ParaPro - Select a Category
A. Whole Numbers, Place Value, and Arithmetic Foundations — PPM.001-PPM.018 | Primary ETS crosswalk: PP-MSK.1-5, PP-MSK.9-10. Foundational number sense, vocabulary, operations, properties, and no-calculator reasoning with whole numbers.
Read and Write Whole Numbers: Select the standard, word, or expanded form that represents a stated whole number without changing any place value. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.5; CCSS-M 2.NBT.A.3, 4.NBT.A.2; SMP.2, SMP.6 - Read and Write Whole Numbers: Select the standard, word, or expanded form that represents a stated whole number without changing any place value. Corresponding curriculum standards: ETS PP-MSK.5; CCSS-M 2.NBT.A.3, 4.NBT.A.2; SMP.2, SMP.6.
Identify the Value of a Digit: Choose the value contributed by a specified digit in a multidigit whole number and distinguish the digit from its place and value. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.5; CCSS-M 2.NBT.A.1, 4.NBT.A.1; SMP.2, SMP.6 - Identify the Value of a Digit: Choose the value contributed by a specified digit in a multidigit whole number and distinguish the digit from its place and value. Corresponding curriculum standards: ETS PP-MSK.5; CCSS-M 2.NBT.A.1, 4.NBT.A.1; SMP.2, SMP.6.
Compose and Decompose Whole Numbers: Select an equivalent decomposition of a whole number into units, tens, hundreds, thousands, or powers of ten. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.4-5; CCSS-M 2.NBT.A.1, 4.NBT.A.1-2; SMP.2, SMP.7 - Compose and Decompose Whole Numbers: Select an equivalent decomposition of a whole number into units, tens, hundreds, thousands, or powers of ten. Corresponding curriculum standards: ETS PP-MSK.4-5; CCSS-M 2.NBT.A.1, 4.NBT.A.1-2; SMP.2, SMP.7.
Compare Whole Numbers: Choose the true comparison between whole numbers using greater than, less than, or equal to symbols and place-value reasoning. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.3-5; CCSS-M 2.NBT.A.4, 4.NBT.A.2; SMP.2, SMP.6 - Compare Whole Numbers: Choose the true comparison between whole numbers using greater than, less than, or equal to symbols and place-value reasoning. Corresponding curriculum standards: ETS PP-MSK.3-5; CCSS-M 2.NBT.A.4, 4.NBT.A.2; SMP.2, SMP.6.
Order Whole Numbers: Select the correct ascending or descending order for a set of whole numbers, including numbers written in different forms. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.4-5; CCSS-M 2.NBT.A.4, 4.NBT.A.2; SMP.2, SMP.6 - Order Whole Numbers: Select the correct ascending or descending order for a set of whole numbers, including numbers written in different forms. Corresponding curriculum standards: ETS PP-MSK.4-5; CCSS-M 2.NBT.A.4, 4.NBT.A.2; SMP.2, SMP.6.
Locate Whole Numbers on a Number Line: Choose the point, interval, or placement that correctly represents a whole number on a labeled or partially labeled number line. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.4; CCSS-M 2.MD.B.6, 3.NF.A.2; SMP.2, SMP.5 - Locate Whole Numbers on a Number Line: Choose the point, interval, or placement that correctly represents a whole number on a labeled or partially labeled number line. Corresponding curriculum standards: ETS PP-MSK.4; CCSS-M 2.MD.B.6, 3.NF.A.2; SMP.2, SMP.5.
Round Whole Numbers: Select the correctly rounded value at a stated place by using the nearest benchmark and the value of the next digit. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.5, PP-MSK.9; CCSS-M 3.NBT.A.1, 4.NBT.A.3; SMP.2, SMP.6 - Round Whole Numbers: Select the correctly rounded value at a stated place by using the nearest benchmark and the value of the next digit. Corresponding curriculum standards: ETS PP-MSK.5, PP-MSK.9; CCSS-M 3.NBT.A.1, 4.NBT.A.3; SMP.2, SMP.6.
Add Whole Numbers: Choose the accurate sum of two or more whole numbers using place-value strategies, properties, or a standard algorithm. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM; ETS PP-MSK.1; CCSS-M 3.NBT.A.2, 4.NBT.B.4; SMP.1, SMP.6.
Subtract Whole Numbers: Select the accurate difference of whole numbers, including cases that require regrouping across one or more places. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM; ETS PP-MSK.1; CCSS-M 3.NBT.A.2, 4.NBT.B.4; SMP.1, SMP.6 - Subtract Whole Numbers: Select the accurate difference of whole numbers, including cases that require regrouping across one or more places. Corresponding curriculum standards: ETS PP-MSK.1; CCSS-M 3.NBT.A.2, 4.NBT.B.4; SMP.1, SMP.6.
Multiply Whole Numbers: Choose the correct product using place value, partial products, properties, or a standard multiplication algorithm. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MSK.1-2; CCSS-M 3.OA.A-C, 4.NBT.B.5; SMP.1, SMP.7.
Divide Whole Numbers: Select the correct whole-number quotient and remainder, when applicable, using equal groups, place value, or a standard algorithm. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.1-2; CCSS-M 3.OA.A-C, 4.NBT.B.6; SMP.1, SMP.7 - Divide Whole Numbers: Select the correct whole-number quotient and remainder, when applicable, using equal groups, place value, or a standard algorithm. Corresponding curriculum standards: ETS PP-MSK.1-2; CCSS-M 3.OA.A-C, 4.NBT.B.6; SMP.1, SMP.7.
Interpret Remainders in Context: Choose whether a remainder should be kept, discarded, rounded up, or expressed as a fraction based on what the problem asks. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.1, PP-MSK.10; CCSS-M 4.OA.A.3; SMP.1, SMP.2, SMP.4 - Interpret Remainders in Context: Choose whether a remainder should be kept, discarded, rounded up, or expressed as a fraction based on what the problem asks. Corresponding curriculum standards: ETS PP-MSK.1, PP-MSK.10; CCSS-M 4.OA.A.3; SMP.1, SMP.2, SMP.4.
Recognize Multiplication as Repeated Addition: Select the array, equal-group model, repeated-addition expression, or multiplication sentence that represents the same quantity. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM - ETS PP-MSK.2; CCSS-M 2.OA.C.4, 3.OA.A.1; SMP.2, SMP.4.
Recognize Division as Repeated Subtraction or Equal Grouping: Choose the repeated-subtraction, sharing, or grouping model that correctly represents a division situation. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM; ETS PP-MSK.2; CCSS-M 3.OA.A.2, 3.OA.B.6; SMP.2, SMP.4.
Interpret Arithmetic Symbols and Terms: Select the expression or statement that correctly uses operation symbols and terms such as sum, difference, product, quotient, factor, and multiple. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM and ETS PP-MSK.3; CCSS-M 3.OA.A-D, 6.EE.A.2; SMP.2, SMP.6.
Apply Operation Properties and Identities: Choose an equivalent computation that correctly uses the commutative, associative, distributive, identity, or zero property. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.1, PP-MSK.3; CCSS-M 3.OA.B.5, 3.OA.D.9; SMP.2, SMP.7 - Apply Operation Properties and Identities: Choose an equivalent computation that correctly uses the commutative, associative, distributive, identity, or zero property. Corresponding curriculum standards: ETS PP-MSK.1, PP-MSK.3; CCSS-M 3.OA.B.5, 3.OA.D.9; SMP.2, SMP.7.
Use Factors, Multiples, and Divisibility: Select the factor, multiple, common factor, common multiple, or divisibility conclusion that is correct for the given whole numbers. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MSK.4, PP-MSK.9; CCSS-M 4.OA.B.4, 6.NS.B.4; SMP.1, SMP.7.
Solve Whole-Number Applications: Choose the numerical model and solution that correctly answer a one- or multistep real-life problem involving whole-number operations. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.1, PP-MSK.10; CCSS-M 3.OA.D.8, 4.OA.A.3; SMP.1, SMP.4, SMP.6 - Solve Whole-Number Applications: Choose the numerical model and solution that correctly answer a one- or multistep real-life problem involving whole-number operations. Corresponding curriculum standards: ETS PP-MSK.1, PP-MSK.10; CCSS-M 3.OA.D.8, 4.OA.A.3; SMP.1, SMP.4, SMP.6.
B. Fractions, Decimals, and Equivalent Forms — PPM.019-PPM.040 | Primary ETS crosswalk: PP-MSK.1, PP-MSK.3-5. Fraction and decimal meaning, equivalence, comparison, operations, representations, and links among forms.
Identify Numerators and Denominators: Choose the numerator, denominator, or interpretation that correctly describes the selected and total equal parts of a fraction. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.3; CCSS-M 3.NF.A.1; SMP.2, SMP.6 - Identify Numerators and Denominators: Choose the numerator, denominator, or interpretation that correctly describes the selected and total equal parts of a fraction. Corresponding curriculum standards: ETS PP-MSK.3; CCSS-M 3.NF.A.1; SMP.2, SMP.6.
Interpret Fractions as Parts of Wholes and Sets: Select the fraction represented by an area model, length model, set model, or stated part-to-whole relationship. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.4; CCSS-M 3.NF.A.1, 3.NF.A.3; SMP.2, SMP.4 - Interpret Fractions as Parts of Wholes and Sets: Select the fraction represented by an area model, length model, set model, or stated part-to-whole relationship. Corresponding curriculum standards: ETS PP-MSK.4; CCSS-M 3.NF.A.1, 3.NF.A.3; SMP.2, SMP.4.
Locate Fractions on a Number Line: Choose the point that represents a fraction or identify the fraction located at a marked point on a partitioned number line. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.4; CCSS-M 3.NF.A.2; SMP.2, SMP.5 - Locate Fractions on a Number Line: Choose the point that represents a fraction or identify the fraction located at a marked point on a partitioned number line. Corresponding curriculum standards: ETS PP-MSK.4; CCSS-M 3.NF.A.2; SMP.2, SMP.5.
Classify Proper Fractions, Improper Fractions, and Mixed Numbers: Select the correct classification or representation based on whether the value is less than, equal to, or greater than one. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM - ETS PP-MSK.3-4; CCSS-M 3.NF.A.3, 4.NF.B.3; SMP.2, SMP.6.
Generate Equivalent Fractions: Choose the fraction equivalent to a given fraction by using multiplication, division, or a visual model without changing its value. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.4; CCSS-M 3.NF.A.3, 4.NF.A.1; SMP.2, SMP.7 - Generate Equivalent Fractions: Choose the fraction equivalent to a given fraction by using multiplication, division, or a visual model without changing its value. Corresponding curriculum standards: ETS PP-MSK.4; CCSS-M 3.NF.A.3, 4.NF.A.1; SMP.2, SMP.7.
Simplify Fractions: Select the fraction in simplest form by dividing the numerator and denominator by an appropriate common factor. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.4; CCSS-M 4.NF.A.1, 6.NS.B.4; SMP.1, SMP.7 - Simplify Fractions: Select the fraction in simplest form by dividing the numerator and denominator by an appropriate common factor. Corresponding curriculum standards: ETS PP-MSK.4; CCSS-M 4.NF.A.1, 6.NS.B.4; SMP.1, SMP.7.
Compare Fractions with Like Denominators or Numerators: Choose the true comparison by reasoning about the number or size of equal parts rather than relying on an invalid rule. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.4; CCSS-M 3.NF.A.3d, 4.NF.A.2; SMP.2, SMP.3 - Compare Fractions with Like Denominators or Numerators: Choose the true comparison by reasoning about the number or size of equal parts rather than relying on an invalid rule. Corresponding curriculum standards: ETS PP-MSK.4; CCSS-M 3.NF.A.3d, 4.NF.A.2; SMP.2, SMP.3.
Compare Fractions with Unlike Denominators: Select the correct comparison using equivalent fractions, benchmarks, cross-products, or a common-denominator model. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.4; CCSS-M 4.NF.A.2; SMP.1, SMP.3, SMP.7 - Compare Fractions with Unlike Denominators: Select the correct comparison using equivalent fractions, benchmarks, cross-products, or a common-denominator model. Corresponding curriculum standards: ETS PP-MSK.4; CCSS-M 4.NF.A.2; SMP.1, SMP.3, SMP.7.
Order Fractions and Mixed Numbers: Choose the correct order for fractions and mixed numbers by using common forms, benchmarks, or number-line placement. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.4; CCSS-M 4.NF.A.2, 5.NF.A.1; SMP.2, SMP.6 - Order Fractions and Mixed Numbers: Choose the correct order for fractions and mixed numbers by using common forms, benchmarks, or number-line placement. Corresponding curriculum standards: ETS PP-MSK.4; CCSS-M 4.NF.A.2, 5.NF.A.1; SMP.2, SMP.6.
Convert between Mixed Numbers and Improper Fractions: Select the equivalent mixed-number or improper-fraction form and preserve the original quantity. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.4; CCSS-M 4.NF.B.3, 5.NF.B.3; SMP.2, SMP.7 - Convert between Mixed Numbers and Improper Fractions: Select the equivalent mixed-number or improper-fraction form and preserve the original quantity. Corresponding curriculum standards: ETS PP-MSK.4; CCSS-M 4.NF.B.3, 5.NF.B.3; SMP.2, SMP.7.
Add Fractions with Like Denominators: Choose the correct sum by combining like-sized parts and simplifying or converting the result when appropriate. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.1; CCSS-M 4.NF.B.3; SMP.1, SMP.6 - Add Fractions with Like Denominators: Choose the correct sum by combining like-sized parts and simplifying or converting the result when appropriate. Corresponding curriculum standards: ETS PP-MSK.1; CCSS-M 4.NF.B.3; SMP.1, SMP.6.
Subtract Fractions with Like Denominators: Select the correct difference by subtracting like-sized parts and interpreting any regrouping or simplification correctly. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.1; CCSS-M 4.NF.B.3; SMP.1, SMP.6 - Subtract Fractions with Like Denominators: Select the correct difference by subtracting like-sized parts and interpreting any regrouping or simplification correctly. Corresponding curriculum standards: ETS PP-MSK.1; CCSS-M 4.NF.B.3; SMP.1, SMP.6.
Find a Common Denominator: Choose an efficient common denominator and the equivalent forms needed to compare, add, or subtract fractions. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.1, PP-MSK.4; CCSS-M 4.NF.A.1, 5.NF.A.1; SMP.1, SMP.7 - Find a Common Denominator: Choose an efficient common denominator and the equivalent forms needed to compare, add, or subtract fractions. Corresponding curriculum standards: ETS PP-MSK.1, PP-MSK.4; CCSS-M 4.NF.A.1, 5.NF.A.1; SMP.1, SMP.7.
Add Fractions with Unlike Denominators: Select the correct sum after rewriting addends with a common denominator and simplifying the result. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.1; CCSS-M 5.NF.A.1-2; SMP.1, SMP.6 - Add Fractions with Unlike Denominators: Select the correct sum after rewriting addends with a common denominator and simplifying the result. Corresponding curriculum standards: ETS PP-MSK.1; CCSS-M 5.NF.A.1-2; SMP.1, SMP.6.
Subtract Fractions with Unlike Denominators: Choose the correct difference after creating equivalent fractions, regrouping mixed numbers if needed, and simplifying. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MSK.1; CCSS-M 5.NF.A.1-2; SMP.1, SMP.6.
Multiply Fractions and Mixed Numbers: Select the correct product by modeling or multiplying fractions, converting mixed numbers when needed, and simplifying. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM; ETS PP-MSK.1; CCSS-M 5.NF.B.4-6; SMP.1, SMP.2 - Multiply Fractions and Mixed Numbers: Select the correct product by modeling or multiplying fractions, converting mixed numbers when needed, and simplifying. Corresponding curriculum standards: ETS PP-MSK.1; CCSS-M 5.NF.B.4-6; SMP.1, SMP.2.
Divide Fractions and Mixed Numbers: Choose the correct quotient or interpretation for a fraction-division problem, including measurement and sharing contexts. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MSK.1; CCSS-M 5.NF.B.7, 6.NS.A.1; SMP.1, SMP.2, SMP.4.
Identify Decimal Place Value: Select the place and value of a digit in a decimal and connect tenths, hundredths, and thousandths to powers of ten. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.5; CCSS-M 4.NF.C.6, 5.NBT.A.1-3; SMP.2, SMP.6 - Identify Decimal Place Value: Select the place and value of a digit in a decimal and connect tenths, hundredths, and thousandths to powers of ten. Corresponding curriculum standards: ETS PP-MSK.5; CCSS-M 4.NF.C.6, 5.NBT.A.1-3; SMP.2, SMP.6.
Read, Write, and Decompose Decimals: Choose the standard, word, expanded, or fractional form that represents the same decimal value. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.4-5; CCSS-M 4.NF.C.6, 5.NBT.A.3; SMP.2, SMP.7 - Read, Write, and Decompose Decimals: Choose the standard, word, expanded, or fractional form that represents the same decimal value. Corresponding curriculum standards: ETS PP-MSK.4-5; CCSS-M 4.NF.C.6, 5.NBT.A.3; SMP.2, SMP.7.
Convert between Fractions and Decimals: Select the equivalent fraction or decimal by using place value, division, or a benchmark representation. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MSK.4; CCSS-M 4.NF.C.6-7, 5.NF.B.3; SMP.2, SMP.7 - Convert between Fractions and Decimals: Select the equivalent fraction or decimal by using place value, division, or a benchmark representation. Corresponding curriculum standards: ETS PP-MSK.4; CCSS-M 4.NF.C.6-7, 5.NF.B.3; SMP.2, SMP.7.
Compare, Order, and Round Decimals: Choose the correct comparison, order, or rounded value by aligning place values and using the stated precision. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.4-5, PP-MSK.9; CCSS-M 4.NF.C.7, 5.NBT.A.3-4; SMP.2, SMP.6 - Compare, Order, and Round Decimals: Choose the correct comparison, order, or rounded value by aligning place values and using the stated precision. Corresponding curriculum standards: ETS PP-MSK.4-5, PP-MSK.9; CCSS-M 4.NF.C.7, 5.NBT.A.3-4; SMP.2, SMP.6.
Perform Decimal Operations: Select the accurate result of adding, subtracting, multiplying, or dividing decimals while preserving place value and reasonable magnitude. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.1, PP-MSK.5; CCSS-M 5.NBT.B.7, 6.NS.B.3; SMP.1, SMP.6 - Perform Decimal Operations: Select the accurate result of adding, subtracting, multiplying, or dividing decimals while preserving place value and reasonable magnitude. Corresponding curriculum standards: ETS PP-MSK.1, PP-MSK.5; CCSS-M 5.NBT.B.7, 6.NS.B.3; SMP.1, SMP.6.
C. Ratios, Percents, Money, and Time — PPM.041-PPM.058 | Primary ETS crosswalk: PP-MSK.4, PP-MSK.6, PP-MSK.10, PP-MSK.13. Equivalent ratios, rates, percent reasoning, financial arithmetic, and multiple representations of time and money.
Relate Fractions, Decimals, and Percents: Choose the fraction, decimal, and percent forms that all represent the same quantity or shaded model. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.4, PP-MSK.6; CCSS-M 6.RP.A.3c, 7.NS.A.2d; SMP.2, SMP.7 - Relate Fractions, Decimals, and Percents: Choose the fraction, decimal, and percent forms that all represent the same quantity or shaded model. Corresponding curriculum standards: ETS PP-MSK.4, PP-MSK.6; CCSS-M 6.RP.A.3c, 7.NS.A.2d; SMP.2, SMP.7.
Interpret and Write Ratios: Select the ratio statement, notation, or model that correctly compares two quantities in the stated order. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.4, PP-MSK.10; CCSS-M 6.RP.A.1; SMP.2, SMP.4, SMP.6 - Interpret and Write Ratios: Select the ratio statement, notation, or model that correctly compares two quantities in the stated order. Corresponding curriculum standards: ETS PP-MSK.4, PP-MSK.10; CCSS-M 6.RP.A.1; SMP.2, SMP.4, SMP.6.
Identify Equivalent Ratios: Choose the ratio equivalent to a given ratio by scaling both quantities by the same nonzero factor. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.4, PP-MSK.10; CCSS-M 6.RP.A.3a; SMP.2, SMP.7 - Identify Equivalent Ratios: Choose the ratio equivalent to a given ratio by scaling both quantities by the same nonzero factor. Corresponding curriculum standards: ETS PP-MSK.4, PP-MSK.10; CCSS-M 6.RP.A.3a; SMP.2, SMP.7.
Complete Ratio Tables and Double Number Lines: Select the missing value or representation that preserves a constant multiplicative relationship between quantities. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.4, PP-MSK.10; CCSS-M 6.RP.A.3a-b; SMP.1, SMP.4 - Complete Ratio Tables and Double Number Lines: Select the missing value or representation that preserves a constant multiplicative relationship between quantities. Corresponding curriculum standards: ETS PP-MSK.4, PP-MSK.10; CCSS-M 6.RP.A.3a-b; SMP.1, SMP.4.
Compute and Interpret Unit Rates: Choose the correct per-one rate and explain what its units mean in a real-life comparison. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.10; CCSS-M 6.RP.A.2-3b; SMP.2, SMP.4, SMP.6 - Compute and Interpret Unit Rates: Choose the correct per-one rate and explain what its units mean in a real-life comparison. Corresponding curriculum standards: ETS PP-MSK.10; CCSS-M 6.RP.A.2-3b; SMP.2, SMP.4, SMP.6.
