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It demonstrates multiple-choice items across word analysis and vocabulary, including beginning and ending sounds, vowel sounds, synonyms, antonyms, homographs, suffixes, and context clues. 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The IREAD-3 Assessment is based on the Indiana Academic Standards and consists of multiple-choice questions that measure foundational reading skills through grade 3.  \nReading: Foundations and Reading: Vocabulary – Word Analysis, Synonyms, Antonyms, Suffixes, Homographs, & Context Clues  \n􀂾 Word Analysis: Beginning & Ending Sounds  \nThe following items illustrate the type of word analysis items that assess students’ understanding of beginning and ending sounds. A sample item precedes each set of items in the test.  \nNote: The teacher reads aloud the boldface directions in the first two sections, as outlined below. Students must read silently the set of answer choices and answer each item on their own. Only the answer choices appear in the student test book.  \nBeginning Sounds  \n􀂃 Look at the words for Number 1. Find the word that has the same beginning sounds as“grass…grass”. Fill in the circle that goes with the answer you choose.  \n gray  guest  glove  \nEnding Sounds  \n􀂃 Look at the words for Number 2. Find the word that has the same ending sound as“rain…rain”. Fill in the circle that goes with the answer you choose.  \n sting  done  tiny  \n􀂾 Word Analysis: Vowel Sounds  \nThe following item illustrates the type of word analysis items that assess students’ understanding of vowel sounds. A sample item precedes this set of items in the test; the teacher reads aloud the directions for the sample item, only.  \nNote: The students read silently the word in bold and choose the word that has the same vowel sound as the underlined part of the word (shown below in bold) . Only the word in bold and the answer choices appear in the student test book.  \nVowel Sounds  \nsad  pain  chart  crash  waste  \n| 􀂾 Word Analysis: Synonyms, Antonyms, and Homographs |  |\n| --- | --- |\n| | The following three items illustrate the types of items that assess students’knowledge of synonyms, antonyms, and homographs, respectively. The teacher reviews the directions for completing each section and reads aloud the directions for the sample items only. Once students have answered the sample items and asked any questions, the students must read and answer all questions on their own. |\n| Synonyms\u003Cbr>􀂃 For Number 4, choose the word that means the same, or about the same, as the underlined word.\u003Cbr>4.) was sad\u003Cbr> angry\u003Cbr> careful\u003Cbr> excited\u003Cbr> unhappy\u003Cbr>Antonyms\u003Cbr>􀂃 For Number 5, choose the word that means the opposite of the underlined word.\u003Cbr>5.) to give away\u003Cbr> help  take\u003Cbr> offer  send\u003Cbr>Homographs\u003Cbr>􀂃 For Number 6, read the sentences. Then choose the word that correctly completes both sentences.\u003Cbr>6.) The   is coming down the track.\u003Cbr>You can   your dog to fetch the newspaper.\u003Cbr> car  teach\u003Cbr> train  horse |  |\n\n\n| 􀂾 Word Analysis: Suffixes |  |\n| --- | --- |\n| | The following item illustrates the type of word analysis items that assess students’analyses of suffixes. A sample item precedes each set of items. The teacher reads aloud the directions for the sample item only. Once students have answered the sample item and asked any questions, the students must answer all questions in this section on their own. |\n| Note: Students must silently read the set of answer choices and answer each item on their own. Only the answer choices appear in the student test book.\u003Cbr>􀂃 For Number 7, find the word that has the suffix, and ONLY the suffix, underlined.\u003Cbr> careless  beautiful  quicker  suddenly |  |\n\n\n| 􀂾 Context Clues |  |\n| --- | --- |\n| | The following two items illustrate the type of items that assess students’ ability to use context clues. The teacher reads aloud the directions for the sample item only. Once students have answered the sample item and asked any questions, the students must read and answer all questions on their own. |\n| 􀂃 For","cbCain4N5MqFlL2f","https://ap.wps.com/l/cbCain4N5MqFlL2f","pdf",59595,"English","# Purpose\n# Reading: Foundations and Reading: Vocabulary - Word Analysis\n## Beginning & Ending Sounds\n## Vowel Sounds\n## Synonyms, Antonyms, and Homographs\n## Suffixes\n## Context Clues\n# Reading: Vocabulary, Nonfiction, and Literature - Vocabulary and Reading Comprehension\n## Passage: “Snow Hopper”\n## Questions 10 and 11","[{\"question\":\"What is the purpose of the IREAD-3 Item Sampler?\",\"answer\":\"It provides teachers and students with examples of the types of questions that may appear on the IREAD-3 Assessment.\"},{\"question\":\"Which reading skills are assessed in the Word Analysis section?\",\"answer\":\"The sampler covers beginning and ending sounds, vowel sounds, synonyms, antonyms, homographs, suffixes, and context clues.\"},{\"question\":\"How do students typically answer the sample items in the test book?\",\"answer\":\"Students read the answer choices silently and answer each item on their own; only the answer choices appear in the student test book.\"}]","IREAD-3 Item Sampler - Word Analysis and Reading Comprehension | PDF",1790719273,15]