
Word
Antonyms
amplify
muffle, suppress
dirty
clean, spotless
minor
major, important
modern
outdated, old-fashioned
obedient
rebellious, defiant
To learn the meanings of unknown words, you can use reference books to find synonyms
and antonyms. The dictionary lists synonyms for many words. The letters syn, or something
similar, will appear toward the end of the entry, followed by a number of words that mean
the same or almost the same thing as the entry.
A thesaurus lists both synonyms and antonyms for commonly used words. Though each
entry you see lists mostly synonyms, many entries will also list antonyms. For example,
a thesaurus lists the following for synonyms of the word praise: acclaim, applaud, commend,
compliment, and laud. However, the entry also lists two antonyms for praise: blame and revile.
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Lesson 2: Synonyms and Antonyms
Coached Example
DIRECTIONS
Read the passage. Then answer the questions that follow.
Jennifer had been out of work for nearly a year. Finally, an exquisite job opportunity
came up. The company was near her home; the pay was good; and it involved work that
Jennifer had learned about in school. She overslept the morning of the interview and
arrived a few minutes late. Then, when she met with the interviewer, she mumbled a bit
and forgot the answers to some of the questions that she was asked. Oversleeping that
day really was not prudent. When the interview ended, she was told that they’d call her
in a few days. Jennifer was sure the interview had gone horrendously. When the
interviewer met with his boss to discuss the interview, he told him that Jennifer had
been a bit nervous but that she seemed to understand the position and was experienced
in the field. The boss scrutinized Jennifer’s resume. He was impressed by what he saw.
“Okay,” he said. “Give her a call on Tuesday.”
1. Which of the following means about the
same as the word prudent?
3. Read the following sentence from the
passage.
A. cautious
Finally, an exquisite job opportunity
came up.
B. dangerous
C. tired
D. adventurous
HINT
Jennifer wants the interview to go well, so she
will be careful to make sure it does. So, “prudent”
means “careful” in the sentence above. Which
answer choice also means “careful”?
Which of the following is an antonym of the
word exquisite?
A. mediocre
B. horrific
C. excellent
D. impossible
2. Which of the following means about the
same as the word scrutinized?
HINT
A. inspected
Go back to the passage and read the sentence
that follows. The job has a lot of positive
qualities. One answer choice gives the opposite
description.
B. saw
C. heard
D. ignored
HINT
The boss looked over her resume so we can
figure out that “scrutinized” means “carefully
looked.” The correct answer has the meaning
closest to “carefully looking.”
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4. Which of the following is an antonym of the
word horrendously?
A. quickly
C. wonderfully
B. effectively
D. noisily
HINT
Remember that the interview did not go well.
Which choice would have the opposite meaning?
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