Compare Rates and Unit Prices: Select the better comparison after converting rates to a common unit or unit rate and accounting for labels and quantities. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MSK.9-10; CCSS-M 6.RP.A.3b, 7.RP.A.1; SMP.1, SMP.4 - Compare Rates and Unit Prices: Select the better comparison after converting rates to a common unit or unit rate and accounting for labels and quantities. Corresponding curriculum standards: ETS PP-MSK.9-10; CCSS-M 6.RP.A.3b, 7.RP.A.1; SMP.1, SMP.4.
Represent Proportional Relationships: Choose the equation, table, tape diagram, or double number line that correctly represents a proportional situation. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.4, PP-MSK.10; CCSS-M 6.RP.A.3, 7.RP.A.2; SMP.2, SMP.4, SMP.5 - Represent Proportional Relationships: Choose the equation, table, tape diagram, or double number line that correctly represents a proportional situation. Corresponding curriculum standards: ETS PP-MSK.4, PP-MSK.10; CCSS-M 6.RP.A.3, 7.RP.A.2; SMP.2, SMP.4, SMP.5.
Solve Proportion Problems: Select the missing value in an equivalent-ratio or proportion problem using scaling, a unit rate, or cross-multiplication. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM; ETS PP-MSK.10; CCSS-M 6.RP.A.3, 7.RP.A.1-2; SMP.1, SMP.6 - Solve Proportion Problems: Select the missing value in an equivalent-ratio or proportion problem using scaling, a unit rate, or cross-multiplication. Corresponding curriculum standards: ETS PP-MSK.10; CCSS-M 6.RP.A.3, 7.RP.A.1-2; SMP.1, SMP.6.
Find a Percent of a Number: Choose the part represented by a stated percent of a whole using a fraction, decimal, equation, or benchmark strategy. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.6; CCSS-M 6.RP.A.3c, 7.RP.A.3; SMP.1, SMP.2 - Find a Percent of a Number: Choose the part represented by a stated percent of a whole using a fraction, decimal, equation, or benchmark strategy. Corresponding curriculum standards: ETS PP-MSK.6; CCSS-M 6.RP.A.3c, 7.RP.A.3; SMP.1, SMP.2.
Find the Whole from a Part and Percent: Select the original whole when a part and its percent are known, using a proportion, equation, or scale model. Corresponding curriculum standards: ETS PP-MSK.6, PP-MSK.10; CCSS-M 6.RP.A.3c, 7.RP.A.3; SMP.1, SMP.4. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.6, PP-MSK.10; CCSS-M 6.RP.A.3c, 7.RP.A.3; SMP.1, SMP.4.
Find What Percent One Number Is of Another: Choose the percent that compares a part with a whole and distinguish the base quantity from the compared quantity. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.6; CCSS-M 6.RP.A.3c, 7.RP.A.3; SMP.1, SMP.2 - Find What Percent One Number Is of Another: Choose the percent that compares a part with a whole and distinguish the base quantity from the compared quantity. Corresponding curriculum standards: ETS PP-MSK.6; CCSS-M 6.RP.A.3c, 7.RP.A.3; SMP.1, SMP.2.
Calculate Percent Increase or Decrease: Select the percent change by comparing the amount of change with the original value rather than the final value. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.6, PP-MSK.10; CCSS-M 7.RP.A.3; SMP.1, SMP.4, SMP.6 - Calculate Percent Increase or Decrease: Select the percent change by comparing the amount of change with the original value rather than the final value. Corresponding curriculum standards: ETS PP-MSK.6, PP-MSK.10; CCSS-M 7.RP.A.3; SMP.1, SMP.4, SMP.6.
Solve Discount, Markup, Tax, and Tip Problems: Choose the correct increase, decrease, or final amount in a common percent application and keep the percent base consistent. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.6, PP-MSK.10; CCSS-M 7.RP.A.3; SMP.1, SMP.4 - Solve Discount, Markup, Tax, and Tip Problems: Choose the correct increase, decrease, or final amount in a common percent application and keep the percent base consistent. Corresponding curriculum standards: ETS PP-MSK.6, PP-MSK.10; CCSS-M 7.RP.A.3; SMP.1, SMP.4.
Solve Multistep Percent and Rate Applications: Select the model and result for a problem that combines percent, rate, money, or more than one sequential calculation. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.6, PP-MSK.10; CCSS-M 6.RP.A.3, 7.RP.A.3; SMP.1, SMP.4, SMP.6 - Solve Multistep Percent and Rate Applications: Select the model and result for a problem that combines percent, rate, money, or more than one sequential calculation. Corresponding curriculum standards: ETS PP-MSK.6, PP-MSK.10; CCSS-M 6.RP.A.3, 7.RP.A.3; SMP.1, SMP.4, SMP.6.
Represent Money in Equivalent Forms: Choose equivalent coin, bill, cent, and decimal-dollar representations and preserve the same monetary value. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.4, PP-MSK.13; CCSS-M 2.MD.C.8, 4.MD.A.2; SMP.2, SMP.6 - Represent Money in Equivalent Forms: Choose equivalent coin, bill, cent, and decimal-dollar representations and preserve the same monetary value. Corresponding curriculum standards: ETS PP-MSK.4, PP-MSK.13; CCSS-M 2.MD.C.8, 4.MD.A.2; SMP.2, SMP.6.
Compute Total Cost and Make Change: Select the correct total, difference, or change amount from prices and payments using accurate decimal arithmetic. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.1, PP-MSK.10, PP-MSK.13; CCSS-M 2.MD.C.8, 4.MD.A.2; SMP.1, SMP.4 - Compute Total Cost and Make Change: Select the correct total, difference, or change amount from prices and payments using accurate decimal arithmetic. Corresponding curriculum standards: ETS PP-MSK.1, PP-MSK.10, PP-MSK.13; CCSS-M 2.MD.C.8, 4.MD.A.2; SMP.1, SMP.4.
Represent Clock Time in Multiple Ways: Choose equivalent digital, analog, verbal, fractional-hour, and minute representations of the same time. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.13; CCSS-M 2.MD.C.7, 3.MD.A.1; SMP.2, SMP.5 - Represent Clock Time in Multiple Ways: Choose equivalent digital, analog, verbal, fractional-hour, and minute representations of the same time. Corresponding curriculum standards: ETS PP-MSK.13; CCSS-M 2.MD.C.7, 3.MD.A.1; SMP.2, SMP.5.
Solve Elapsed-Time and Schedule Problems: Select the start time, end time, elapsed duration, or schedule conclusion that follows from the stated time information. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MSK.10, PP-MSK.13; CCSS-M 3.MD.A.1, 4.MD.A.2; SMP.1, SMP.4, SMP.6 - Solve Elapsed-Time and Schedule Problems: Select the start time, end time, elapsed duration, or schedule conclusion that follows from the stated time information. Corresponding curriculum standards: ETS PP-MSK.10, PP-MSK.13; CCSS-M 3.MD.A.1, 4.MD.A.2; SMP.1, SMP.4, SMP.6.
D. Exponents, Order of Operations, Estimation, and Word Problems — PPM.059-PPM.076 | Primary ETS crosswalk: PP-MSK.7-10. Powers, numerical expressions, efficient no-calculator strategies, reasonableness checks, and problem translation.
Interpret Exponents as Repeated Multiplication: Select the repeated-multiplication expression, power notation, or verbal description that represents the same value. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.7; CCSS-M 6.EE.A.1; SMP.2, SMP.7 - Interpret Exponents as Repeated Multiplication: Select the repeated-multiplication expression, power notation, or verbal description that represents the same value. Corresponding curriculum standards: ETS PP-MSK.7; CCSS-M 6.EE.A.1; SMP.2, SMP.7.
Identify the Base and Exponent: Choose which number is the base, which is the exponent, and what each tells about the repeated factors. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.3, PP-MSK.7; CCSS-M 6.EE.A.1; SMP.2, SMP.6 - Identify the Base and Exponent: Choose which number is the base, which is the exponent, and what each tells about the repeated factors. Corresponding curriculum standards: ETS PP-MSK.3, PP-MSK.7; CCSS-M 6.EE.A.1; SMP.2, SMP.6.
Evaluate Basic Powers: Select the correct value of a whole-number power and avoid confusing multiplication by the exponent with repeated multiplication. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.7; CCSS-M 6.EE.A.1; SMP.1, SMP.6 - Evaluate Basic Powers: Select the correct value of a whole-number power and avoid confusing multiplication by the exponent with repeated multiplication. Corresponding curriculum standards: ETS PP-MSK.7; CCSS-M 6.EE.A.1; SMP.1, SMP.6.
Recognize Squares, Cubes, and Perfect Powers: Choose the square, cube, square root, or familiar perfect-power relationship that is correct for a basic whole number. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM - ETS PP-MSK.7; CCSS-M 6.EE.A.1, 8.EE.A.2; SMP.2, SMP.7.
Apply the Order of Operations: Select the value of a numerical expression by applying grouping, exponents, multiplication or division, and addition or subtraction in the correct order. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM; ETS PP-MSK.8; CCSS-M 5.OA.A.1, 6.EE.A.1; SMP.1, SMP.6 - Apply the Order of Operations: Select the value of a numerical expression by applying grouping, exponents, multiplication or division, and addition or subtraction in the correct order. Corresponding curriculum standards: ETS PP-MSK.8; CCSS-M 5.OA.A.1, 6.EE.A.1; SMP.1, SMP.6.
Interpret Grouping Symbols: Choose the expression or first step that correctly accounts for parentheses, brackets, a fraction bar, or another grouping convention. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.8; CCSS-M 5.OA.A.1-2, 6.EE.A.2; SMP.2, SMP.6 - Interpret Grouping Symbols: Choose the expression or first step that correctly accounts for parentheses, brackets, a fraction bar, or another grouping convention. Corresponding curriculum standards: ETS PP-MSK.8; CCSS-M 5.OA.A.1-2, 6.EE.A.2; SMP.2, SMP.6.
Estimate Sums and Differences: Select a reasonable estimate by rounding, using compatible numbers, or applying front-end estimation to an addition or subtraction problem. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM; ETS PP-MSK.9; CCSS-M 3.NBT.A.1, 4.OA.A.3; SMP.1, SMP.6.
Estimate Products and Quotients: Choose a reasonable product or quotient estimate using rounding, compatible factors, benchmarks, or nearby multiples. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.9; CCSS-M 3.OA.D.8, 4.OA.A.3; SMP.1, SMP.7 - Estimate Products and Quotients: Choose a reasonable product or quotient estimate using rounding, compatible factors, benchmarks, or nearby multiples. Corresponding curriculum standards: ETS PP-MSK.9; CCSS-M 3.OA.D.8, 4.OA.A.3; SMP.1, SMP.7.
Use Compatible Numbers and Mental Math: Select the equivalent or nearby computation that can be solved efficiently without a calculator while keeping the result accurate or appropriately estimated. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.9; CCSS-M 3.NBT.A.2-3, 5.NBT.B; SMP.1, SMP.7 - Use Compatible Numbers and Mental Math: Select the equivalent or nearby computation that can be solved efficiently without a calculator while keeping the result accurate or appropriately estimated. Corresponding curriculum standards: ETS PP-MSK.9; CCSS-M 3.NBT.A.2-3, 5.NBT.B; SMP.1, SMP.7.
Estimate with Fraction, Decimal, and Percent Benchmarks: Choose the best estimate by comparing values with benchmarks such as 0, 1/2, 1, 10 percent, 25 percent, 50 percent, or 100 percent. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MSK.4, PP-MSK.6, PP-MSK.9; CCSS-M 4.NF.A.2, 6.RP.A.3c; SMP.2, SMP.5.
Check Magnitude and Reasonableness: Select the answer that has the correct sign, size, unit, and relationship to an estimate, or identify a result that cannot be reasonable. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.9-10; CCSS-M 4.OA.A.3, 5.NBT.B.5-7; SMP.1, SMP.3, SMP.6 - Check Magnitude and Reasonableness: Select the answer that has the correct sign, size, unit, and relationship to an estimate, or identify a result that cannot be reasonable. Corresponding curriculum standards: ETS PP-MSK.9-10; CCSS-M 4.OA.A.3, 5.NBT.B.5-7; SMP.1, SMP.3, SMP.6.
Choose the Operation from Context: Select the operation or combination of operations indicated by the quantities, question, and relationships in a word problem. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.3, PP-MSK.10; CCSS-M 3.OA.D.8, 4.OA.A.3; SMP.1, SMP.4 - Choose the Operation from Context: Select the operation or combination of operations indicated by the quantities, question, and relationships in a word problem. Corresponding curriculum standards: ETS PP-MSK.3, PP-MSK.10; CCSS-M 3.OA.D.8, 4.OA.A.3; SMP.1, SMP.4.
Solve One-Step Word Problems: Choose the equation and answer that correctly model a one-step problem involving a whole number, fraction, decimal, rate, money, or measurement. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.10; CCSS-M 3.OA.D.8, 4.MD.A.2; SMP.1, SMP.4, SMP.6 - Solve One-Step Word Problems: Choose the equation and answer that correctly model a one-step problem involving a whole number, fraction, decimal, rate, money, or measurement. Corresponding curriculum standards: ETS PP-MSK.10; CCSS-M 3.OA.D.8, 4.MD.A.2; SMP.1, SMP.4, SMP.6.
Solve Two-Step Word Problems: Select the correct sequence of two operations and the resulting answer while retaining intermediate units and meaning. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.10; CCSS-M 3.OA.D.8, 4.OA.A.3; SMP.1, SMP.4 - Solve Two-Step Word Problems: Select the correct sequence of two operations and the resulting answer while retaining intermediate units and meaning. Corresponding curriculum standards: ETS PP-MSK.10; CCSS-M 3.OA.D.8, 4.OA.A.3; SMP.1, SMP.4.
Solve Multistep Mixed-Operation Problems: Choose the plan and solution for a problem that combines several quantities, operations, representations, or constraints. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.8-10; CCSS-M 4.OA.A.3, 5.NF.A.2; SMP.1, SMP.4, SMP.6 - Solve Multistep Mixed-Operation Problems: Choose the plan and solution for a problem that combines several quantities, operations, representations, or constraints. Corresponding curriculum standards: ETS PP-MSK.8-10; CCSS-M 4.OA.A.3, 5.NF.A.2; SMP.1, SMP.4, SMP.6.
Identify Relevant and Irrelevant Information: Select the quantities and conditions needed to solve a problem and reject details that do not affect the requested result. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.10; CCSS-M 3.OA.D.8, 4.OA.A.3; SMP.1, SMP.2 - Identify Relevant and Irrelevant Information: Select the quantities and conditions needed to solve a problem and reject details that do not affect the requested result. Corresponding curriculum standards: ETS PP-MSK.10; CCSS-M 3.OA.D.8, 4.OA.A.3; SMP.1, SMP.2.
Translate Verbal Relationships into Numerical Expressions: Choose the numerical expression that preserves the order, grouping, and operations described in words. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.3, PP-MSK.8, PP-MSK.10; CCSS-M 5.OA.A.2, 6.EE.A.2; SMP.2, SMP.4, SMP.6 - Translate Verbal Relationships into Numerical Expressions: Choose the numerical expression that preserves the order, grouping, and operations described in words. Corresponding curriculum standards: ETS PP-MSK.3, PP-MSK.8, PP-MSK.10; CCSS-M 5.OA.A.2, 6.EE.A.2; SMP.2, SMP.4, SMP.6.
Select an Equation or Expression for a Situation: Choose the equation or expression that correctly represents the known quantities, unknown quantity, and relationship in a context. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.10-11; CCSS-M 6.EE.B.6-7; SMP.1, SMP.4, SMP.6 - Select an Equation or Expression for a Situation: Choose the equation or expression that correctly represents the known quantities, unknown quantity, and relationship in a context. Corresponding curriculum standards: ETS PP-MSK.10-11; CCSS-M 6.EE.B.6-7; SMP.1, SMP.4, SMP.6.
E. Basic Algebra, Equations, and Number Sequences — PPM.077-PPM.094 | Primary ETS crosswalk: PP-MSK.3, PP-MSK.10-12. Variables, expressions, equality, one-step equations, input-output relationships, and number-pattern reasoning.
Distinguish Variables, Constants, and Coefficients: Select the variable, constant, coefficient, or term in a simple algebraic expression and state its role correctly. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.3, PP-MSK.11; CCSS-M 6.EE.A.2; SMP.2, SMP.6 - Distinguish Variables, Constants, and Coefficients: Select the variable, constant, coefficient, or term in a simple algebraic expression and state its role correctly. Corresponding curriculum standards: ETS PP-MSK.3, PP-MSK.11; CCSS-M 6.EE.A.2; SMP.2, SMP.6.
Evaluate Simple Algebraic Expressions: Choose the value of an expression after substituting a given number for a variable and following the order of operations. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM - ETS PP-MSK.8, PP-MSK.11; CCSS-M 6.EE.A.2c; SMP.1, SMP.6.
Write Algebraic Expressions from Words: Select the expression that correctly translates a verbal relationship, including phrases that reverse the apparent order of subtraction or division. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MSK.3, PP-MSK.10-11; CCSS-M 6.EE.A.2; SMP.2, SMP.4, SMP.6.
Recognize Equivalent Simple Expressions: Choose the expression that has the same value for all permitted values by applying operation properties or combining a simple repeated quantity. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.1, PP-MSK.11; CCSS-M 6.EE.A.3-4; SMP.2, SMP.7 - Recognize Equivalent Simple Expressions: Choose the expression that has the same value for all permitted values by applying operation properties or combining a simple repeated quantity. Corresponding curriculum standards: ETS PP-MSK.1, PP-MSK.11; CCSS-M 6.EE.A.3-4; SMP.2, SMP.7.
Interpret the Equal Sign and Equality: Select the statement that treats the equal sign as a balance between equivalent quantities rather than as a signal to compute only the left side. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.3, PP-MSK.11; CCSS-M 1.OA.D.7, 6.EE.B.5; SMP.2, SMP.3 - Interpret the Equal Sign and Equality: Select the statement that treats the equal sign as a balance between equivalent quantities rather than as a signal to compute only the left side. Corresponding curriculum standards: ETS PP-MSK.3, PP-MSK.11; CCSS-M 1.OA.D.7, 6.EE.B.5; SMP.2, SMP.3.
Solve Addition Equations: Choose the solution to a one-step equation of the form x + a = b and identify the inverse operation that isolates the variable. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.11; CCSS-M 6.EE.B.5-7; SMP.1, SMP.6 - Solve Addition Equations: Choose the solution to a one-step equation of the form x + a = b and identify the inverse operation that isolates the variable. Corresponding curriculum standards: ETS PP-MSK.11; CCSS-M 6.EE.B.5-7; SMP.1, SMP.6.
Solve Subtraction Equations: Select the solution to a one-step subtraction equation, including forms in which the unknown is the starting quantity or the subtracted quantity. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.11; CCSS-M 6.EE.B.5-7; SMP.1, SMP.6 - Solve Subtraction Equations: Select the solution to a one-step subtraction equation, including forms in which the unknown is the starting quantity or the subtracted quantity. Corresponding curriculum standards: ETS PP-MSK.11; CCSS-M 6.EE.B.5-7; SMP.1, SMP.6.
Solve Multiplication Equations: Choose the solution to a one-step equation of the form ax = b and interpret division as the inverse of multiplication. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM; ETS PP-MSK.11; CCSS-M 6.EE.B.5-7; SMP.1, SMP.7 - Solve Multiplication Equations: Choose the solution to a one-step equation of the form ax = b and interpret division as the inverse of multiplication. Corresponding curriculum standards: ETS PP-MSK.11; CCSS-M 6.EE.B.5-7; SMP.1, SMP.7.
Solve Division Equations: Select the solution to a one-step equation involving division and distinguish whether the unknown is a dividend, divisor, or quotient. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM; ETS PP-MSK.11; CCSS-M 6.EE.B.5-7; SMP.1, SMP.7 - Solve Division Equations: Select the solution to a one-step equation involving division and distinguish whether the unknown is a dividend, divisor, or quotient. Corresponding curriculum standards: ETS PP-MSK.11; CCSS-M 6.EE.B.5-7; SMP.1, SMP.7.
Solve One-Step Equations with Fractions or Decimals: Choose the value that makes a one-step equation true when coefficients or constants are simple fractions or decimals. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MSK.1, PP-MSK.11; CCSS-M 6.EE.B.7, 7.EE.B.4; SMP.1, SMP.6 — Solve One-Step Equations with Fractions or Decimals: Choose the value that makes a one-step equation true when coefficients or constants are simple fractions or decimals. Corresponding curriculum standards: ETS PP-MSK.1, PP-MSK.11; CCSS-M 6.EE.B.7, 7.EE.B.4; SMP.1, SMP.6.
Model a Word Problem with a One-Step Equation: Select the equation whose variable and operation correctly represent the unknown and relationship in a real-life situation. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.10-11; CCSS-M 6.EE.B.6-7; SMP.1, SMP.4.
Solve a One-Step Equation in Context: Choose the solution and contextual interpretation for a one-step equation, including the correct unit and practical meaning. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.10-11; CCSS-M 6.EE.B.7, 7.EE.B.4; SMP.1, SMP.4, SMP.6 - Solve a One-Step Equation in Context: Choose the solution and contextual interpretation for a one-step equation, including the correct unit and practical meaning. Corresponding curriculum standards: ETS PP-MSK.10-11; CCSS-M 6.EE.B.7, 7.EE.B.4; SMP.1, SMP.4, SMP.6.
