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The tables list reading skills such as locating basic facts, drawing logical conclusions, identifying topics or central ideas, and interpreting word meaning and tone. 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ACT Reading College and Career Readiness Standards for Score Range 13-15  \n\n| Reading College and Career\u003Cbr>Readiness Standards |  |  | For each skill, knowledge, or process: |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  | Is it included in your Reading curriculum? | At what grade level (or in which course) are students first introduced to it? | At what grade level (or in which course) are students expected to demonstrate proficiency? |\n| CLR | 201 | Locate basic facts (e.g., names, dates, events) clearly stated in a passage |  |  |  |\n| CLR | 202 | Draw simple logical conclusions about the main characters in somewhat challenging literary narratives |  |  |  |\n| IDT | 201 | Identify the topic of passages and distinguish the topic from the central idea or theme |  |  |  |\n| REL | 201 | Determine when (e.g., first, last, before, after) an event occurs in somewhat challenging passages |  |  |  |\n| REL | 202 | Identify simple cause-effect relationships within a single sentence in a passage |  |  |  |\n| WME | 201 | Understand the implication of a familiar word or phrase and of simple descriptive language |  |  |  |\n| TST | 201 | Analyze how one or more sentences in passages relate to the whole passage when the function is stated or clearly indicated |  |  |  |\n| PPV | 201 | Recognize a clear intent of an author or narrator in somewhat challenging literary narratives |  |  |  |\n| ARG | 201 | Analyze how one or more sentences in passages offer reasons for or support a claim when the relationship is clearly indicated |  |  |  |\n| SYN | 201 | Make simple comparisons between two passages |  |  |  |\n\n| Table 2. ACT Reading College and Career Readiness Standards for Score Range 16-19 |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| Reading College and Career\u003Cbr>Readiness Standards |  |  | For each skill, knowledge, or process: |  |  |\n|  |  |  | Is it included in your Reading curriculum? | At what grade level (or in which course) are students first introduced to it? | At what grade level (or in which course) are students expected to demonstrate proficiency? |\n| CLR | 301 | Locate simple details at the sentence and paragraph level in somewhat challenging passages |  |  |  |\n| CLR | 302 | Draw simple logical conclusions in somewhat challenging passages |  |  |  |\n| IDT | 301 | Identify a clear central idea in straightforward paragraphs in somewhat challenging literary narratives |  |  |  |\n| REL | 301 | Identify clear comparative relationships between main characters in somewhat challenging literary narratives |  |  |  |\n| REL | 302 | Identify simple cause-effect relationships within a single paragraph in somewhat challenging literary narratives |  |  |  |\n| WME | 301 | Analyze how the choice of a specific word or phrase shapes meaning or tone in somewhat challenging passages when the effect is simple |  |  |  |\n| WME | 302 | Interpret basic figurative language as it is used in a passage |  |  |  |\n| TST | 301 | Analyze how one or more sentences in somewhat challenging passages relate to the whole passage when the function is simple |  |  |  |\n| TST | 302 | Identify a clear function of straightforward paragraphs in somewhat challenging literary narratives |  |  |  |\n| PPV | 301 | Recognize a clear intent of an author or narrator in somewhat challenging passages |  |  |  |\n| ARG | 301 | Analyze how one or more sentences in somewhat challenging passages offer reasons for or support a claim when the relationship is simple |  |  |  |\n| SYN | 301 | Make straightforward comparisons between two passages |  |  |  |\n\n| Table 3. ACT Reading College and Career Readiness Standards for Score Range 20-23 |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| Reading College and Career\u003Cbr>Readiness Standards |  |  | For each skill, knowledge, or process: |  |  |\n|  |  |  | Is it included in your Reading curriculum? | At what grade level (or in which course) are students first introduced to","cbCaid9LBqIrI7nm","https://ap.wps.com/l/cbCaid9LBqIrI7nm","pdf",275155,"English","# ACT Reading College and Career Readiness Standards (Score Range 13-15)\n## Skills by code (CLR/IDT/REL/WME/TST/PPV/ARG/SYN)\n# ACT Reading College and Career Readiness Standards (Score Range 16-19)\n## Skills by code (CLR/IDT/REL/WME/TST/PPV/ARG/SYN)\n# ACT Reading College and Career Readiness Standards (Score Range 20-23)\n## Skills by code (CLR/IDT/REL/WME/TST/PPV/ARG/SYN)","[{\"question\":\"What is the worksheet’s main purpose?\",\"answer\":\"It reviews whether specific ACT Reading readiness skills are included in a reading curriculum and records when students first learn each skill and when they are expected to demonstrate proficiency.\"},{\"question\":\"How are the standards organized?\",\"answer\":\"They are grouped into three tables by ACT Reading score range: 13–15, 16–19, and 20–23, with skills listed by codes such as CLR, IDT, REL, WME, TST, PPV, ARG, and SYN.\"},{\"question\":\"What information is collected for each reading skill?\",\"answer\":\"For each skill, the worksheet asks whether it is included in the curriculum and the grade level (or course) for first introduction and for expected proficiency.\"}]","Reading Curriculum Review Worksheets - Table 1/2/3 (ACT Reading College and Career Readiness Standards) | PDF",1791521873,23]