Check an Equation Solution: Select the substitution that verifies whether a proposed value makes both sides of an equation equal. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.11; CCSS-M 6.EE.B.5; SMP.1, SMP.3, SMP.6 - Check an Equation Solution: Select the substitution that verifies whether a proposed value makes both sides of an equation equal. Corresponding curriculum standards: ETS PP-MSK.11; CCSS-M 6.EE.B.5; SMP.1, SMP.3, SMP.6.
Interpret Input-Output Tables: Choose the output, input, or rule that consistently connects values in a simple function table. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.12; CCSS-M 4.OA.C.5, 5.OA.B.3; SMP.2, SMP.7 - Interpret Input-Output Tables: Choose the output, input, or rule that consistently connects values in a simple function table. Corresponding curriculum standards: ETS PP-MSK.12; CCSS-M 4.OA.C.5, 5.OA.B.3; SMP.2, SMP.7.
Extend Arithmetic Sequences: Select the next term or missing term in a sequence generated by repeated addition, subtraction, multiplication, or division. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.12; CCSS-M 4.OA.C.5; SMP.1, SMP.7, SMP.8 - Extend Arithmetic Sequences: Select the next term or missing term in a sequence generated by repeated addition, subtraction, multiplication, or division. Corresponding curriculum standards: ETS PP-MSK.12; CCSS-M 4.OA.C.5; SMP.1, SMP.7, SMP.8.
Identify a Number-Pattern Rule: Choose the rule that generates every shown term rather than a rule that works for only one step or one example. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.12; CCSS-M 4.OA.C.5, 5.OA.B.3; SMP.3, SMP.7, SMP.8 - Identify a Number-Pattern Rule: Choose the rule that generates every shown term rather than a rule that works for only one step or one example. Corresponding curriculum standards: ETS PP-MSK.12; CCSS-M 4.OA.C.5, 5.OA.B.3; SMP.3, SMP.7, SMP.8.
Find Missing Terms in Number Patterns: Select the value that restores a consistent arithmetic pattern when one or more terms are omitted. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM; ETS PP-MSK.12; CCSS-M 4.OA.C.5; SMP.1, SMP.7 - Find Missing Terms in Number Patterns: Select the value that restores a consistent arithmetic pattern when one or more terms are omitted. Corresponding curriculum standards: ETS PP-MSK.12; CCSS-M 4.OA.C.5; SMP.1, SMP.7.
Connect Patterns, Tables, and Rules: Choose the table, sequence, verbal rule, or expression that represents the same growing or repeating numerical relationship. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MSK.12; CCSS-M 5.OA.B.3; SMP.2, SMP.4, SMP.7.
F. Measurement and Unit Conversion — PPM.095-PPM.108 | Primary ETS crosswalk: PP-MSK.10, PP-MSK.13-16. Appropriate units, estimation, customary and metric conversions, perimeter, area, and volume.
Choose an Appropriate Measurement Unit: Select the customary or metric unit that is reasonable for measuring a stated length, distance, mass, weight, capacity, area, volume, time, or temperature. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.14; CCSS-M 2.MD.A.1-2, 4.MD.A.1; SMP.2, SMP.6 - Choose an Appropriate Measurement Unit: Select the customary or metric unit that is reasonable for measuring a stated length, distance, mass, weight, capacity, area, volume, time, or temperature. Corresponding curriculum standards: ETS PP-MSK.14; CCSS-M 2.MD.A.1-2, 4.MD.A.1; SMP.2, SMP.6.
Estimate Measurement Magnitudes: Choose the most reasonable estimate for a familiar object or situation by using benchmarks and rejecting impossible magnitudes. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.9, PP-MSK.14; CCSS-M 2.MD.A.3, 4.MD.A.1; SMP.2, SMP.6 - Estimate Measurement Magnitudes: Choose the most reasonable estimate for a familiar object or situation by using benchmarks and rejecting impossible magnitudes. Corresponding curriculum standards: ETS PP-MSK.9, PP-MSK.14; CCSS-M 2.MD.A.3, 4.MD.A.1; SMP.2, SMP.6.
Convert Customary Length Units: Select the equivalent length after converting among inches, feet, yards, and miles within the customary system. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM; ETS PP-MSK.14; CCSS-M 4.MD.A.1-2, 5.MD.A.1; SMP.1, SMP.5, SMP.6 - Convert Customary Length Units: Select the equivalent length after converting among inches, feet, yards, and miles within the customary system. Corresponding curriculum standards: ETS PP-MSK.14; CCSS-M 4.MD.A.1-2, 5.MD.A.1; SMP.1, SMP.5, SMP.6.
Convert Metric Length Units: Choose the equivalent measure among millimeters, centimeters, meters, and kilometers by applying powers-of-ten relationships. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM - ETS PP-MSK.14; CCSS-M 4.MD.A.1-2, 5.MD.A.1; SMP.1, SMP.7 - Convert Metric Length Units: Choose the equivalent measure among millimeters, centimeters, meters, and kilometers by applying powers-of-ten relationships. Corresponding curriculum standards: ETS PP-MSK.14; CCSS-M 4.MD.A.1-2, 5.MD.A.1; SMP.1, SMP.7.
Convert Customary Capacity Units: Select the equivalent capacity among cups, pints, quarts, and gallons and preserve the direction of the conversion. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.14; CCSS-M 4.MD.A.1-2, 5.MD.A.1; SMP.1, SMP.6 - Convert Customary Capacity Units: Select the equivalent capacity among cups, pints, quarts, and gallons and preserve the direction of the conversion. Corresponding curriculum standards: ETS PP-MSK.14; CCSS-M 4.MD.A.1-2, 5.MD.A.1; SMP.1, SMP.6.
Convert Metric Capacity Units: Choose the equivalent capacity among milliliters and liters using place-value and scale reasoning. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM; ETS PP-MSK.14; CCSS-M 4.MD.A.1-2, 5.MD.A.1; SMP.1, SMP.7 - Convert Metric Capacity Units: Choose the equivalent capacity among milliliters and liters using place-value and scale reasoning. Corresponding curriculum standards: ETS PP-MSK.14; CCSS-M 4.MD.A.1-2, 5.MD.A.1; SMP.1, SMP.7.
Convert Customary Weight Units: Select the equivalent weight among ounces, pounds, and tons and determine whether multiplication or division is required. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.14; CCSS-M 4.MD.A.1-2, 5.MD.A.1; SMP.1, SMP.6 - Convert Customary Weight Units: Select the equivalent weight among ounces, pounds, and tons and determine whether multiplication or division is required. Corresponding curriculum standards: ETS PP-MSK.14; CCSS-M 4.MD.A.1-2, 5.MD.A.1; SMP.1, SMP.6.
Convert Metric Mass Units: Choose the equivalent mass among milligrams, grams, and kilograms using powers-of-ten relationships. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.14; CCSS-M 4.MD.A.1-2, 5.MD.A.1; SMP.1, SMP.7 - Convert Metric Mass Units: Choose the equivalent mass among milligrams, grams, and kilograms using powers-of-ten relationships. Corresponding curriculum standards: ETS PP-MSK.14; CCSS-M 4.MD.A.1-2, 5.MD.A.1; SMP.1, SMP.7.
Convert Time Units: Select the equivalent duration among seconds, minutes, hours, days, weeks, or fractions of an hour. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM; ETS PP-MSK.13-14; CCSS-M 3.MD.A.1, 4.MD.A.1-2; SMP.1, SMP.6 - Convert Time Units: Select the equivalent duration among seconds, minutes, hours, days, weeks, or fractions of an hour. Corresponding curriculum standards: ETS PP-MSK.13-14; CCSS-M 3.MD.A.1, 4.MD.A.1-2; SMP.1, SMP.6.
Read and Compare Temperatures: Choose the correct temperature from a scale or identify a difference, increase, decrease, or reasonable interpretation in Fahrenheit or Celsius. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MSK.10, PP-MSK.14; CCSS-M 4.MD.A.2; SMP.2, SMP.5, SMP.6 — Read and Compare Temperatures: Choose the correct temperature from a scale or identify a difference, increase, decrease, or reasonable interpretation in Fahrenheit or Celsius. Corresponding curriculum standards: ETS PP-MSK.10, PP-MSK.14; CCSS-M 4.MD.A.2; SMP.2, SMP.5, SMP.6.
Use Conversion Factors and Dimensional Reasoning: Select the conversion setup in which units cancel or scale correctly and the numerical result retains the intended measurement. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.10, PP-MSK.14; CCSS-M 6.RP.A.3d; SMP.1, SMP.2, SMP.6 - Use Conversion Factors and Dimensional Reasoning: Select the conversion setup in which units cancel or scale correctly and the numerical result retains the intended measurement. Corresponding curriculum standards: ETS PP-MSK.10, PP-MSK.14; CCSS-M 6.RP.A.3d; SMP.1, SMP.2, SMP.6.
Calculate Perimeter: Choose the perimeter of a basic or composite polygon by adding all boundary lengths and accounting for missing or repeated sides. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM; ETS PP-MSK.16; CCSS-M 3.MD.D.8, 4.MD.A.3; SMP.1, SMP.4, SMP.6 - Calculate Perimeter: Choose the perimeter of a basic or composite polygon by adding all boundary lengths and accounting for missing or repeated sides. Corresponding curriculum standards: ETS PP-MSK.16; CCSS-M 3.MD.D.8, 4.MD.A.3; SMP.1, SMP.4, SMP.6.
Calculate Area: Select the area of a rectangle, triangle, or decomposable figure using an appropriate formula, unit square model, or partitioning strategy. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MSK.16; CCSS-M 3.MD.C.7, 4.MD.A.3, 6.G.A.1; SMP.1, SMP.4, SMP.5.
Calculate Volume: Choose the volume of a right rectangular prism or simple composite solid using unit cubes or the product of dimensions. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM; ETS PP-MSK.16; CCSS-M 5.MD.C.3-5; SMP.1, SMP.4, SMP.6 - Calculate Volume.
G. Geometry and Coordinate Graphing — PPM.109-PPM.120 | Primary ETS crosswalk: PP-MSK.15-17. Properties of basic two- and three-dimensional figures, angle and line relationships, symmetry, and coordinate representation.
Identify and Classify Two-Dimensional Shapes: Select the name or property set that correctly classifies a circle, triangle, quadrilateral, or other basic polygon. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.15; CCSS-M 2.G.A.1, 3.G.A.1; SMP.2, SMP.6 - Identify and Classify Two-Dimensional Shapes: Select the name or property set that correctly classifies a circle, triangle, quadrilateral, or other basic polygon. Corresponding curriculum standards: ETS PP-MSK.15; CCSS-M 2.G.A.1, 3.G.A.1; SMP.2, SMP.6.
Classify Triangles: Choose the classification of a triangle by side lengths, angle measures, or both, including right, acute, obtuse, isosceles, equilateral, and scalene. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.15; CCSS-M 4.G.A.2; SMP.2, SMP.6 - Classify Triangles: Choose the classification of a triangle by side lengths, angle measures, or both, including right, acute, obtuse, isosceles, equilateral, and scalene. Corresponding curriculum standards: ETS PP-MSK.15; CCSS-M 4.G.A.2; SMP.2, SMP.6.
Classify Quadrilaterals and Polygons: Select the most specific valid name for a figure by using side, angle, parallel-line, and symmetry properties. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.15; CCSS-M 3.G.A.1, 4.G.A.2; SMP.2, SMP.3, SMP.6 - Classify Quadrilaterals and Polygons: Select the most specific valid name for a figure by using side, angle, parallel-line, and symmetry properties. Corresponding curriculum standards: ETS PP-MSK.15; CCSS-M 3.G.A.1, 4.G.A.2; SMP.2, SMP.3, SMP.6.
Identify Three-Dimensional Solids: Choose the solid or property description that matches a prism, pyramid, cylinder, cone, sphere, or cube. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.15; CCSS-M K.G.A-B, 1.G.A.1; SMP.2, SMP.6 - Identify Three-Dimensional Solids: Choose the solid or property description that matches a prism, pyramid, cylinder, cone, sphere, or cube. Corresponding curriculum standards: ETS PP-MSK.15; CCSS-M K.G.A-B, 1.G.A.1; SMP.2, SMP.6.
Recognize Points, Lines, Segments, Rays, and Line Relationships: Select the notation or diagram that correctly represents a point, line, segment, ray, intersection, parallel lines, or perpendicular lines. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM; ETS PP-MSK.15; CCSS-M 4.G.A.1; SMP.2, SMP.5, SMP.6.
Classify and Compare Angles: Choose whether an angle is acute, right, obtuse, straight, or reflex and compare angle sizes from diagrams or measures. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.15; CCSS-M 4.MD.C.5-7, 4.G.A.1; SMP.2, SMP.5 - Classify and Compare Angles: Choose whether an angle is acute, right, obtuse, straight, or reflex and compare angle sizes from diagrams or measures. Corresponding curriculum standards: ETS PP-MSK.15; CCSS-M 4.MD.C.5-7, 4.G.A.1; SMP.2, SMP.5.
Identify Lines of Symmetry: Select the line or number of lines that divides a figure into matching reflected halves. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.15; CCSS-M 4.G.A.3; SMP.2, SMP.5, SMP.7 - Identify Lines of Symmetry: Select the line or number of lines that divides a figure into matching reflected halves. Corresponding curriculum standards: ETS PP-MSK.15; CCSS-M 4.G.A.3; SMP.2, SMP.5, SMP.7.
Identify Coordinate-Plane Features: Choose the x-axis, y-axis, origin, quadrant, or direction needed to describe a location on an xy-coordinate plane. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.17; CCSS-M 5.G.A.1; SMP.2, SMP.5, SMP.6 - Identify Coordinate-Plane Features: Choose the x-axis, y-axis, origin, quadrant, or direction needed to describe a location on an xy-coordinate plane. Corresponding curriculum standards: ETS PP-MSK.17; CCSS-M 5.G.A.1; SMP.2, SMP.5, SMP.6.
Plot Ordered Pairs: Select the correctly plotted point after moving along the x-coordinate and then the y-coordinate from the origin. Corresponding curriculum standards: ETS PP-MSK.17; CCSS-M 5.G.A.1-2; SMP.1, SMP.5, SMP.6. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.17; CCSS-M 5.G.A.1-2; SMP.1, SMP.5, SMP.6 - Plot Ordered Pairs: Select the correctly plotted point after moving along the x-coordinate and then the y-coordinate from the origin. Corresponding curriculum standards: ETS PP-MSK.17; CCSS-M 5.G.A.1-2; SMP.1, SMP.5, SMP.6.
Read Coordinates from a Graph: Choose the ordered pair that identifies a plotted point and avoid reversing the horizontal and vertical coordinates. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.17; CCSS-M 5.G.A.1-2; SMP.2, SMP.5, SMP.6 - Read Coordinates from a Graph: Choose the ordered pair that identifies a plotted point and avoid reversing the horizontal and vertical coordinates. Corresponding curriculum standards: ETS PP-MSK.17; CCSS-M 5.G.A.1-2; SMP.2, SMP.5, SMP.6.
Graph Data on a Coordinate Plane: Select the correctly plotted set of ordered pairs or the graph that accurately represents paired numerical data. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM - ETS PP-MSK.17, PP-MSK.20; CCSS-M 5.G.A.2, 6.RP.A.3a; SMP.2, SMP.4, SMP.5.
Solve Basic Coordinate and Spatial Problems: Choose a distance, location, movement, or relationship that follows from a simple grid, map, or coordinate-plane situation. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.10, PP-MSK.17; CCSS-M 5.G.A.1-2, 6.NS.C.6; SMP.1, SMP.4, SMP.5 - Solve Basic Coordinate and Spatial Problems: Choose a distance, location, movement, or relationship that follows from a simple grid, map, or coordinate-plane situation. Corresponding curriculum standards: ETS PP-MSK.10, PP-MSK.17; CCSS-M 5.G.A.1-2, 6.NS.C.6; SMP.1, SMP.4, SMP.5.
H. Tables, Charts, Graphs, and Statistical Summaries — PPM.121-PPM.130 | Primary ETS crosswalk: PP-MSK.18-21. Reading, creating, and evaluating basic data displays and computing or interpreting mean, median, mode, and range.
Interpret Tables and Frequency Tables: Select the value, comparison, total, or conclusion supported by row labels, column labels, entries, and units in a table. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.18; CCSS-M 3.MD.B.3, 5.MD.B.2; SMP.2, SMP.5, SMP.6 - Interpret Tables and Frequency Tables: Select the value, comparison, total, or conclusion supported by row labels, column labels, entries, and units in a table. Corresponding curriculum standards: ETS PP-MSK.18; CCSS-M 3.MD.B.3, 5.MD.B.2; SMP.2, SMP.5, SMP.6.
Interpret Pictographs and Bar Graphs: Choose the conclusion supported by the key, category labels, bar heights, scale intervals, and units in a pictograph or bar graph. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.18; CCSS-M 3.MD.B.3; SMP.2, SMP.5, SMP.6 - Interpret Pictographs and Bar Graphs: Choose the conclusion supported by the key, category labels, bar heights, scale intervals, and units in a pictograph or bar graph. Corresponding curriculum standards: ETS PP-MSK.18; CCSS-M 3.MD.B.3; SMP.2, SMP.5, SMP.6.
Interpret Line Plots and Histograms: Select the count, cluster, gap, frequency, or comparison supported by values and intervals in a line plot or basic histogram. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.18; CCSS-M 4.MD.B.4, 6.SP.B.4; SMP.2, SMP.5 - Interpret Line Plots and Histograms: Select the count, cluster, gap, frequency, or comparison supported by values and intervals in a line plot or basic histogram. Corresponding curriculum standards: ETS PP-MSK.18; CCSS-M 4.MD.B.4, 6.SP.B.4; SMP.2, SMP.5.
Interpret Line Graphs and Trends over Time: Choose the accurate statement about increase, decrease, stability, fluctuation, rate direction, or turning point shown over time. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MSK.18-19; CCSS-M 5.G.A.2, 6.SP.B.5; SMP.2, SMP.4, SMP.5 - Interpret Line Graphs and Trends over Time: Choose the accurate statement about increase, decrease, stability, fluctuation, rate direction, or turning point shown over time. Corresponding curriculum standards: ETS PP-MSK.18-19; CCSS-M 5.G.A.2, 6.SP.B.5; SMP.2, SMP.4, SMP.5.
Interpret Circle Graphs and Part-to-Whole Displays: Select the fraction, percent, category comparison, or quantity represented by a sector or other part-to-whole data display. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM - ETS PP-MSK.18; CCSS-M 6.RP.A.3c, 6.SP.B.4-5; SMP.2, SMP.5.
Choose or Create an Appropriate Data Display: Select the table, chart, or graph that accurately represents a stated data set and is appropriate for the type of comparison or trend. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.20; CCSS-M 3.MD.B.3, 6.SP.B.4; SMP.4, SMP.5, SMP.6 - Choose or Create an Appropriate Data Display: Select the table, chart, or graph that accurately represents a stated data set and is appropriate for the type of comparison or trend. Corresponding curriculum standards: ETS PP-MSK.20; CCSS-M 3.MD.B.3, 6.SP.B.4; SMP.4, SMP.5, SMP.6.
Read Scales, Keys, Labels, and Units: Choose the correct value or identify a flawed interpretation by attending to titles, axes, categories, intervals, legends, and measurement units. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.18-20; CCSS-M 3.MD.B.3, 6.SP.B.4; SMP.5, SMP.6 - Read Scales, Keys, Labels, and Units: Choose the correct value or identify a flawed interpretation by attending to titles, axes, categories, intervals, legends, and measurement units. Corresponding curriculum standards: ETS PP-MSK.18-20; CCSS-M 3.MD.B.3, 6.SP.B.4; SMP.5, SMP.6.
Compute and Interpret the Mean: Select the arithmetic mean or the interpretation of equal redistribution for a small numerical data set. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MSK.21; CCSS-M 6.SP.A.3, 6.SP.B.5c; SMP.1, SMP.2, SMP.6.
Compute and Interpret the Median and Mode: Choose the median after ordering data, identify the most frequent value as the mode, and distinguish both from the mean. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.21; CCSS-M 6.SP.A.3, 6.SP.B.5c; SMP.1, SMP.2, SMP.6 - Compute and Interpret the Median and Mode: Choose the median after ordering data, identify the most frequent value as the mode, and distinguish both from the mean. Corresponding curriculum standards: ETS PP-MSK.21; CCSS-M 6.SP.A.3, 6.SP.B.5c; SMP.1, SMP.2, SMP.6.
Compare Data Sets and Select a Representative Summary: Choose the comparison or measure of center that best describes a small data set while considering spread, repeated values, and unusual values. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MSK.18, PP-MSK.21; CCSS-M 6.SP.A.2-3, 6.SP.B.5; SMP.2, SMP.3, SMP.6 - Compare Data Sets and Select a Representative Summary: Choose the comparison or measure of center that best describes a small data set while considering spread, repeated values, and unusual values. Corresponding curriculum standards: ETS PP-MSK.18, PP-MSK.21; CCSS-M 6.SP.A.2-3, 6.SP.B.5; SMP.2, SMP.3, SMP.6.
I. Supporting Whole-Number, Fraction, Decimal, and Percent Instruction — PPM.131-PPM.148 | Primary ETS crosswalk: PP-MCA.1. Classroom-application decisions for representations, student errors, prompts, and independent reasoning in number and operation work.
Select a Place-Value Representation: Choose the base-ten blocks, place-value chart, expanded form, number line, or verbal prompt that best supports the teacher's stated whole-number objective. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1; CCSS-M 2.NBT.A, 4.NBT.A; SMP.2, SMP.5; NCTM PSSM: Representation - Select a Place-Value Representation: Choose the base-ten blocks, place-value chart, expanded form, number line, or verbal prompt that best supports the teacher's stated whole-number objective. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 2.NBT.A, 4.NBT.A; SMP.2, SMP.5; NCTM PSSM: Representation.
Diagnose a Place-Value Misconception: Select the explanation that most accurately identifies why a student misreads, miswrites, compares, or rounds a multidigit or decimal number. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1; CCSS-M 4.NBT.A, 5.NBT.A; SMP.3, SMP.6; NCTM PSSM: Reasoning and Proof - Diagnose a Place-Value Misconception: Select the explanation that most accurately identifies why a student misreads, miswrites, compares, or rounds a multidigit or decimal number. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 4.NBT.A, 5.NBT.A; SMP.3, SMP.6; NCTM PSSM: Reasoning and Proof.
Choose a Prompt for Addition or Subtraction: Select the least intrusive question or representation that helps a student align place values, regroup, and continue the intended strategy. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM - ETS PP-MCA.1; CCSS-M 3.NBT.A.2, 4.NBT.B.4; SMP.1, SMP.6; NCTM PSSM: Communication.
Compare Valid Whole-Number Strategies: Choose the statement that correctly explains how two student methods, such as partial sums and a standard algorithm, represent the same operation. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1; CCSS-M 3.NBT.A.2, 4.NBT.B.4; SMP.3, SMP.7; NCTM PSSM: Connections - Compare Valid Whole-Number Strategies: Choose the statement that correctly explains how two student methods, such as partial sums and a standard algorithm, represent the same operation. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 3.NBT.A.2, 4.NBT.B.4; SMP.3, SMP.7; NCTM PSSM: Connections.
Identify a Regrouping Error: Select the step in student work where a place-value exchange was omitted or applied incorrectly and choose an appropriate follow-up prompt. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1; CCSS-M 3.NBT.A.2, 4.NBT.B.4; SMP.3, SMP.6; NCTM PSSM: Reasoning and Proof - Identify a Regrouping Error: Select the step in student work where a place-value exchange was omitted or applied incorrectly and choose an appropriate follow-up prompt. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 3.NBT.A.2, 4.NBT.B.4; SMP.3, SMP.6; NCTM PSSM: Reasoning and Proof.
Select a Multiplication Model: Choose the equal-groups, array, area, number-line, or repeated-addition model that best matches the multiplication meaning in the teacher's lesson. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1; CCSS-M 3.OA.A-B, 4.NBT.B.5; SMP.2, SMP.4, SMP.5; NCTM PSSM: Representation - Select a Multiplication Model: Choose the equal-groups, array, area, number-line, or repeated-addition model that best matches the multiplication meaning in the teacher's lesson. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 3.OA.A-B, 4.NBT.B.5; SMP.2, SMP.4, SMP.5; NCTM PSSM: Representation.
Select a Division Model and Interpret a Remainder: Choose the sharing, grouping, repeated-subtraction, or array model that clarifies division and the contextual meaning of any remainder. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1; CCSS-M 3.OA.A-B, 4.OA.A.3; SMP.2, SMP.4; NCTM PSSM: Connections - Select a Division Model and Interpret a Remainder: Choose the sharing, grouping, repeated-subtraction, or array model that clarifies division and the contextual meaning of any remainder. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 3.OA.A-B, 4.OA.A.3; SMP.2, SMP.4; NCTM PSSM: Connections.
Support Fact Fluency without Supplying the Answer: Select a strategy prompt that uses known facts, properties, or related operations while requiring the student to complete the computation. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MCA.1; CCSS-M 3.OA.B-C; SMP.1, SMP.7, SMP.8; NCTM PSSM: Problem Solving — Support Fact Fluency without Supplying the Answer: Select a strategy prompt that uses known facts, properties, or related operations while requiring the student to complete the computation. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 3.OA.B-C; SMP.1, SMP.7, SMP.8; NCTM PSSM: Problem Solving.
Select a Fraction Representation: Choose the area, set, length, number-line, or symbolic model that accurately represents the fraction concept named in the teacher's objective. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 3.NF.A, 4.NF.A-B; SMP.2, SMP.5; NCTM PSSM: Representation. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1; CCSS-M 3.NF.A, 4.NF.A-B; SMP.2, SMP.5; NCTM PSSM: Representation - Select a Fraction Representation: Choose the area, set, length, number-line, or symbolic model that accurately represents the fraction concept named in the teacher's objective. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 3.NF.A, 4.NF.A-B; SMP.2, SMP.5; NCTM PSSM: Representation.
Diagnose a Fraction-Size Misconception: Select the explanation that addresses a student's belief that a larger denominator always means a larger fraction or that unlike wholes can be compared directly. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1; CCSS-M 3.NF.A.3, 4.NF.A.2; SMP.3, SMP.6; NCTM PSSM: Reasoning and Proof - Diagnose a Fraction-Size Misconception: Select the explanation that addresses a student's belief that a larger denominator always means a larger fraction or that unlike wholes can be compared directly. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 3.NF.A.3, 4.NF.A.2; SMP.3, SMP.6; NCTM PSSM: Reasoning and Proof.
Support Equivalent-Fraction Reasoning: Choose the prompt or model that helps a student see why multiplying or dividing both fraction terms by the same number preserves value. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM; ETS PP-MCA.1; CCSS-M 3.NF.A.3, 4.NF.A.1; SMP.3, SMP.7; NCTM PSSM: Connections - Support Equivalent-Fraction Reasoning: Choose the prompt or model that helps a student see why multiplying or dividing both fraction terms by the same number preserves value. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 3.NF.A.3, 4.NF.A.1; SMP.3, SMP.7; NCTM PSSM: Connections.
Diagnose a Numerator-Denominator Error: Select the interpretation that identifies whether a student has confused the number of selected parts, the size of each part, or the number of equal parts in the whole. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1; CCSS-M 3.NF.A.1; SMP.2, SMP.3, SMP.6; NCTM PSSM: Communication - Diagnose a Numerator-Denominator Error: Select the interpretation that identifies whether a student has confused the number of selected parts, the size of each part, or the number of equal parts in the whole. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 3.NF.A.1; SMP.2, SMP.3, SMP.6; NCTM PSSM: Communication.
Choose Support for Unlike-Denominator Operations: Select the model, benchmark, or question that guides a student to create equivalent fractions before adding or subtracting. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MCA.1; CCSS-M 5.NF.A.1-2; SMP.1, SMP.5, SMP.7; NCTM PSSM: Representation - Choose Support for Unlike-Denominator Operations: Select the model, benchmark, or question that guides a student to create equivalent fractions before adding or subtracting. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 5.NF.A.1-2; SMP.1, SMP.5, SMP.7; NCTM PSSM: Representation.
Select a Decimal Place-Value Model: Choose the grid, money model, base-ten representation, place-value chart, or number line that best connects decimals to fractions and powers of ten. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1; CCSS-M 4.NF.C.6-7, 5.NBT.A; SMP.2, SMP.5; NCTM PSSM: Representation - Select a Decimal Place-Value Model: Choose the grid, money model, base-ten representation, place-value chart, or number line that best connects decimals to fractions and powers of ten. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 4.NF.C.6-7, 5.NBT.A; SMP.2, SMP.5; NCTM PSSM: Representation.
Diagnose a Decimal Comparison Error: Select the explanation and prompt that address errors such as treating more digits as a larger value or ignoring place-value alignment. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1; CCSS-M 4.NF.C.7, 5.NBT.A.3; SMP.3, SMP.6; NCTM PSSM: Reasoning and Proof - Diagnose a Decimal Comparison Error: Select the explanation and prompt that address errors such as treating more digits as a larger value or ignoring place-value alignment. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 4.NF.C.7, 5.NBT.A.3; SMP.3, SMP.6; NCTM PSSM: Reasoning and Proof.
Connect Fractions, Decimals, and Percents: Choose the representation sequence or question that helps a student recognize equivalent forms of the same quantity without memorizing disconnected rules. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1; CCSS-M 6.RP.A.3c, 7.NS.A.2d; SMP.2, SMP.7; NCTM PSSM: Connections - Connect Fractions, Decimals, and Percents: Choose the representation sequence or question that helps a student recognize equivalent forms of the same quantity without memorizing disconnected rules. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 6.RP.A.3c, 7.NS.A.2d; SMP.2, SMP.7; NCTM PSSM: Connections.
Scaffold a Percent Problem: Select the double number line, hundred grid, proportion, equation, or benchmark prompt that supports the stated percent objective while leaving the key calculation to the student. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1; CCSS-M 6.RP.A.3c, 7.RP.A.3; SMP.1, SMP.4, SMP.5; NCTM PSSM: Problem Solving - Scaffold a Percent Problem: Select the double number line, hundred grid, proportion, equation, or benchmark prompt that supports the stated percent objective while leaving the key calculation to the student. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 6.RP.A.3c, 7.RP.A.3; SMP.1, SMP.4, SMP.5; NCTM PSSM: Problem Solving.
Evaluate Student Number-and-Operations Work: Choose the assessment statement and next prompt that accurately distinguish a conceptual error, procedural slip, and correct but inefficient strategy. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1; CCSS-M 3.OA, 4.NF, 5.NBT; SMP.1, SMP.3, SMP.6; NCTM PSSM: Communication - Evaluate Student Number-and-Operations Work: Choose the assessment statement and next prompt that accurately distinguish a conceptual error, procedural slip, and correct but inefficient strategy. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 3.OA, 4.NF, 5.NBT; SMP.1, SMP.3, SMP.6; NCTM PSSM: Communication.
J. Supporting Algebraic Reasoning, Patterns, and Problem Solving — PPM.149-PPM.166 | Primary ETS crosswalk: PP-MCA.1. Classroom support for translating situations, preserving equality, solving one-step equations, recognizing patterns, estimating, and planning problems.
Help a Student Identify the Operation in a Story Problem: Choose the question that focuses attention on how quantities are related rather than relying on a single keyword. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1; CCSS-M 3.OA.D.8, 4.OA.A.3; SMP.1, SMP.2; NCTM PSSM: Problem Solving - Help a Student Identify the Operation in a Story Problem: Choose the question that focuses attention on how quantities are related rather than relying on a single keyword. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 3.OA.D.8, 4.OA.A.3; SMP.1, SMP.2; NCTM PSSM: Problem Solving.
Help a Student Identify the Unknown: Select the prompt that clarifies what quantity is missing, what is known, and what unit the answer should use. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM; ETS PP-MCA.1; CCSS-M 6.EE.B.6; SMP.1, SMP.4, SMP.6; NCTM PSSM: Communication - Help a Student Identify the Unknown: Select the prompt that clarifies what quantity is missing, what is known, and what unit the answer should use. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 6.EE.B.6; SMP.1, SMP.4, SMP.6; NCTM PSSM: Communication.
Select a Bar Diagram or Tape Model: Choose the diagram that accurately represents the parts, whole, comparison, or equal groups in a stated problem. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1; CCSS-M 3.OA, 6.RP.A; SMP.2, SMP.4, SMP.5; NCTM PSSM: Representation - Select a Bar Diagram or Tape Model: Choose the diagram that accurately represents the parts, whole, comparison, or equal groups in a stated problem. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 3.OA, 6.RP.A; SMP.2, SMP.4, SMP.5; NCTM PSSM: Representation.
Distinguish Expressions from Equations in Student Work: Select the explanation that clarifies whether a statement names a quantity or asserts equality between two quantities. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1; CCSS-M 6.EE.A-B; SMP.2, SMP.6; NCTM PSSM: Communication - Distinguish Expressions from Equations in Student Work: Select the explanation that clarifies whether a statement names a quantity or asserts equality between two quantities. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 6.EE.A-B; SMP.2, SMP.6; NCTM PSSM: Communication.
Use a Balance Model for Equality: Choose the balance, tile, or equivalent-operation representation that preserves equality while isolating an unknown. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM - ETS PP-MCA.1; CCSS-M 6.EE.B.5-7; SMP.2, SMP.5, SMP.7; NCTM PSSM: Representation.
Diagnose an Inverse-Operation Error: Select the step where a student applies an operation to only one side or uses a non-inverse operation and choose a prompt that restores balance. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MCA.1; CCSS-M 6.EE.B.5-7; SMP.3, SMP.6; NCTM PSSM: Reasoning and Proof.
Prompt a Student through a One-Step Equation: Choose the least intrusive question that helps the student identify and apply the inverse operation without giving the solution. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MCA.1; CCSS-M 6.EE.B.7; SMP.1, SMP.6; NCTM PSSM: Problem Solving.
Use Substitution to Check a Solution: Select the prompt or worked check that helps a student test a proposed value in the original equation and interpret the result. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MCA.1; CCSS-M 6.EE.B.5; SMP.3, SMP.6; NCTM PSSM: Reasoning and Proof.
Support Order-of-Operations Reasoning: Choose the annotation, grouping prompt, or first-step question that directs attention to structure without completing the entire expression. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1; CCSS-M 5.OA.A.1, 6.EE.A.1; SMP.1, SMP.7; NCTM PSSM: Connections - Support Order-of-Operations Reasoning: Choose the annotation, grouping prompt, or first-step question that directs attention to structure without completing the entire expression. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 5.OA.A.1, 6.EE.A.1; SMP.1, SMP.7; NCTM PSSM: Connections.
Diagnose an Order-of-Operations Misconception: Select the explanation that identifies whether a student worked strictly left to right, ignored grouping, or mishandled an exponent. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1; CCSS-M 5.OA.A.1, 6.EE.A.1; SMP.3, SMP.6; NCTM PSSM: Reasoning and Proof - Diagnose an Order-of-Operations Misconception: Select the explanation that identifies whether a student worked strictly left to right, ignored grouping, or mishandled an exponent. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 5.OA.A.1, 6.EE.A.1; SMP.3, SMP.6; NCTM PSSM: Reasoning and Proof.
Support Extension of a Number Pattern: Choose the question that helps a student determine the repeated change or multiplicative relationship and use it to find later terms. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1; CCSS-M 4.OA.C.5; SMP.7, SMP.8; NCTM PSSM: Problem Solving - Support Extension of a Number Pattern: Choose the question that helps a student determine the repeated change or multiplicative relationship and use it to find later terms. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 4.OA.C.5; SMP.7, SMP.8; NCTM PSSM: Problem Solving.
Interpret a Student's Pattern Rule: Select the rule the student is actually using, including a rule that produces the shown terms but may not generalize correctly. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1; CCSS-M 4.OA.C.5, 5.OA.B.3; SMP.3, SMP.7; NCTM PSSM: Reasoning and Proof - Interpret a Student's Pattern Rule: Select the rule the student is actually using, including a rule that produces the shown terms but may not generalize correctly. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 4.OA.C.5, 5.OA.B.3; SMP.3, SMP.7; NCTM PSSM: Reasoning and Proof.
Connect a Pattern across Representations: Choose the table, sequence, verbal rule, graph, or expression that matches the same pattern and makes its structure visible. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MCA.1; CCSS-M 5.OA.B.3; SMP.2, SMP.4, SMP.5; NCTM PSSM: Connections - Connect a Pattern across Representations: Choose the table, sequence, verbal rule, graph, or expression that matches the same pattern and makes its structure visible. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 5.OA.B.3; SMP.2, SMP.4, SMP.5; NCTM PSSM: Connections.
Prompt Estimation before Exact Calculation: Select the question that establishes a useful benchmark or approximate range before a student computes an exact answer. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1; CCSS-M 4.OA.A.3; SMP.1, SMP.6; NCTM PSSM: Problem Solving - Prompt Estimation before Exact Calculation: Select the question that establishes a useful benchmark or approximate range before a student computes an exact answer. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 4.OA.A.3; SMP.1, SMP.6; NCTM PSSM: Problem Solving.
Use Estimation to Detect an Error: Choose the estimate or magnitude check that most clearly shows why a student's exact result is unreasonable. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1; CCSS-M 4.OA.A.3, 5.NBT.B; SMP.3, SMP.6; NCTM PSSM: Reasoning and Proof - Use Estimation to Detect an Error: Choose the estimate or magnitude check that most clearly shows why a student's exact result is unreasonable. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 4.OA.A.3, 5.NBT.B; SMP.3, SMP.6; NCTM PSSM: Reasoning and Proof.
Support Planning for a Multistep Problem: Select the organizer, question sequence, or intermediate goal that helps a student plan without reducing the task to answer telling. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM; ETS PP-MCA.1; CCSS-M 4.OA.A.3, 5.NF.A.2; SMP.1, SMP.4; NCTM PSSM: Problem Solving.
Compare Student Solution Strategies: Choose the comparison that accurately describes the validity, efficiency, and generalizability of two different approaches to the same problem. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1; CCSS-M 3.OA, 6.EE; SMP.3, SMP.7; NCTM PSSM: Communication - Compare Student Solution Strategies: Choose the comparison that accurately describes the validity, efficiency, and generalizability of two different approaches to the same problem. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M 3.OA, 6.EE; SMP.3, SMP.7; NCTM PSSM: Communication.
Choose the Least Intrusive Mathematical Scaffold: Select the prompt, representation, or partial support that advances the teacher's objective while preserving the student's responsibility for reasoning and calculation. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1; CCSS-M SMP.1-8; NCTM PSSM: Problem Solving, Communication, Representation - Choose the Least Intrusive Mathematical Scaffold: Select the prompt, representation, or partial support that advances the teacher's objective while preserving the student's responsibility for reasoning and calculation. Corresponding curriculum standards: ETS PP-MCA.1; CCSS-M SMP.1-8; NCTM PSSM: Problem Solving, Communication, Representation.
K. Supporting Measurement, Geometry, Coordinate, and Data Instruction — PPM.167-PPM.184 | Primary ETS crosswalk: PP-MCA.2-3. Classroom decisions about tools, units, formulas, geometric properties, coordinate conventions, graph selection, scales, and data summaries.
Select an Appropriate Measuring Tool and Unit: Choose the tool and unit that best match the teacher's objective, the object being measured, and the needed precision. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.2; CCSS-M 2.MD.A.1-3, 4.MD.A.1; SMP.5, SMP.6; NCTM PSSM: Representation - Select an Appropriate Measuring Tool and Unit: Choose the tool and unit that best match the teacher's objective, the object being measured, and the needed precision. Corresponding curriculum standards: ETS PP-MCA.2; CCSS-M 2.MD.A.1-3, 4.MD.A.1; SMP.5, SMP.6; NCTM PSSM: Representation.
Diagnose a Ruler or Scale-Reading Error: Select the explanation that identifies errors involving the zero point, endpoint, interval size, unit, or alignment of a measuring tool. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.2; CCSS-M 2.MD.A.1-4, 4.MD.A.2; SMP.3, SMP.5, SMP.6; NCTM PSSM: Reasoning and Proof - Diagnose a Ruler or Scale-Reading Error: Select the explanation that identifies errors involving the zero point, endpoint, interval size, unit, or alignment of a measuring tool. Corresponding curriculum standards: ETS PP-MCA.2; CCSS-M 2.MD.A.1-4, 4.MD.A.2; SMP.3, SMP.5, SMP.6; NCTM PSSM: Reasoning and Proof.
Support Same-System Unit Conversion: Choose the conversion table, benchmark, diagram, or question that helps a student determine whether to multiply or divide by the unit relationship. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.2; CCSS-M 4.MD.A.1-2, 5.MD.A.1; SMP.1, SMP.5, SMP.7; NCTM PSSM: Connections - Support Same-System Unit Conversion: Choose the conversion table, benchmark, diagram, or question that helps a student determine whether to multiply or divide by the unit relationship. Corresponding curriculum standards: ETS PP-MCA.2; CCSS-M 4.MD.A.1-2, 5.MD.A.1; SMP.1, SMP.5, SMP.7; NCTM PSSM: Connections.
Distinguish Perimeter from Area: Select the representation or prompt that clarifies boundary length versus covered surface and identifies the correct unit type. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MCA.2; CCSS-M 3.MD.C-D, 4.MD.A.3; SMP.2, SMP.5, SMP.6; NCTM PSSM: Representation — Distinguish Perimeter from Area: Select the representation or prompt that clarifies boundary length versus covered surface and identifies the correct unit type. Corresponding curriculum standards: ETS PP-MCA.2; CCSS-M 3.MD.C-D, 4.MD.A.3; SMP.2, SMP.5, SMP.6; NCTM PSSM: Representation.
Diagnose an Area-Formula Error: Choose the explanation that identifies a missing dimension, incorrect unit, inappropriate formula, or confusion between addition and multiplication. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.2; CCSS-M 3.MD.C.7, 4.MD.A.3; SMP.3, SMP.6; NCTM PSSM: Reasoning and Proof - Diagnose an Area-Formula Error: Choose the explanation that identifies a missing dimension, incorrect unit, inappropriate formula, or confusion between addition and multiplication. Corresponding curriculum standards: ETS PP-MCA.2; CCSS-M 3.MD.C.7, 4.MD.A.3; SMP.3, SMP.6; NCTM PSSM: Reasoning and Proof.
Select a Volume Model: Choose the unit-cube, layer, array, or dimension model that best supports understanding volume as the number of cubic units filling a prism. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MCA.2; CCSS-M 5.MD.C.3-5; SMP.2, SMP.5; NCTM PSSM: Representation.
Support Shape Classification by Properties: Select the question or sorting rule that helps a student classify a figure from defining properties rather than appearance or orientation. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MCA.2; CCSS-M 3.G.A.1, 4.G.A.2; SMP.3, SMP.6, SMP.7; NCTM PSSM: Reasoning and Proof - Support Shape Classification by Properties: Select the question or sorting rule that helps a student classify a figure from defining properties rather than appearance or orientation. Corresponding curriculum standards: ETS PP-MCA.2; CCSS-M 3.G.A.1, 4.G.A.2; SMP.3, SMP.6, SMP.7; NCTM PSSM: Reasoning and Proof.
Address a Triangle or Quadrilateral Misconception: Choose the example, nonexample, or prompt that corrects an overgeneralization such as excluding a rotated figure or treating categories as unrelated. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM; ETS PP-MCA.2; CCSS-M 3.G.A.1, 4.G.A.2; SMP.3, SMP.7; NCTM PSSM: Connections.
Select an Angle Representation or Measurement Prompt: Choose the ray, turn, benchmark, protractor, or comparison model that supports the stated angle objective without changing the angle's size through arm length. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.2; CCSS-M 4.MD.C.5-7, 4.G.A.1; SMP.2, SMP.5; NCTM PSSM: Representation - Select an Angle Representation or Measurement Prompt: Choose the ray, turn, benchmark, protractor, or comparison model that supports the stated angle objective without changing the angle's size through arm length. Corresponding curriculum standards: ETS PP-MCA.2; CCSS-M 4.MD.C.5-7, 4.G.A.1; SMP.2, SMP.5; NCTM PSSM: Representation.
Support Symmetry and Spatial Visualization: Select the fold, reflection, rotation, or mental-image prompt that helps a student determine whether parts or figures correspond. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.2; CCSS-M 4.G.A.3; SMP.5, SMP.7; NCTM PSSM: Representation - Support Symmetry and Spatial Visualization: Select the fold, reflection, rotation, or mental-image prompt that helps a student determine whether parts or figures correspond. Corresponding curriculum standards: ETS PP-MCA.2; CCSS-M 4.G.A.3; SMP.5, SMP.7; NCTM PSSM: Representation.
Teach Coordinate-Plane Orientation: Choose the prompt or visual cue that reinforces x-coordinate first, y-coordinate second, axis direction, and the role of the origin. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MCA.2; CCSS-M 5.G.A.1-2; SMP.5, SMP.6; NCTM PSSM: Communication - Teach Coordinate-Plane Orientation: Choose the prompt or visual cue that reinforces x-coordinate first, y-coordinate second, axis direction, and the role of the origin. Corresponding curriculum standards: ETS PP-MCA.2; CCSS-M 5.G.A.1-2; SMP.5, SMP.6; NCTM PSSM: Communication.
Diagnose Reversed Ordered Pairs: Select the explanation and corrective prompt for a student who plots y before x or confuses horizontal and vertical movement. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.2; CCSS-M 5.G.A.1-2; SMP.3, SMP.5, SMP.6; NCTM PSSM: Reasoning and Proof - Diagnose Reversed Ordered Pairs: Select the explanation and corrective prompt for a student who plots y before x or confuses horizontal and vertical movement. Corresponding curriculum standards: ETS PP-MCA.2; CCSS-M 5.G.A.1-2; SMP.3, SMP.5, SMP.6; NCTM PSSM: Reasoning and Proof.
Select an Appropriate Graph Type: Choose the data display that best matches categories, frequencies, change over time, part-to-whole relationships, or numerical intervals. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.3; CCSS-M 3.MD.B.3, 6.SP.B.4; SMP.4, SMP.5; NCTM PSSM: Representation - Select an Appropriate Graph Type: Choose the data display that best matches categories, frequencies, change over time, part-to-whole relationships, or numerical intervals. Corresponding curriculum standards: ETS PP-MCA.3; CCSS-M 3.MD.B.3, 6.SP.B.4; SMP.4, SMP.5; NCTM PSSM: Representation.
Prompt Accurate Reading of Graph Labels and Scales: Select the question that directs a student to the title, axis, key, interval, or unit needed to answer accurately. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.3; CCSS-M 3.MD.B.3, 6.SP.B.4; SMP.5, SMP.6; NCTM PSSM: Communication - Prompt Accurate Reading of Graph Labels and Scales: Select the question that directs a student to the title, axis, key, interval, or unit needed to answer accurately. Corresponding curriculum standards: ETS PP-MCA.3; CCSS-M 3.MD.B.3, 6.SP.B.4; SMP.5, SMP.6; NCTM PSSM: Communication.
Identify a Misleading or Misread Scale: Choose the explanation that accounts for a truncated axis, inconsistent interval, missing unit, pictograph key, or unsupported visual comparison. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM; ETS PP-MCA.3; CCSS-M 6.SP.B.4-5; SMP.3, SMP.5, SMP.6; NCTM PSSM: Reasoning and Proof.
Support Mean, Median, and Mode Computation: Select the organizer or prompt that helps a student order values, total accurately, divide by the count, or identify frequency without supplying the answer. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MCA.3; CCSS-M 6.SP.A.3, 6.SP.B.5; SMP.1, SMP.6; NCTM PSSM: Problem Solving.
Interpret a Trend without Overclaiming: Choose the paraprofessional response that helps a student describe what a graph shows while avoiding causal, universal, or future claims not supported by the data. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.3; CCSS-M 6.SP.B.4-5; SMP.3, SMP.4; NCTM PSSM: Reasoning and Proof - Interpret a Trend without Overclaiming: Choose the paraprofessional response that helps a student describe what a graph shows while avoiding causal, universal, or future claims not supported by the data. Corresponding curriculum standards: ETS PP-MCA.3; CCSS-M 6.SP.B.4-5; SMP.3, SMP.4; NCTM PSSM: Reasoning and Proof.
Support Creation of a Data Display: Select the sequence that helps a student organize class data, choose a display, label it completely, set an appropriate scale, and check that every value is represented. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.3; CCSS-M 3.MD.B.3, 6.SP.B.4; SMP.4, SMP.5, SMP.6; NCTM PSSM: Representation - Support Creation of a Data Display: Select the sequence that helps a student organize class data, choose a display, label it completely, set an appropriate scale, and check that every value is represented. Corresponding curriculum standards: ETS PP-MCA.3; CCSS-M 3.MD.B.3, 6.SP.B.4; SMP.4, SMP.5, SMP.6; NCTM PSSM: Representation.
L. Integrated Classroom Application, Student Work, and Mathematical Communication — PPM.185-PPM.200 | Primary ETS crosswalk: PP-MCA.1-3. Integrated paraprofessional judgment across content areas, teacher goals, student evidence, representations, precision, access, feedback, and formative assessment.
Follow the Teacher's Mathematical Objective and Assigned Role: Select the paraprofessional action that supports the stated lesson goal and teacher direction without introducing a competing method or completing assessed work for the student. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1-3; CCSS-M SMP.1-8; NCTM PSSM: Communication, Connections - Follow the Teacher's Mathematical Objective and Assigned Role: Select the paraprofessional action that supports the stated lesson goal and teacher direction without introducing a competing method or completing assessed work for the student. Corresponding curriculum standards: ETS PP-MCA.1-3; CCSS-M SMP.1-8; NCTM PSSM: Communication, Connections.
Use Precise Mathematical Language: Choose the explanation, question, or feedback statement that uses terms, symbols, units, and comparative language accurately and accessibly. Corresponding curriculum standards: ETS PP-MCA.1-3; CCSS-M SMP.2, SMP.6; NCTM PSSM: Communication. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1-3; CCSS-M SMP.2, SMP.6; NCTM PSSM: Communication - Use Precise Mathematical Language: Choose the explanation, question, or feedback statement that uses terms, symbols, units, and comparative language accurately and accessibly. Corresponding curriculum standards: ETS PP-MCA.1-3; CCSS-M SMP.2, SMP.6; NCTM PSSM: Communication.
Connect Concrete, Pictorial, and Symbolic Representations: Select the representation sequence that preserves the same mathematical relationship and helps the student move toward the teacher's target notation. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM; ETS PP-MCA.1-3; CCSS-M SMP.2, SMP.4, SMP.5; NCTM PSSM: Representation, Connections.
Ask a Purposeful Mathematical Question: Choose the question that focuses student attention on a relevant relationship, property, representation, or justification rather than merely requesting the answer. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM; ETS PP-MCA.1-3; CCSS-M SMP.1, SMP.3, SMP.6; NCTM PSSM: Communication - Ask a Purposeful Mathematical Question: Choose the question that focuses student attention on a relevant relationship, property, representation, or justification rather than merely requesting the answer. Corresponding curriculum standards: ETS PP-MCA.1-3; CCSS-M SMP.1, SMP.3, SMP.6; NCTM PSSM: Communication.
Elicit Student Thinking before Correcting: Select the response that asks the student to explain, show, or compare reasoning so the next support is based on evidence rather than assumption. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM; ETS PP-MCA.1-3; CCSS-M SMP.1, SMP.3; NCTM PSSM: Reasoning and Proof, Communication.
Identify the Strategy Used in Student Work: Choose the mathematical concept, representation, or procedure a student is using even when the final answer is incorrect or incomplete. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MCA.1-3; CCSS-M SMP.2, SMP.3, SMP.7; NCTM PSSM: Connections: Choose the mathematical concept, representation, or procedure a student is using even when the final answer is incorrect or incomplete. Corresponding curriculum standards: ETS PP-MCA.1-3; CCSS-M SMP.2, SMP.3, SMP.7; NCTM PSSM: Connections.
Detect Correct Answers Produced by Faulty Reasoning: Select the response that reaches a correct result through a method that will fail in other cases and choose a follow-up example that exposes the misconception. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1-3; CCSS-M SMP.3, SMP.7, SMP.8; NCTM PSSM: Reasoning and Proof - Detect Correct Answers Produced by Faulty Reasoning: Select the response that reaches a correct result through a method that will fail in other cases and choose a follow-up example that exposes the misconception. Corresponding curriculum standards: ETS PP-MCA.1-3; CCSS-M SMP.3, SMP.7, SMP.8; NCTM PSSM: Reasoning and Proof.
Choose the Least Intrusive Next Step: Select the hint, prompt, model, or request for self-checking that addresses the observed need while preserving productive struggle and student independence. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM — ETS PP-MCA.1-3; CCSS-M SMP.1, SMP.5; NCTM PSSM: Problem Solving.
Select Examples and Nonexamples: Choose the example and nonexample pair that most clearly reveals the defining mathematical property or boundary named in the teacher's objective. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM; ETS PP-MCA.1-3; CCSS-M SMP.3, SMP.6, SMP.7; NCTM PSSM: Reasoning and Proof.
Use a Counterexample to Test a Claim: Select the value, figure, data set, or situation that disproves an overgeneralized mathematical statement while satisfying its stated conditions. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1-3; CCSS-M SMP.3, SMP.7; NCTM PSSM: Reasoning and Proof - Use a Counterexample to Test a Claim: Select the value, figure, data set, or situation that disproves an overgeneralized mathematical statement while satisfying its stated conditions. Corresponding curriculum standards: ETS PP-MCA.1-3; CCSS-M SMP.3, SMP.7; NCTM PSSM: Reasoning and Proof.
Observe and Record Mathematical Performance Objectively: Choose the note that accurately records what the student represented, calculated, explained, or misunderstood without adding unsupported judgments. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1-3; CCSS-M SMP.3, SMP.6; NCTM PSSM: Communication - Observe and Record Mathematical Performance Objectively: Choose the note that accurately records what the student represented, calculated, explained, or misunderstood without adding unsupported judgments. Corresponding curriculum standards: ETS PP-MCA.1-3; CCSS-M SMP.3, SMP.6; NCTM PSSM: Communication.
Give Feedback That Advances Reasoning: Select feedback that names a specific strength or issue, points toward a mathematical check or representation, and avoids simply revealing the answer. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1-3; CCSS-M SMP.1, SMP.3, SMP.6; NCTM PSSM: Communication - Give Feedback That Advances Reasoning: Select feedback that names a specific strength or issue, points toward a mathematical check or representation, and avoids simply revealing the answer. Corresponding curriculum standards: ETS PP-MCA.1-3; CCSS-M SMP.1, SMP.3, SMP.6; NCTM PSSM: Communication.
Provide Access without Lowering the Mathematics Target: Choose a language, visual, organizational, manipulatives-based, or pacing support that improves access while preserving the teacher's intended mathematical demand. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1-3; CCSS-M SMP.1, SMP.4, SMP.5; NCTM PSSM: Equity, Representation - Provide Access without Lowering the Mathematics Target: Choose a language, visual, organizational, manipulatives-based, or pacing support that improves access while preserving the teacher's intended mathematical demand. Corresponding curriculum standards: ETS PP-MCA.1-3; CCSS-M SMP.1, SMP.4, SMP.5; NCTM PSSM: Equity, Representation.
Check Mathematical Visuals and Materials for Clarity: Select the revision that fixes an unlabeled unit, ambiguous scale, unequal partition, misleading diagram, inaccessible layout, or representation mismatch. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1-3; CCSS-M SMP.5, SMP.6; NCTM PSSM: Representation, Communication - Check Mathematical Visuals and Materials for Clarity: Select the revision that fixes an unlabeled unit, ambiguous scale, unequal partition, misleading diagram, inaccessible layout, or representation mismatch. Corresponding curriculum standards: ETS PP-MCA.1-3; CCSS-M SMP.5, SMP.6; NCTM PSSM: Representation, Communication.
Select a Formative Follow-Up Item: Choose the next multiple-choice problem that changes numbers or representation while testing the same underlying concept and revealing whether learning transfers. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM - ETS PP-MCA.1-3; CCSS-M SMP.1, SMP.3, SMP.7; NCTM PSSM: Problem Solving, Connections - Select a Formative Follow-Up Item: Choose the next multiple-choice problem that changes numbers or representation while testing the same underlying concept and revealing whether learning transfers. Corresponding curriculum standards: ETS PP-MCA.1-3; CCSS-M SMP.1, SMP.3, SMP.7; NCTM PSSM: Problem Solving, Connections.
Make an Integrated ParaPro Mathematics Classroom Decision: Select the action that best combines correct mathematics, the teacher's objective, evidence from student work, precise communication, and appropriately limited support in a novel classroom scenario. Aligned to ETS ParaPro Assessment (1755) Mathematics crosswalk; CCSS-M; Standards for Mathematical Practice; CCRS-AE; NCTM ETS PP-MCA.1-3; CCSS-M SMP.1-8; NCTM PSSM Process Standards - Make an Integrated ParaPro Mathematics Classroom Decision: Select the action that best combines correct mathematics, the teacher's objective, evidence from student work, precise communication, and appropriately limited support in a novel classroom scenario. Corresponding curriculum standards: ETS PP-MCA.1-3; CCSS-M SMP.1-8; NCTM PSSM Process Standards.
A. Main Idea, Primary Purpose, Summary, and Paraphrase - PPR.001-PPR.022 | Primary ETS crosswalk: PP-RSK.1. Adult reading comprehension skills for recognizing a selection's central message, communicative purpose, and accurate restatement.
Topic versus Main Idea: Select the option that distinguishes the broad subject of a passage from the specific point the author makes about that subject. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.1; CCSS CCRA.R.2, R.10 - Main idea and primary purpose: Select the option that distinguishes the broad subject of a passage from the specific point the author makes about that subject. Corresponding internal crosswalk codes: ETS PP-RSK.1; CCSS CCRA.R.2, R.10. Complete curriculum domain: A. Main Idea, Primary Purpose, Summary, and Paraphrase - PPR.001-PPR.022 | Primary ETS crosswalk: PP-RSK.1. Adult reading comprehension skills for recognizing a selection's central message, communicative purpose, and accurate restatement.
Stated Main Idea: Choose the sentence that most accurately states an explicitly presented main idea without adding information or narrowing the passage too far. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.1; CCSS CCRA.R.2, R.10 - Main idea and primary purpose: Choose the sentence that most accurately states an explicitly presented main idea without adding information or narrowing the passage too far. Corresponding internal crosswalk codes: ETS PP-RSK.1; CCSS CCRA.R.2, R.10. Complete curriculum domain: A. Main Idea, Primary Purpose, Summary, and Paraphrase - PPR.001-PPR.022 | Primary ETS crosswalk: PP-RSK.1. Adult reading comprehension skills for recognizing a selection's central message, communicative purpose, and accurate restatement.
Implied Main Idea: Select the main idea that is best supported by repeated details when no single sentence states the idea directly. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.1; CCSS CCRA.R.1-2, R.10 - Main idea and primary purpose: Select the main idea that is best supported by repeated details when no single sentence states the idea directly. Corresponding internal crosswalk codes: ETS PP-RSK.1; CCSS CCRA.R.1-2, R.10. Complete curriculum domain: A. Main Idea, Primary Purpose, Summary, and Paraphrase - PPR.001-PPR.022 | Primary ETS crosswalk: PP-RSK.1. Adult reading comprehension skills for recognizing a selection's central message, communicative purpose, and accurate restatement.
Main Idea of a Paragraph: Choose the best statement of one paragraph's central point by weighing the topic sentence, supporting details, and concluding sentence. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.1; CCSS CCRA.R.2, R.5 - Main idea and primary purpose: Choose the best statement of one paragraph's central point by weighing the topic sentence, supporting details, and concluding sentence. Corresponding internal crosswalk codes: ETS PP-RSK.1; CCSS CCRA.R.2, R.5. Complete curriculum domain: A. Main Idea, Primary Purpose, Summary, and Paraphrase - PPR.001-PPR.022 | Primary ETS crosswalk: PP-RSK.1. Adult reading comprehension skills for recognizing a selection's central message, communicative purpose, and accurate restatement.
Central Idea of a Multi-Paragraph Passage: Select the option that captures the unifying idea across several paragraphs rather than the focus of only one section. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.1; CCSS CCRA.R.2, R.5, R.10 - Main idea and primary purpose: Select the option that captures the unifying idea across several paragraphs rather than the focus of only one section. Corresponding internal crosswalk codes: ETS PP-RSK.1; CCSS CCRA.R.2, R.5, R.10. Complete curriculum domain: A. Main Idea, Primary Purpose, Summary, and Paraphrase - PPR.001-PPR.022 | Primary ETS crosswalk: PP-RSK.1. Adult reading comprehension skills for recognizing a selection's central message, communicative purpose, and accurate restatement.
Primary versus Secondary Central Ideas: PPR.006 asks readers to choose the central idea that receives the greatest development and distinguish it from related but less important ideas. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.1; CCSS CCRA.R.2, R.3 - Main idea and primary purpose: Choose the central idea that receives the greatest development and distinguish it from related but less important ideas. Corresponding internal crosswalk codes: ETS PP-RSK.1; CCSS CCRA.R.2, R.3. Complete curriculum domain: A. Main Idea, Primary Purpose, Summary, and Paraphrase - PPR.001-PPR.022 | Primary ETS crosswalk: PP-RSK.1. Adult reading comprehension skills for recognizing a selection's central message, communicative purpose, and accurate restatement.
Using Titles and Headings to Anticipate Main Idea: Select the most defensible main-idea prediction after considering a title, headings, and the passage's opening details. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.1; CCSS CCRA.R.2, R.5 - Main idea and primary purpose: Select the most defensible main-idea prediction after considering a title, headings, and the passage's opening details. Corresponding internal crosswalk codes: ETS PP-RSK.1; CCSS CCRA.R.2, R.5. Complete curriculum domain: A. Main Idea, Primary Purpose, Summary, and Paraphrase - PPR.001-PPR.022 | Primary ETS crosswalk: PP-RSK.1. Adult reading comprehension skills for recognizing a selection's central message, communicative purpose, and accurate restatement.
Repeated Ideas and Key-Word Patterns: Choose the main idea indicated by recurring concepts, examples, or key terms distributed throughout a selection. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.1; CCSS CCRA.R.2, R.4 - Main idea and primary purpose: Choose the main idea indicated by recurring concepts, examples, or key terms distributed throughout a selection. Corresponding internal crosswalk codes: ETS PP-RSK.1; CCSS CCRA.R.2, R.4. Complete curriculum domain: A. Main Idea, Primary Purpose, Summary, and Paraphrase - PPR.001-PPR.022 | Primary ETS crosswalk: PP-RSK.1. Adult reading comprehension skills for recognizing a selection's central message, communicative purpose, and accurate restatement.
Broad Primary Purpose: Select whether the author's primary purpose is to inform, explain, describe, argue, narrate, or instruct, using the whole passage as evidence. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.1; CCSS CCRA.R.6, R.10 - Main idea and primary purpose: Select whether the author's primary purpose is to inform, explain, describe, argue, narrate, or instruct, using the whole passage as evidence. Corresponding internal crosswalk codes: ETS PP-RSK.1; CCSS CCRA.R.6, R.10. Complete curriculum domain: A. Main Idea, Primary Purpose, Summary, and Paraphrase - PPR.001-PPR.022 | Primary ETS crosswalk: PP-RSK.1. Adult reading comprehension skills for recognizing a selection's central message, communicative purpose, and accurate restatement.
Specific Authorial Purpose: Choose the option that precisely states what the author seeks to accomplish with the particular information, examples, or reasoning provided. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance; ETS PP-RSK.1; CCSS CCRA.R.6 - Main idea and primary purpose: Choose the option that precisely states what the author seeks to accomplish with the particular information, examples, or reasoning provided. Corresponding internal crosswalk codes: ETS PP-RSK.1; CCSS CCRA.R.6. Complete curriculum domain: A. Main Idea, Primary Purpose, Summary, and Paraphrase - PPR.001-PPR.022 | Primary ETS crosswalk: PP-RSK.1. Adult reading comprehension skills for recognizing a selection's central message, communicative purpose, and accurate restatement.
Purpose of a Paragraph within a Passage: Select the description that best explains how a paragraph introduces, illustrates, qualifies, contrasts, or concludes the passage's main idea. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.1; CCSS CCRA.R.5-6 - Main idea and primary purpose: Select the description that best explains how a paragraph introduces, illustrates, qualifies, contrasts, or concludes the passage's main idea. Corresponding internal crosswalk codes: ETS PP-RSK.1; CCSS CCRA.R.5-6. Complete curriculum domain: A. Main Idea, Primary Purpose, Summary, and Paraphrase - PPR.001-PPR.022 | Primary ETS crosswalk: PP-RSK.1. Adult reading comprehension skills for recognizing a selection's central message, communicative purpose, and accurate restatement.
Audience and Purpose: Choose the intended audience and purpose combination best supported by the passage's vocabulary, background information, tone, and level of detail. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.1; CCSS CCRA.R.4, R.6 - Main idea and primary purpose: Choose the intended audience and purpose combination best supported by the passage's vocabulary, background information, tone, and level of detail. Corresponding internal crosswalk codes: ETS PP-RSK.1; CCSS CCRA.R.4, R.6. Complete curriculum domain: A. Main Idea, Primary Purpose, Summary, and Paraphrase - PPR.001-PPR.022 | Primary ETS crosswalk: PP-RSK.1. Adult reading comprehension skills for recognizing a selection's central message, communicative purpose, and accurate restatement.
Concise Objective Summary: Select the brief summary that includes the central idea and essential support while remaining accurate, neutral, and self-contained. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.1; CCSS CCRA.R.2 - Main idea and primary purpose: Select the brief summary that includes the central idea and essential support while remaining accurate, neutral, and self-contained. Corresponding internal crosswalk codes: ETS PP-RSK.1; CCSS CCRA.R.2. Complete curriculum domain: A. Main Idea, Primary Purpose, Summary, and Paraphrase - PPR.001-PPR.022 | Primary ETS crosswalk: PP-RSK.1. Adult reading comprehension skills for recognizing a selection's central message, communicative purpose, and accurate restatement.
Excluding Minor Details from a Summary: Choose the summary that omits examples, statistics, anecdotes, or descriptions that are interesting but not essential to the central meaning. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.1; CCSS CCRA.R.2 - Main idea and primary purpose: Choose the summary that omits examples, statistics, anecdotes, or descriptions that are interesting but not essential to the central meaning. Corresponding internal crosswalk codes: ETS PP-RSK.1; CCSS CCRA.R.2. Complete curriculum domain: A. Main Idea, Primary Purpose, Summary, and Paraphrase - PPR.001-PPR.022 | Primary ETS crosswalk: PP-RSK.1. Adult reading comprehension skills for recognizing a selection's central message, communicative purpose, and accurate restatement.
Separating Summary from Personal Reaction: Select the summary that reports the passage objectively rather than praising, criticizing, or adding the reader's opinion. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance; ETS PP-RSK.1; CCSS CCRA.R.2, R.6 - Main idea and primary purpose.
Chronological Summary: Choose the summary that preserves the important order of events or steps without repeating every detail. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.1; CCSS CCRA.R.2-3, R.5 - Main idea and primary purpose: Choose the summary that preserves the important order of events or steps without repeating every detail. Corresponding internal crosswalk codes: ETS PP-RSK.1; CCSS CCRA.R.2-3, R.5. Complete curriculum domain: A. Main Idea, Primary Purpose, Summary, and Paraphrase - PPR.001-PPR.022 | Primary ETS crosswalk: PP-RSK.1. Adult reading comprehension skills for recognizing a selection's central message, communicative purpose, and accurate restatement.
Cause-and-Effect Summary: Select the summary that accurately connects the passage's major causes and effects and does not reverse their relationship. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.1; CCSS CCRA.R.2-3, R.5 - Main idea and primary purpose: Select the summary that accurately connects the passage's major causes and effects and does not reverse their relationship. Corresponding internal crosswalk codes: ETS PP-RSK.1; CCSS CCRA.R.2-3, R.5. Complete curriculum domain: A. Main Idea, Primary Purpose, Summary, and Paraphrase - PPR.001-PPR.022 | Primary ETS crosswalk: PP-RSK.1. Adult reading comprehension skills for recognizing a selection's central message, communicative purpose, and accurate restatement.
Compare-and-Contrast Summary: Choose the summary that captures the passage's most important similarity, difference, and basis of comparison. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.1; CCSS CCRA.R.2-3, R.5 - Main idea and primary purpose: Choose the summary that captures the passage's most important similarity, difference, and basis of comparison. Corresponding internal crosswalk codes: ETS PP-RSK.1; CCSS CCRA.R.2-3, R.5. Complete curriculum domain: A. Main Idea, Primary Purpose, Summary, and Paraphrase - PPR.001-PPR.022 | Primary ETS crosswalk: PP-RSK.1. Adult reading comprehension skills for recognizing a selection's central message, communicative purpose, and accurate restatement.
Problem-and-Solution Summary: Select the summary that identifies the central problem, the proposed or attempted solution, and the most important result or limitation.. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.1; CCSS CCRA.R.2-3, R.5 - Main idea and primary purpose: Select the summary that identifies the central problem, the proposed or attempted solution, and the most important result or limitation. Corresponding internal crosswalk codes: ETS PP-RSK.1; CCSS CCRA.R.2-3, R.5. Complete curriculum domain: A. Main Idea, Primary Purpose, Summary, and Paraphrase - PPR.001-PPR.022 | Primary ETS crosswalk: PP-RSK.1. Adult reading comprehension skills for recognizing a selection's central message, communicative purpose, and accurate restatement.
Accurate Sentence-Level Paraphrase: Choose the restatement that preserves the original meaning while using genuinely different wording and sentence structure.. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.1; CCSS CCRA.R.1-2, L.3 - Main idea and primary purpose: Choose the restatement that preserves the original meaning while using genuinely different wording and sentence structure. Corresponding internal crosswalk codes: ETS PP-RSK.1; CCSS CCRA.R.1-2, L.3. Complete curriculum domain: A. Main Idea, Primary Purpose, Summary, and Paraphrase - PPR.001-PPR.022 | Primary ETS crosswalk: PP-RSK.1. Adult reading comprehension skills for recognizing a selection's central message, communicative purpose, and accurate restatement.
Preserving Emphasis and Relationships in a Paraphrase: Select the paraphrase that retains the original cause, contrast, condition, degree, and emphasis without distortion. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.1; CCSS CCRA.R.1-2, R.5 - Main idea and primary purpose: Select the paraphrase that retains the original cause, contrast, condition, degree, and emphasis without distortion. Corresponding internal crosswalk codes: ETS PP-RSK.1; CCSS CCRA.R.1-2, R.5. Complete curriculum domain: A. Main Idea, Primary Purpose, Summary, and Paraphrase - PPR.001-PPR.022 | Primary ETS crosswalk: PP-RSK.1. Adult reading comprehension skills for recognizing a selection's central message, communicative purpose, and accurate restatement.
Main-Idea Answer Scope and Precision: Choose the answer that is neither too broad nor too narrow and that accounts for the passage as a whole. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.1; CCSS CCRA.R.1-2, R.10 - Main idea and primary purpose: Choose the answer that is neither too broad nor too narrow and that accounts for the passage as a whole. Corresponding internal crosswalk codes: ETS PP-RSK.1; CCSS CCRA.R.1-2, R.10. Complete curriculum domain: A. Main Idea, Primary Purpose, Summary, and Paraphrase - PPR.001-PPR.022 | Primary ETS crosswalk: PP-RSK.1. Adult reading comprehension skills for recognizing a selection's central message, communicative purpose, and accurate restatement.
B. Supporting Ideas, Key Details, and Textual Evidence - PPR.023-PPR.040 | Primary ETS crosswalk: PP-RSK.2. Skills for locating, paraphrasing, and evaluating the ideas and evidence that develop a passage's central meaning.
Locate an Explicit Detail: Select the answer that accurately retrieves a directly stated person, place, event, condition, example, or result from a passage. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.2; CCSS CCRA.R.1 - Supporting ideas: Select the answer that accurately retrieves a directly stated person, place, event, condition, example, or result from a passage. Corresponding internal crosswalk codes: ETS PP-RSK.2; CCSS CCRA.R.1. Complete curriculum domain: B. Supporting Ideas, Key Details, and Textual Evidence - PPR.023-PPR.040 | Primary ETS crosswalk: PP-RSK.2. Skills for locating, paraphrasing, and evaluating the ideas and evidence that develop a passage's central meaning.
Identify a Supporting Idea: Choose the statement that develops or explains the main idea rather than merely repeating the topic. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.2; CCSS CCRA.R.1-2 - Supporting ideas: Choose the statement that develops or explains the main idea rather than merely repeating the topic. Corresponding internal crosswalk codes: ETS PP-RSK.2; CCSS CCRA.R.1-2. Complete curriculum domain: B. Supporting Ideas, Key Details, and Textual Evidence - PPR.023-PPR.040 | Primary ETS crosswalk: PP-RSK.2. Skills for locating, paraphrasing, and evaluating the ideas and evidence that develop a passage's central meaning.
Match a Detail to the Main Idea: Select the detail that most directly supports the stated or implied main idea of the selection.. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.2; CCSS CCRA.R.1-2 - Supporting ideas: Select the detail that most directly supports the stated or implied main idea of the selection. Corresponding internal crosswalk codes: ETS PP-RSK.2; CCSS CCRA.R.1-2. Complete curriculum domain: B. Supporting Ideas, Key Details, and Textual Evidence - PPR.023-PPR.040 | Primary ETS crosswalk: PP-RSK.2. Skills for locating, paraphrasing, and evaluating the ideas and evidence that develop a passage's central meaning..
Relevant versus Irrelevant Detail: Choose the detail that belongs in an explanation of the passage's focus and reject information that is related only loosely or not at all. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.2; CCSS CCRA.R.1-2 - Supporting ideas: Choose the detail that belongs in an explanation of the passage's focus and reject information that is related only loosely or not at all. Corresponding internal crosswalk codes: ETS PP-RSK.2; CCSS CCRA.R.1-2. Complete curriculum domain: B. Supporting Ideas, Key Details, and Textual Evidence - PPR.023-PPR.040 | Primary ETS crosswalk: PP-RSK.2. Skills for locating, paraphrasing, and evaluating the ideas and evidence that develop a passage's central meaning.
Key Detail versus Minor Detail: Select the detail whose removal would most weaken understanding of the main idea, process, claim, or outcome. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.2; CCSS CCRA.R.1-2 - Supporting ideas: Select the detail whose removal would most weaken understanding of the main idea, process, claim, or outcome. Corresponding internal crosswalk codes: ETS PP-RSK.2; CCSS CCRA.R.1-2. Complete curriculum domain: B. Supporting Ideas, Key Details, and Textual Evidence - PPR.023-PPR.040 | Primary ETS crosswalk: PP-RSK.2. Skills for locating, paraphrasing, and evaluating the ideas and evidence that develop a passage's central meaning.
Stated versus Not Stated: Choose the statement that the passage explicitly supports and avoid answers based only on outside knowledge or reasonable speculation. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.2; CCSS CCRA.R.1 - Supporting ideas: Choose the statement that the passage explicitly supports and avoid answers based only on outside knowledge or reasonable speculation. Corresponding internal crosswalk codes: ETS PP-RSK.2; CCSS CCRA.R.1. Complete curriculum domain: B. Supporting Ideas, Key Details, and Textual Evidence - PPR.023-PPR.040 | Primary ETS crosswalk: PP-RSK.2. Skills for locating, paraphrasing, and evaluating the ideas and evidence that develop a passage's central meaning.
Paraphrase a Supporting Idea: Select the option that accurately restates an important supporting idea without copying, exaggerating, or changing its scope. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.2; CCSS CCRA.R.1-2 - Supporting ideas: Select the option that accurately restates an important supporting idea without copying, exaggerating, or changing its scope. Corresponding internal crosswalk codes: ETS PP-RSK.2; CCSS CCRA.R.1-2. Complete curriculum domain: B. Supporting Ideas, Key Details, and Textual Evidence - PPR.023-PPR.040 | Primary ETS crosswalk: PP-RSK.2. Skills for locating, paraphrasing, and evaluating the ideas and evidence that develop a passage's central meaning.
Evidence for a Main-Idea Statement: Choose the quotation or paraphrased detail that provides the strongest direct support for a proposed main idea.. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.2; CCSS CCRA.R.1-2 - Supporting ideas: Choose the quotation or paraphrased detail that provides the strongest direct support for a proposed main idea. Corresponding internal crosswalk codes: ETS PP-RSK.2; CCSS CCRA.R.1-2. Complete curriculum domain: B. Supporting Ideas, Key Details, and Textual Evidence - PPR.023-PPR.040 | Primary ETS crosswalk: PP-RSK.2. Skills for locating, paraphrasing, and evaluating the ideas and evidence that develop a passage's central meaning.
Evidence for an Inference: Select the passage detail that most clearly justifies a reasonable inference about an unstated cause, effect, motive, or conclusion. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.2, PP-RSK.5; CCSS CCRA.R.1 - Supporting ideas; Inference and implication: Select the passage detail that most clearly justifies a reasonable inference about an unstated cause, effect, motive, or conclusion. Corresponding internal crosswalk codes: ETS PP-RSK.2, PP-RSK.5; CCSS CCRA.R.1. Complete curriculum domain: B. Supporting Ideas, Key Details, and Textual Evidence - PPR.023-PPR.040 | Primary ETS crosswalk: PP-RSK.2. Skills for locating, paraphrasing, and evaluating the ideas and evidence that develop a passage's central meaning.
Evidence for Author's Purpose: Choose the feature or detail that best supports a conclusion about what the author intends the passage to accomplish. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.2, PP-RSK.1; CCSS CCRA.R.1, R.6 - Supporting ideas; Main idea and primary purpose: Choose the feature or detail that best supports a conclusion about what the author intends the passage to accomplish. Corresponding internal crosswalk codes: ETS PP-RSK.2, PP-RSK.1; CCSS CCRA.R.1, R.6. Complete curriculum domain: B. Supporting Ideas, Key Details, and Textual Evidence - PPR.023-PPR.040 | Primary ETS crosswalk: PP-RSK.2. Skills for locating, paraphrasing, and evaluating the ideas and evidence that develop a passage's central meaning.
Connect Details across Sentences: Select the statement that accurately combines related information from two or more sentences without omitting a necessary condition. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.2; CCSS CCRA.R.1, R.3 - Supporting ideas: Select the statement that accurately combines related information from two or more sentences without omitting a necessary condition. Corresponding internal crosswalk codes: ETS PP-RSK.2; CCSS CCRA.R.1, R.3. Complete curriculum domain: B. Supporting Ideas, Key Details, and Textual Evidence - PPR.023-PPR.040 | Primary ETS crosswalk: PP-RSK.2. Skills for locating, paraphrasing, and evaluating the ideas and evidence that develop a passage's central meaning.
Connect Details across Paragraphs: Choose the option that shows how details from different paragraphs jointly develop the same idea, process, or contrast. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.2; CCSS CCRA.R.1-3, R.5 - Supporting ideas: Choose the option that shows how details from different paragraphs jointly develop the same idea, process, or contrast. Corresponding internal crosswalk codes: ETS PP-RSK.2; CCSS CCRA.R.1-3, R.5. Complete curriculum domain: B. Supporting Ideas, Key Details, and Textual Evidence - PPR.023-PPR.040 | Primary ETS crosswalk: PP-RSK.2. Skills for locating, paraphrasing, and evaluating the ideas and evidence that develop a passage's central meaning.
Sequence Supporting Details: Select the correct order of events, stages, or actions based on explicit time markers and logical dependencies in the text. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.2; CCSS CCRA.R.1, R.3 - Supporting ideas: Select the correct order of events, stages, or actions based on explicit time markers and logical dependencies in the text. Corresponding internal crosswalk codes: ETS PP-RSK.2; CCSS CCRA.R.1, R.3. Complete curriculum domain: B. Supporting Ideas, Key Details, and Textual Evidence - PPR.023-PPR.040 | Primary ETS crosswalk: PP-RSK.2. Skills for locating, paraphrasing, and evaluating the ideas and evidence that develop a passage's central meaning.
Cause-and-Effect Supporting Details: Choose the details that correctly identify what produced an outcome and what happened as a result. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.2; CCSS CCRA.R.1, R.3 - Supporting ideas: Choose the details that correctly identify what produced an outcome and what happened as a result. Corresponding internal crosswalk codes: ETS PP-RSK.2; CCSS CCRA.R.1, R.3. Complete curriculum domain: B. Supporting Ideas, Key Details, and Textual Evidence - PPR.023-PPR.040 | Primary ETS crosswalk: PP-RSK.2. Skills for locating, paraphrasing, and evaluating the ideas and evidence that develop a passage's central meaning.
Comparison Supporting Details: Select the detail pair that accurately shows a stated similarity or difference between two people, ideas, objects, or events. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.2; CCSS CCRA.R.1, R.3 - Supporting ideas: Select the detail pair that accurately shows a stated similarity or difference between two people, ideas, objects, or events. Corresponding internal crosswalk codes: ETS PP-RSK.2; CCSS CCRA.R.1, R.3. Complete curriculum domain: B. Supporting Ideas, Key Details, and Textual Evidence - PPR.023-PPR.040 | Primary ETS crosswalk: PP-RSK.2. Skills for locating, paraphrasing, and evaluating the ideas and evidence that develop a passage's central meaning.
Examples and Illustrations: Choose the example that the author uses to clarify, demonstrate, or provide evidence for a general statement. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.2; CCSS CCRA.R.1-3 - Supporting ideas: Choose the example that the author uses to clarify, demonstrate, or provide evidence for a general statement. Corresponding internal crosswalk codes: ETS PP-RSK.2; CCSS CCRA.R.1-3. Complete curriculum domain: B. Supporting Ideas, Key Details, and Textual Evidence - PPR.023-PPR.040 | Primary ETS crosswalk: PP-RSK.2. Skills for locating, paraphrasing, and evaluating the ideas and evidence that develop a passage's central meaning.
Definitions and Explanations as Support: Select the sentence that defines a key concept or explains how it works in support of the passage's larger point. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance; ETS PP-RSK.2; CCSS CCRA.R.1-2, R.4 - Supporting ideas: Select the sentence that defines a key concept or explains how it works in support of the passage's larger point.
Joint Support from Multiple Details: Choose the conclusion that is supported only when two or more passage details are considered together. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.2, PP-RSK.5; CCSS CCRA.R.1-3 - Supporting ideas; Inference and implication: Choose the conclusion that is supported only when two or more passage details are considered together. Corresponding internal crosswalk codes: ETS PP-RSK.2, PP-RSK.5; CCSS CCRA.R.1-3. Complete curriculum domain: B. Supporting Ideas, Key Details, and Textual Evidence - PPR.023-PPR.040 | Primary ETS crosswalk: PP-RSK.2. Skills for locating, paraphrasing, and evaluating the ideas and evidence that develop a passage's central meaning.
C. Text Organization, Structure, and Coherence - PPR.041-PPR.058 | Primary ETS crosswalk: PP-RSK.3. Skills for recognizing how authors arrange ideas and how parts of a selection contribute to the whole.
Chronological Organization: Select the organizational pattern that presents events according to time and identify the time-order clues that signal it. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.3; CCSS CCRA.R.3, R.5 - Organization: Select the organizational pattern that presents events according to time and identify the time-order clues that signal it. Corresponding internal crosswalk codes: ETS PP-RSK.3; CCSS CCRA.R.3, R.5. Complete curriculum domain: C. Text Organization, Structure, and Coherence - PPR.041-PPR.058 | Primary ETS crosswalk: PP-RSK.3. Skills for recognizing how authors arrange ideas and how parts of a selection contribute to the whole.
Process or Sequential Organization: Choose the structure that explains ordered steps, stages, or procedures and determine which step depends on an earlier one. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.3; CCSS CCRA.R.3, R.5 - Organization: Choose the structure that explains ordered steps, stages, or procedures and determine which step depends on an earlier one. Corresponding internal crosswalk codes: ETS PP-RSK.3; CCSS CCRA.R.3, R.5. Complete curriculum domain: C. Text Organization, Structure, and Coherence - PPR.041-PPR.058 | Primary ETS crosswalk: PP-RSK.3. Skills for recognizing how authors arrange ideas and how parts of a selection contribute to the whole.
Cause-and-Effect Organization: Select the option that correctly describes how the passage links reasons, conditions, actions, and consequences. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.3; CCSS CCRA.R.3, R.5 - Organization: Select the option that correctly describes how the passage links reasons, conditions, actions, and consequences. Corresponding internal crosswalk codes: ETS PP-RSK.3; CCSS CCRA.R.3, R.5. Complete curriculum domain: C. Text Organization, Structure, and Coherence - PPR.041-PPR.058 | Primary ETS crosswalk: PP-RSK.3. Skills for recognizing how authors arrange ideas and how parts of a selection contribute to the whole.
Compare-and-Contrast Organization: Choose the structure that organizes information around similarities and differences and identify the basis used for comparison. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.3; CCSS CCRA.R.3, R.5 - Organization: Choose the structure that organizes information around similarities and differences and identify the basis used for comparison. Corresponding internal crosswalk codes: ETS PP-RSK.3; CCSS CCRA.R.3, R.5. Complete curriculum domain: C. Text Organization, Structure, and Coherence - PPR.041-PPR.058 | Primary ETS crosswalk: PP-RSK.3. Skills for recognizing how authors arrange ideas and how parts of a selection contribute to the whole.
Problem-and-Solution Organization: Select the option that identifies the problem, proposed response, and result or limitation around which the text is organized. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.3; CCSS CCRA.R.3, R.5 - Organization: Select the option that identifies the problem, proposed response, and result or limitation around which the text is organized. Corresponding internal crosswalk codes: ETS PP-RSK.3; CCSS CCRA.R.3, R.5. Complete curriculum domain: C. Text Organization, Structure, and Coherence - PPR.041-PPR.058 | Primary ETS crosswalk: PP-RSK.3. Skills for recognizing how authors arrange ideas and how parts of a selection contribute to the whole.
Descriptive or Spatial Organization: Choose the structure that develops a topic through attributes, examples, sensory details, locations, or parts arranged in space. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.3; CCSS CCRA.R.3, R.5 - Organization: Choose the structure that develops a topic through attributes, examples, sensory details, locations, or parts arranged in space. Corresponding internal crosswalk codes: ETS PP-RSK.3; CCSS CCRA.R.3, R.5. Complete curriculum domain: C. Text Organization, Structure, and Coherence - PPR.041-PPR.058 | Primary ETS crosswalk: PP-RSK.3. Skills for recognizing how authors arrange ideas and how parts of a selection contribute to the whole.
Classification Organization: Select the organizational pattern that groups examples into categories and distinguish the category rule from its members. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.3; CCSS CCRA.R.3, R.5 - Organization: Select the organizational pattern that groups examples into categories and distinguish the category rule from its members. Corresponding internal crosswalk codes: ETS PP-RSK.3; CCSS CCRA.R.3, R.5. Complete curriculum domain: C. Text Organization, Structure, and Coherence - PPR.041-PPR.058 | Primary ETS crosswalk: PP-RSK.3. Skills for recognizing how authors arrange ideas and how parts of a selection contribute to the whole.
Question-and-Answer Organization: Choose the option that shows how a guiding question introduces information that the remainder of the passage answers. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.3; CCSS CCRA.R.5 - Organization: Choose the option that shows how a guiding question introduces information that the remainder of the passage answers. Corresponding internal crosswalk codes: ETS PP-RSK.3; CCSS CCRA.R.5. Complete curriculum domain: C. Text Organization, Structure, and Coherence - PPR.041-PPR.058 | Primary ETS crosswalk: PP-RSK.3. Skills for recognizing how authors arrange ideas and how parts of a selection contribute to the whole.
Claim-Reasons-Evidence Organization: Select the structure in which a position is supported by reasons and evidence, and identify the role of each component. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.3; CCSS CCRA.R.5, R.8 - Organization: Select the structure in which a position is supported by reasons and evidence, and identify the role of each component. Corresponding internal crosswalk codes: ETS PP-RSK.3; CCSS CCRA.R.5, R.8. Complete curriculum domain: C. Text Organization, Structure, and Coherence - PPR.041-PPR.058 | Primary ETS crosswalk: PP-RSK.3. Skills for recognizing how authors arrange ideas and how parts of a selection contribute to the whole.
Mixed Organizational Structures: Choose the description that accurately identifies a passage's primary structure and a secondary pattern used within one section. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.3; CCSS CCRA.R.5, R.10 - Organization: Choose the description that accurately identifies a passage's primary structure and a secondary pattern used within one section. Corresponding internal crosswalk codes: ETS PP-RSK.3; CCSS CCRA.R.5, R.10. Complete curriculum domain: C. Text Organization, Structure, and Coherence - PPR.041-PPR.058 | Primary ETS crosswalk: PP-RSK.3. Skills for recognizing how authors arrange ideas and how parts of a selection contribute to the whole.
Transitions as Structure Signals: Select the transition word or phrase that signals sequence, contrast, cause, example, addition, or conclusion in context. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.3; CCSS CCRA.R.5, L.4 - Organization: Select the transition word or phrase that signals sequence, contrast, cause, example, addition, or conclusion in context. Corresponding internal crosswalk codes: ETS PP-RSK.3; CCSS CCRA.R.5, L.4. Complete curriculum domain: C. Text Organization, Structure, and Coherence - PPR.041-PPR.058 | Primary ETS crosswalk: PP-RSK.3. Skills for recognizing how authors arrange ideas and how parts of a selection contribute to the whole.
Headings and Subheadings: Choose how a heading previews, narrows, or organizes the information that follows and select the best heading for a section. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.3; CCSS CCRA.R.5, R.7 - Organization: Choose how a heading previews, narrows, or organizes the information that follows and select the best heading for a section. Corresponding internal crosswalk codes: ETS PP-RSK.3; CCSS CCRA.R.5, R.7. Complete curriculum domain: C. Text Organization, Structure, and Coherence - PPR.041-PPR.058 | Primary ETS crosswalk: PP-RSK.3. Skills for recognizing how authors arrange ideas and how parts of a selection contribute to the whole.
Function of an Introduction: Select the option that best describes how an opening establishes context, poses a problem, states a claim, or previews major ideas.. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.3; CCSS CCRA.R.5-6 - Organization: Select the option that best describes how an opening establishes context, poses a problem, states a claim, or previews major ideas. Corresponding internal crosswalk codes: ETS PP-RSK.3; CCSS CCRA.R.5-6. Complete curriculum domain: C. Text Organization, Structure, and Coherence - PPR.041-PPR.058 | Primary ETS crosswalk: PP-RSK.3. Skills for recognizing how authors arrange ideas and how parts of a selection contribute to the whole.
Function of a Body Paragraph: Choose the paragraph function that most accurately describes whether it explains, exemplifies, contrasts, supports, or qualifies an earlier idea. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.3; CCSS CCRA.R.5 - Organization: Choose the paragraph function that most accurately describes whether it explains, exemplifies, contrasts, supports, or qualifies an earlier idea. Corresponding internal crosswalk codes: ETS PP-RSK.3; CCSS CCRA.R.5. Complete curriculum domain: C. Text Organization, Structure, and Coherence - PPR.041-PPR.058 | Primary ETS crosswalk: PP-RSK.3. Skills for recognizing how authors arrange ideas and how parts of a selection contribute to the whole.
Function of a Conclusion: Select how a conclusion summarizes, draws an implication, recommends action, resolves a problem, or returns to the opening idea. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.3; CCSS CCRA.R.5-6 - Organization: Select how a conclusion summarizes, draws an implication, recommends action, resolves a problem, or returns to the opening idea. Corresponding internal crosswalk codes: ETS PP-RSK.3; CCSS CCRA.R.5-6. Complete curriculum domain: C. Text Organization, Structure, and Coherence - PPR.041-PPR.058 | Primary ETS crosswalk: PP-RSK.3. Skills for recognizing how authors arrange ideas and how parts of a selection contribute to the whole.
Function of a Sentence: Choose the role a sentence plays in its paragraph, such as topic statement, evidence, example, transition, qualification, or conclusion. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.3; CCSS CCRA.R.5 - Organization: Choose the role a sentence plays in its paragraph, such as topic statement, evidence, example, transition, qualification, or conclusion. Corresponding internal crosswalk codes: ETS PP-RSK.3; CCSS CCRA.R.5. Complete curriculum domain: C. Text Organization, Structure, and Coherence - PPR.041-PPR.058 | Primary ETS crosswalk: PP-RSK.3. Skills for recognizing how authors arrange ideas and how parts of a selection contribute to the whole.
Pronoun and Reference Coherence: Select the noun or idea to which a pronoun or reference word points so that relationships among sentences remain clear. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.3; CCSS CCRA.R.1, R.5; CCSS L.1 - Organization: Select the noun or idea to which a pronoun or reference word points so that relationships among sentences remain clear. Corresponding internal crosswalk codes: ETS PP-RSK.3; CCSS CCRA.R.1, R.5; CCSS L.1. Complete curriculum domain: C. Text Organization, Structure, and Coherence - PPR.041-PPR.058 | Primary ETS crosswalk: PP-RSK.3. Skills for recognizing how authors arrange ideas and how parts of a selection contribute to the whole.
Best Outline or Passage Map: Best Outline or Passage Map: Choose the outline that accurately represents the order, hierarchy, and relationships of the passage's major and supporting ideas. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.3; CCSS CCRA.R.2, R.5 - Organization: Choose the outline that accurately represents the order, hierarchy, and relationships of the passage's major and supporting ideas. Corresponding internal crosswalk codes: ETS PP-RSK.3; CCSS CCRA.R.2, R.5. Complete curriculum domain: C. Text Organization, Structure, and Coherence - PPR.041-PPR.058 | Primary ETS crosswalk: PP-RSK.3. Skills for recognizing how authors arrange ideas and how parts of a selection contribute to the whole.
D. Vocabulary and Meaning in Context - PPR.059-PPR.080 | Primary ETS crosswalk: PP-RSK.4. Skills for determining word and phrase meaning through context, word choice, and structural analysis.
Definition or Restatement Context Clues: Select the meaning indicated when a nearby phrase directly defines or restates an unfamiliar word. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.4 - Contextual meaning: Select the meaning indicated when a nearby phrase directly defines or restates an unfamiliar word. Corresponding internal crosswalk codes: ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.4. Complete curriculum domain: D. Vocabulary and Meaning in Context - PPR.059-PPR.080 | Primary ETS crosswalk: PP-RSK.4. Skills for determining word and phrase meaning through context, word choice, and structural analysis.
Synonym Context Clues: Choose the word meaning supported by a nearby synonym or closely related expression. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.4-5 - Contextual meaning: Choose the word meaning supported by a nearby synonym or closely related expression. Corresponding internal crosswalk codes: ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.4-5. Complete curriculum domain: D. Vocabulary and Meaning in Context - PPR.059-PPR.080 | Primary ETS crosswalk: PP-RSK.4. Skills for determining word and phrase meaning through context, word choice, and structural analysis.
Antonym or Contrast Context Clues: Select the meaning revealed by contrast words, opposite examples, or a stated difference in the surrounding sentence. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.4-5 - Contextual meaning: Select the meaning revealed by contrast words, opposite examples, or a stated difference in the surrounding sentence. Corresponding internal crosswalk codes: ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.4-5. Complete curriculum domain: D. Vocabulary and Meaning in Context - PPR.059-PPR.080 | Primary ETS crosswalk: PP-RSK.4. Skills for determining word and phrase meaning through context, word choice, and structural analysis.
Example Context Clues: Choose the meaning that best fits the examples, illustrations, or category members provided around an unfamiliar term. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.4 - Contextual meaning: Choose the meaning that best fits the examples, illustrations, or category members provided around an unfamiliar term. Corresponding internal crosswalk codes: ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.4. Complete curriculum domain: D. Vocabulary and Meaning in Context - PPR.059-PPR.080 | Primary ETS crosswalk: PP-RSK.4. Skills for determining word and phrase meaning through context, word choice, and structural analysis.
Cause-and-Effect Context Clues: Select the word meaning that makes sense given a stated cause, consequence, condition, or result.. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.4 - Contextual meaning: Select the word meaning that makes sense given a stated cause, consequence, condition, or result. Corresponding internal crosswalk codes: ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.4. Complete curriculum domain: D. Vocabulary and Meaning in Context - PPR.059-PPR.080 | Primary ETS crosswalk: PP-RSK.4. Skills for determining word and phrase meaning through context, word choice, and structural analysis.
Punctuation and Appositive Clues: Choose the meaning signaled by commas, dashes, parentheses, colons, or an appositive phrase. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.4 - Contextual meaning: Choose the meaning signaled by commas, dashes, parentheses, colons, or an appositive phrase. Corresponding internal crosswalk codes: ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.4. Complete curriculum domain: D. Vocabulary and Meaning in Context - PPR.059-PPR.080 | Primary ETS crosswalk: PP-RSK.4. Skills for determining word and phrase meaning through context, word choice, and structural analysis.
General Context Inference: Select the meaning that fits the passage's topic, logic, tone, and sentence grammar when no single clue is decisive. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.4; CCSS CCRA.R.1, R.4; CCRA.L.4 - Contextual meaning: Select the meaning that fits the passage's topic, logic, tone, and sentence grammar when no single clue is decisive. Corresponding internal crosswalk codes: ETS PP-RSK.4; CCSS CCRA.R.1, R.4; CCRA.L.4. Complete curriculum domain: D. Vocabulary and Meaning in Context - PPR.059-PPR.080 | Primary ETS crosswalk: PP-RSK.4. Skills for determining word and phrase meaning through context, word choice, and structural analysis.
Multiple-Meaning Words in Context: Choose the correct sense of a familiar word by testing each possible definition against the sentence and passage.. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance; ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.4 - Contextual meaning: Choose the correct sense of a familiar word by testing each possible definition against the sentence and passage. Corresponding internal crosswalk codes: ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.4. Complete curriculum domain: D. Vocabulary and Meaning in Context - PPR.059-PPR.080 | Primary ETS crosswalk: PP-RSK.4. Skills for determining word and phrase meaning through context, word choice, and structural analysis.
Phrase Meaning in Context: Select the paraphrase that best preserves the meaning of an underlined phrase as it functions in the passage. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.4; CCSS CCRA.R.4 - Contextual meaning: Select the paraphrase that best preserves the meaning of an underlined phrase as it functions in the passage. Corresponding internal crosswalk codes: ETS PP-RSK.4; CCSS CCRA.R.4. Complete curriculum domain: D. Vocabulary and Meaning in Context - PPR.059-PPR.080 | Primary ETS crosswalk: PP-RSK.4. Skills for determining word and phrase meaning through context, word choice, and structural analysis.
Idioms in Context: Choose the intended nonliteral meaning of a common idiomatic expression and reject a literal interpretation that does not fit. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.5 - Contextual meaning: Choose the intended nonliteral meaning of a common idiomatic expression and reject a literal interpretation that does not fit. Corresponding internal crosswalk codes: ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.5. Complete curriculum domain: D. Vocabulary and Meaning in Context - PPR.059-PPR.080 | Primary ETS crosswalk: PP-RSK.4. Skills for determining word and phrase meaning through context, word choice, and structural analysis.
Simile and Metaphor Meaning: Select the comparison or idea conveyed by a simple simile or metaphor in the reading selection. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.5 - Contextual meaning: Select the comparison or idea conveyed by a simple simile or metaphor in the reading selection. Corresponding internal crosswalk codes: ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.5. Complete curriculum domain: D. Vocabulary and Meaning in Context - PPR.059-PPR.080 | Primary ETS crosswalk: PP-RSK.4. Skills for determining word and phrase meaning through context, word choice, and structural analysis.
Personification and Hyperbole: Choose the interpretation that accurately explains the effect of personification or deliberate exaggeration without taking it literally. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.5 - Contextual meaning: Choose the interpretation that accurately explains the effect of personification or deliberate exaggeration without taking it literally. Corresponding internal crosswalk codes: ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.5. Complete curriculum domain: D. Vocabulary and Meaning in Context - PPR.059-PPR.080 | Primary ETS crosswalk: PP-RSK.4. Skills for determining word and phrase meaning through context, word choice, and structural analysis.
Positive, Negative, and Neutral Connotation: Select the word whose emotional association best matches the passage's intended attitude or effect. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.5 - Contextual meaning: Select the word whose emotional association best matches the passage's intended attitude or effect. Corresponding internal crosswalk codes: ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.5. Complete curriculum domain: D. Vocabulary and Meaning in Context - PPR.059-PPR.080 | Primary ETS crosswalk: PP-RSK.4. Skills for determining word and phrase meaning through context, word choice, and structural analysis.
Denotation versus Connotation: Choose the option that distinguishes a word's dictionary meaning from the associations it carries in context. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.5 - Contextual meaning: Choose the option that distinguishes a word's dictionary meaning from the associations it carries in context. Corresponding internal crosswalk codes: ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.5. Complete curriculum domain: D. Vocabulary and Meaning in Context - PPR.059-PPR.080 | Primary ETS crosswalk: PP-RSK.4. Skills for determining word and phrase meaning through context, word choice, and structural analysis.
Tone from Word Choice: Select the tone best supported by the author's diction and identify the word or phrase that most clearly creates it. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.4; CCSS CCRA.R.4, R.6 - Contextual meaning: Select the tone best supported by the author's diction and identify the word or phrase that most clearly creates it. Corresponding internal crosswalk codes: ETS PP-RSK.4; CCSS CCRA.R.4, R.6. Complete curriculum domain: D. Vocabulary and Meaning in Context - PPR.059-PPR.080 | Primary ETS crosswalk: PP-RSK.4. Skills for determining word and phrase meaning through context, word choice, and structural analysis.
Domain-Specific Vocabulary: Choose the meaning of a technical or subject-area term using definitions, examples, and concepts supplied in the passage. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.4, L.6 - Contextual meaning: Choose the meaning of a technical or subject-area term using definitions, examples, and concepts supplied in the passage. Corresponding internal crosswalk codes: ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.4, L.6. Complete curriculum domain: D. Vocabulary and Meaning in Context - PPR.059-PPR.080 | Primary ETS crosswalk: PP-RSK.4. Skills for determining word and phrase meaning through context, word choice, and structural analysis.
General Academic Vocabulary: Select the meaning of a high-utility academic word as used to describe relationships such as analyze, contrast, factor, or consequence. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.4, L.6 - Contextual meaning: Select the meaning of a high-utility academic word as used to describe relationships such as analyze, contrast, factor, or consequence. Corresponding internal crosswalk codes: ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.4, L.6. Complete curriculum domain: D. Vocabulary and Meaning in Context - PPR.059-PPR.080 | Primary ETS crosswalk: PP-RSK.4. Skills for determining word and phrase meaning through context, word choice, and structural analysis.
Prefix Meaning in Context: Choose how a common prefix changes the meaning of a base word and confirm the result with sentence context. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.4; CCSS CCRA.L.4 - Contextual meaning: Choose how a common prefix changes the meaning of a base word and confirm the result with sentence context. Corresponding internal crosswalk codes: ETS PP-RSK.4; CCSS CCRA.L.4. Complete curriculum domain: D. Vocabulary and Meaning in Context - PPR.059-PPR.080 | Primary ETS crosswalk: PP-RSK.4. Skills for determining word and phrase meaning through context, word choice, and structural analysis.
Suffix Meaning in Context: Select how a suffix changes a word's meaning or part of speech and verify that meaning in the sentence. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.4; CCSS CCRA.L.4 - Contextual meaning: Select how a suffix changes a word's meaning or part of speech and verify that meaning in the sentence. Corresponding internal crosswalk codes: ETS PP-RSK.4; CCSS CCRA.L.4. Complete curriculum domain: D. Vocabulary and Meaning in Context - PPR.059-PPR.080 | Primary ETS crosswalk: PP-RSK.4. Skills for determining word and phrase meaning through context, word choice, and structural analysis.
Greek and Latin Roots in Context: Choose the likely meaning of a word by combining a familiar root with contextual evidence. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.4; CCSS CCRA.L.4 - Contextual meaning: Choose the likely meaning of a word by combining a familiar root with contextual evidence. Corresponding internal crosswalk codes: ETS PP-RSK.4; CCSS CCRA.L.4. Complete curriculum domain: D. Vocabulary and Meaning in Context - PPR.059-PPR.080 | Primary ETS crosswalk: PP-RSK.4. Skills for determining word and phrase meaning through context, word choice, and structural analysis.
Inflectional Endings and Meaning: Select the interpretation that correctly accounts for tense, number, comparison, or possession signaled by an inflectional ending. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.4; CCSS CCRA.L.1, L.4 - Contextual meaning: Select the interpretation that correctly accounts for tense, number, comparison, or possession signaled by an inflectional ending. Corresponding internal crosswalk codes: ETS PP-RSK.4; CCSS CCRA.L.1, L.4. Complete curriculum domain: D. Vocabulary and Meaning in Context - PPR.059-PPR.080 | Primary ETS crosswalk: PP-RSK.4. Skills for determining word and phrase meaning through context, word choice, and structural analysis.
Best Context-Preserving Replacement: Choose the replacement word or phrase that maintains the sentence's meaning, tone, grammar, and level of precision. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.4-5 - Contextual meaning: Choose the replacement word or phrase that maintains the sentence's meaning, tone, grammar, and level of precision. Corresponding internal crosswalk codes: ETS PP-RSK.4; CCSS CCRA.R.4; CCRA.L.4-5. Complete curriculum domain: D. Vocabulary and Meaning in Context - PPR.059-PPR.080 | Primary ETS crosswalk: PP-RSK.4. Skills for determining word and phrase meaning through context, word choice, and structural analysis.
E. Inference, Implication, and Supported Conclusions - PPR.081-PPR.100 | Primary ETS crosswalk: PP-RSK.5. Skills for drawing restrained, evidence-based conclusions from information that a passage states directly.
Single-Detail Inference: Select the unstated conclusion that follows most directly from one explicit detail in the passage. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.5; CCSS CCRA.R.1 - Inference and implication: Select the unstated conclusion that follows most directly from one explicit detail in the passage. Corresponding internal crosswalk codes: ETS PP-RSK.5; CCSS CCRA.R.1. Complete curriculum domain: E. Inference, Implication, and Supported Conclusions - PPR.081-PPR.100 | Primary ETS crosswalk: PP-RSK.5. Skills for drawing restrained, evidence-based conclusions from information that a passage states directly.
Multi-Detail Inference: Choose the inference that requires combining two or more details and is supported by all of them. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.5; CCSS CCRA.R.1, R.3 - Inference and implication: Choose the inference that requires combining two or more details and is supported by all of them. Corresponding internal crosswalk codes: ETS PP-RSK.5; CCSS CCRA.R.1, R.3. Complete curriculum domain: E. Inference, Implication, and Supported Conclusions - PPR.081-PPR.100 | Primary ETS crosswalk: PP-RSK.5. Skills for drawing restrained, evidence-based conclusions from information that a passage states directly.
Infer a Likely Cause: Select the most likely unstated cause of an event or condition based on the evidence and relationships in the text. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.5; CCSS CCRA.R.1, R.3 - Inference and implication: Select the most likely unstated cause of an event or condition based on the evidence and relationships in the text. Corresponding internal crosswalk codes: ETS PP-RSK.5; CCSS CCRA.R.1, R.3. Complete curriculum domain: E. Inference, Implication, and Supported Conclusions - PPR.081-PPR.100 | Primary ETS crosswalk: PP-RSK.5. Skills for drawing restrained, evidence-based conclusions from information that a passage states directly.
Infer a Likely Effect: Choose the outcome most reasonably implied by a stated action, trend, decision, or condition. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.5; CCSS CCRA.R.1, R.3 - Inference and implication: Choose the outcome most reasonably implied by a stated action, trend, decision, or condition. Corresponding internal crosswalk codes: ETS PP-RSK.5; CCSS CCRA.R.1, R.3. Complete curriculum domain: E. Inference, Implication, and Supported Conclusions - PPR.081-PPR.100 | Primary ETS crosswalk: PP-RSK.5. Skills for drawing restrained, evidence-based conclusions from information that a passage states directly.
Make a Text-Based Prediction: Select the prediction best supported by established patterns, current circumstances, and unresolved events in the selection. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.5; CCSS CCRA.R.1, R.3 - Inference and implication: Select the prediction best supported by established patterns, current circumstances, and unresolved events in the selection. Corresponding internal crosswalk codes: ETS PP-RSK.5; CCSS CCRA.R.1, R.3. Complete curriculum domain: E. Inference, Implication, and Supported Conclusions - PPR.081-PPR.100 | Primary ETS crosswalk: PP-RSK.5. Skills for drawing restrained, evidence-based conclusions from information that a passage states directly.
Identify an Unstated Assumption: Choose the belief or condition that must be true for an author's explanation or recommendation to make sense. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.5; CCSS CCRA.R.1, R.8 - Inference and implication: Choose the belief or condition that must be true for an author's explanation or recommendation to make sense. Corresponding internal crosswalk codes: ETS PP-RSK.5; CCSS CCRA.R.1, R.8. Complete curriculum domain: E. Inference, Implication, and Supported Conclusions - PPR.081-PPR.100 | Primary ETS crosswalk: PP-RSK.5. Skills for drawing restrained, evidence-based conclusions from information that a passage states directly.
Infer Author's Purpose: Select the unstated purpose best supported by the author's selection of details, organization, and tone. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.5, PP-RSK.1; CCSS CCRA.R.1, R.6 - Inference and implication; Main idea and primary purpose: Select the unstated purpose best supported by the author's selection of details, organization, and tone. Corresponding internal crosswalk codes: ETS PP-RSK.5, PP-RSK.1; CCSS CCRA.R.1, R.6. Complete curriculum domain: E. Inference, Implication, and Supported Conclusions - PPR.081-PPR.100 | Primary ETS crosswalk: PP-RSK.5. Skills for drawing restrained, evidence-based conclusions from information that a passage states directly.
Infer Intended Audience: Choose the audience most likely addressed by the passage based on assumed knowledge, examples, vocabulary, and recommendations. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.5; CCSS CCRA.R.1, R.6 - Inference and implication: Choose the audience most likely addressed by the passage based on assumed knowledge, examples, vocabulary, and recommendations. Corresponding internal crosswalk codes: ETS PP-RSK.5; CCSS CCRA.R.1, R.6. Complete curriculum domain: E. Inference, Implication, and Supported Conclusions - PPR.081-PPR.100 | Primary ETS crosswalk: PP-RSK.5. Skills for drawing restrained, evidence-based conclusions from information that a passage states directly.
Infer Attitude or Tone: Select the author's implied attitude from qualifying language, emphasis, examples, and patterns of approval or concern. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.5; CCSS CCRA.R.1, R.4, R.6 - Inference and implication: Select the author's implied attitude from qualifying language, emphasis, examples, and patterns of approval or concern. Corresponding internal crosswalk codes: ETS PP-RSK.5; CCSS CCRA.R.1, R.4, R.6. Complete curriculum domain: E. Inference, Implication, and Supported Conclusions - PPR.081-PPR.100 | Primary ETS crosswalk: PP-RSK.5. Skills for drawing restrained, evidence-based conclusions from information that a passage states directly.
Infer Motivation: Choose the most plausible reason a person or group acts as described, using only information and implications in the passage. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance; ETS PP-RSK.5; CCSS CCRA.R.1, R.3 - Inference and implication: Choose the most plausible reason a person or group acts as described, using only information and implications in the passage. Corresponding internal crosswalk codes: ETS PP-RSK.5; CCSS CCRA.R.1, R.3. Complete curriculum domain: E. Inference, Implication, and Supported Conclusions - PPR.081-PPR.100 | Primary ETS crosswalk: PP-RSK.5. Skills for drawing restrained, evidence-based conclusions from information that a passage states directly.
Infer Relationships among People or Ideas: Select the relationship most strongly implied by how people, events, concepts, or claims are described and connected. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.5; CCSS CCRA.R.1, R.3 - Inference and implication: Select the relationship most strongly implied by how people, events, concepts, or claims are described and connected. Corresponding internal crosswalk codes: ETS PP-RSK.5; CCSS CCRA.R.1, R.3. Complete curriculum domain: E. Inference, Implication, and Supported Conclusions - PPR.081-PPR.100 | Primary ETS crosswalk: PP-RSK.5. Skills for drawing restrained, evidence-based conclusions from information that a passage states directly.
Infer Setting or Situation: Choose the time, place, context, or circumstance best supported by indirect clues in the selection. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.5; CCSS CCRA.R.1, R.3 - Inference and implication: Choose the time, place, context, or circumstance best supported by indirect clues in the selection. Corresponding internal crosswalk codes: ETS PP-RSK.5; CCSS CCRA.R.1, R.3. Complete curriculum domain: E. Inference, Implication, and Supported Conclusions - PPR.081-PPR.100 | Primary ETS crosswalk: PP-RSK.5. Skills for drawing restrained, evidence-based conclusions from information that a passage states directly.
Draw a Supported Generalization: select the broader statement justified by a passage's examples while avoiding claims beyond the evidence. Aligned to the ETS ParaPro 1755 Reading crosswalk, CCSS CCRA.R.1 and R.3, ILA 2017 Standards, and IES/WWC reading-practice guidance for inference and implication.
Draw a Supported Conclusion: Choose the conclusion that logically follows from the passage and requires the fewest unsupported assumptions. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.5; CCSS CCRA.R.1 - Inference and implication: Choose the conclusion that logically follows from the passage and requires the fewest unsupported assumptions. Corresponding internal crosswalk codes: ETS PP-RSK.5; CCSS CCRA.R.1.
Infer a Practical Implication: Select what the passage suggests should happen, may happen, or matters in a related real-world situation. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.5; CCSS CCRA.R.1, R.3 - Inference and implication: Select what the passage suggests should happen, may happen, or matters in a related real-world situation. Corresponding internal crosswalk codes: ETS PP-RSK.5; CCSS CCRA.R.1, R.3. Complete curriculum domain: E. Inference, Implication, and Supported Conclusions - PPR.081-PPR.100 | Primary ETS crosswalk: PP-RSK.5. Skills for drawing restrained, evidence-based conclusions from information that a passage states directly.
Infer the Meaning of an Action or Example: Choose what a described action, example, or anecdote implies about the passage's larger idea. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance; ETS PP-RSK.5; CCSS CCRA.R.1-3 - Inference and implication: Choose what a described action, example, or anecdote implies about the passage's larger idea. Complete domain: E. Inference, Implication, and Supported Conclusions - PPR.081-PPR.100.
Inference versus Restatement: Select the answer that truly derives an unstated conclusion rather than simply repeating a sentence from the passage. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.5; CCSS CCRA.R.1 - Inference and implication: Select the answer that truly derives an unstated conclusion rather than simply repeating a sentence from the passage. Corresponding internal crosswalk codes: ETS PP-RSK.5; CCSS CCRA.R.1. Complete curriculum domain: E. Inference, Implication, and Supported Conclusions - PPR.081-PPR.100 | Primary ETS crosswalk: PP-RSK.5. Skills for drawing restrained, evidence-based conclusions from information that a passage states directly.
Most Reasonable versus Merely Possible: Choose the inference with the strongest textual support instead of an answer that is conceivable but weakly grounded. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.5; CCSS CCRA.R.1 - Inference and implication: Choose the inference with the strongest textual support instead of an answer that is conceivable but weakly grounded. Corresponding internal crosswalk codes: ETS PP-RSK.5; CCSS CCRA.R.1. Complete curriculum domain: E. Inference, Implication, and Supported Conclusions - PPR.081-PPR.100 | Primary ETS crosswalk: PP-RSK.5. Skills for drawing restrained, evidence-based conclusions from information that a passage states directly.
Reject an Unsupported or Exaggerated Inference: Select the option that identifies why a conclusion is too absolute, introduces outside information, or exceeds the passage's scope. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance; ETS PP-RSK.5; CCSS CCRA.R.1, R.10 - Inference and implication: Select the option that identifies why a conclusion is too absolute, introduces outside information, or exceeds the passage's scope. Corresponding internal crosswalk codes: ETS PP-RSK.5; CCSS CCRA.R.1, R.10. Complete curriculum domain: E. Inference, Implication, and Supported Conclusions - PPR.081-PPR.100 | Primary ETS crosswalk: PP-RSK.5. Skills for drawing restrained, evidence-based conclusions from information that a passage states directly.
Synthesize Implications across Paragraphs: Choose the implication that emerges from the relationship among ideas developed in separate sections of a passage. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.5; CCSS CCRA.R.1-3, R.5 - Inference and implication: Choose the implication that emerges from the relationship among ideas developed in separate sections of a passage. Corresponding internal crosswalk codes: ETS PP-RSK.5; CCSS CCRA.R.1-3, R.5. Complete curriculum domain: E. Inference, Implication, and Supported Conclusions - PPR.081-PPR.100 | Primary ETS crosswalk: PP-RSK.5. Skills for drawing restrained, evidence-based conclusions from information that a passage states directly.
F. Fact, Opinion, Claims, and Objective Reading - PPR.101-PPR.114 | Primary ETS crosswalk: PP-RSK.6. Skills for determining how information is presented and distinguishing verifiable statements from judgments and interpretations.
Identify a Factual Statement: Select the statement presented as objectively verifiable through observation, records, measurement, or reliable evidence.. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.6; CCSS CCRA.R.1, R.8 - Fact and opinion: Select the statement presented as objectively verifiable through observation, records, measurement, or reliable evidence. Corresponding internal crosswalk codes: ETS PP-RSK.6; CCSS CCRA.R.1, R.8. Complete curriculum domain: F. Fact, Opinion, Claims, and Objective Reading - PPR.101-PPR.114 | Primary ETS crosswalk: PP-RSK.6. Skills for determining how information is presented and distinguishing verifiable statements from judgments and interpretations..
Identify an Opinion Statement: Choose the statement that expresses a judgment, preference, recommendation, or belief rather than a verifiable fact. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.6; CCSS CCRA.R.6, R.8 - Fact and opinion: Choose the statement that expresses a judgment, preference, recommendation, or belief rather than a verifiable fact. Corresponding internal crosswalk codes: ETS PP-RSK.6; CCSS CCRA.R.6, R.8. Complete curriculum domain: F. Fact, Opinion, Claims, and Objective Reading - PPR.101-PPR.114 | Primary ETS crosswalk: PP-RSK.6. Skills for determining how information is presented and distinguishing verifiable statements from judgments and interpretations.
Test Whether a Claim Is Verifiable: Select the method or evidence that could confirm or disconfirm a factual claim and distinguish it from a value judgment. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.6; CCSS CCRA.R.1, R.8 - Fact and opinion: Select the method or evidence that could confirm or disconfirm a factual claim and distinguish it from a value judgment. Corresponding internal crosswalk codes: ETS PP-RSK.6; CCSS CCRA.R.1, R.8. Complete curriculum domain: F. Fact, Opinion, Claims, and Objective Reading - PPR.101-PPR.114 | Primary ETS crosswalk: PP-RSK.6. Skills for determining how information is presented and distinguishing verifiable statements from judgments and interpretations.
Objective versus Subjective Language: Choose the sentence that uses neutral, measurable language rather than emotionally charged or evaluative wording. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.6; CCSS CCRA.R.4, R.6 - Fact and opinion: Choose the sentence that uses neutral, measurable language rather than emotionally charged or evaluative wording. Corresponding internal crosswalk codes: ETS PP-RSK.6; CCSS CCRA.R.4, R.6. Complete curriculum domain: F. Fact, Opinion, Claims, and Objective Reading - PPR.101-PPR.114 | Primary ETS crosswalk: PP-RSK.6. Skills for determining how information is presented and distinguishing verifiable statements from judgments and interpretations.
Factual Content with Evaluative Wording: Select the word or phrase that turns an otherwise factual statement into an opinion or judgment. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.6; CCSS CCRA.R.4, R.6 - Fact and opinion: Select the word or phrase that turns an otherwise factual statement into an opinion or judgment. Corresponding internal crosswalk codes: ETS PP-RSK.6; CCSS CCRA.R.4, R.6. Complete curriculum domain: F. Fact, Opinion, Claims, and Objective Reading - PPR.101-PPR.114 | Primary ETS crosswalk: PP-RSK.6. Skills for determining how information is presented and distinguishing verifiable statements from judgments and interpretations.
Author Opinion versus Quoted Opinion: Choose whose viewpoint is being expressed and distinguish the author's position from an opinion attributed to another source. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.6; CCSS CCRA.R.6 - Fact and opinion: Choose whose viewpoint is being expressed and distinguish the author's position from an opinion attributed to another source. Corresponding internal crosswalk codes: ETS PP-RSK.6; CCSS CCRA.R.6. Complete curriculum domain: F. Fact, Opinion, Claims, and Objective Reading - PPR.101-PPR.114 | Primary ETS crosswalk: PP-RSK.6. Skills for determining how information is presented and distinguishing verifiable statements from judgments and interpretations.
Fact Used to Support an Opinion: Select the factual detail the author uses as evidence for a recommendation, evaluation, or conclusion. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance; ETS PP-RSK.6; CCSS CCRA.R.1, R.8 - Fact and opinion: Select the factual detail the author uses as evidence for a recommendation, evaluation, or conclusion. Corresponding internal crosswalk codes: ETS PP-RSK.6; CCSS CCRA.R.1, R.8. Complete curriculum domain: F. Fact, Opinion, Claims, and Objective Reading - PPR.101-PPR.114 | Primary ETS crosswalk: PP-RSK.6. Skills for determining how information is presented and distinguishing verifiable statements from judgments and interpretations.
Explicit Fact versus Inference: Choose whether a statement is directly stated, logically inferred, or unsupported by the passage. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.6, PP-RSK.5; CCSS CCRA.R.1 - Fact and opinion; Inference and implication: Choose whether a statement is directly stated, logically inferred, or unsupported by the passage. Corresponding internal crosswalk codes: ETS PP-RSK.6, PP-RSK.5; CCSS CCRA.R.1. Complete curriculum domain: F. Fact, Opinion, Claims, and Objective Reading - PPR.101-PPR.114 | Primary ETS crosswalk: PP-RSK.6. Skills for determining how information is presented and distinguishing verifiable statements from judgments and interpretations.
Prediction or Hypothesis versus Fact: Select the statement that describes a possible future result or proposed explanation rather than an established fact.. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.6; CCSS CCRA.R.6, R.8 - Fact and opinion: Select the statement that describes a possible future result or proposed explanation rather than an established fact. Corresponding internal crosswalk codes: ETS PP-RSK.6; CCSS CCRA.R.6, R.8. Complete curriculum domain: F. Fact, Opinion, Claims, and Objective Reading - PPR.101-PPR.114 | Primary ETS crosswalk: PP-RSK.6. Skills for determining how information is presented and distinguishing verifiable statements from judgments and interpretations.
Loaded Language and Bias Signals: Choose the word choice that most clearly signals approval, disapproval, stereotyping, or an attempt to influence the reader. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.6; CCSS CCRA.R.4, R.6 - Fact and opinion: Choose the word choice that most clearly signals approval, disapproval, stereotyping, or an attempt to influence the reader. Corresponding internal crosswalk codes: ETS PP-RSK.6; CCSS CCRA.R.4, R.6. Complete curriculum domain: F. Fact, Opinion, Claims, and Objective Reading - PPR.101-PPR.114 | Primary ETS crosswalk: PP-RSK.6. Skills for determining how information is presented and distinguishing verifiable statements from judgments and interpretations.
Claim versus Evidence: Select which sentence makes an assertion and which sentence supplies information intended to support it. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.6; CCSS CCRA.R.1, R.8 - Fact and opinion: Select which sentence makes an assertion and which sentence supplies information intended to support it. Corresponding internal crosswalk codes: ETS PP-RSK.6; CCSS CCRA.R.1, R.8. Complete curriculum domain: F. Fact, Opinion, Claims, and Objective Reading - PPR.101-PPR.114 | Primary ETS crosswalk: PP-RSK.6. Skills for determining how information is presented and distinguishing verifiable statements from judgments and interpretations.
Relevant Evidence versus Unsupported Assertion: Choose the statement that provides relevant support for a claim rather than merely repeating or intensifying it. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.6; CCSS CCRA.R.1, R.8 - Fact and opinion: Choose the statement that provides relevant support for a claim rather than merely repeating or intensifying it. Corresponding internal crosswalk codes: ETS PP-RSK.6; CCSS CCRA.R.1, R.8. Complete curriculum domain: F. Fact, Opinion, Claims, and Objective Reading - PPR.101-PPR.114 | Primary ETS crosswalk: PP-RSK.6. Skills for determining how information is presented and distinguishing verifiable statements from judgments and interpretations.
Observation versus Interpretation: Select the statement that reports what was actually seen or recorded and distinguish it from an explanation of what it means. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.6; CCSS CCRA.R.1, R.7 - Fact and opinion: Select the statement that reports what was actually seen or recorded and distinguish it from an explanation of what it means. Corresponding internal crosswalk codes: ETS PP-RSK.6; CCSS CCRA.R.1, R.7. Complete curriculum domain: F. Fact, Opinion, Claims, and Objective Reading - PPR.101-PPR.114 | Primary ETS crosswalk: PP-RSK.6. Skills for determining how information is presented and distinguishing verifiable statements from judgments and interpretations.
Fact and Opinion in the Same Passage: Choose the classification that accurately identifies factual information, opinion, and evidence-supported interpretation within a short selection.. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.6; CCSS CCRA.R.1, R.6, R.8 - Fact and opinion: Choose the classification that accurately identifies factual information, opinion, and evidence-supported interpretation within a short selection. Corresponding internal crosswalk codes: ETS PP-RSK.6; CCSS CCRA.R.1, R.6, R.8. Complete curriculum domain: F. Fact, Opinion, Claims, and Objective Reading - PPR.101-PPR.114 | Primary ETS crosswalk: PP-RSK.6. Skills for determining how information is presented and distinguishing verifiable statements from judgments and interpretations.
G. Tables, Diagrams, Charts, Graphs, and Other Visual Texts - PPR.115-PPR.130 | Primary ETS crosswalk: PP-RSK.7. Skills for reading visual and quantitative information and integrating it with accompanying prose.
Read Titles, Labels, Units, and Keys: Select the interpretation that correctly uses a visual's title, axis labels, units, categories, symbols, and legend. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.7; CCSS CCRA.R.7 - Visual information: Select the interpretation that correctly uses a visual's title, axis labels, units, categories, symbols, and legend. Corresponding internal crosswalk codes: ETS PP-RSK.7; CCSS CCRA.R.7. Complete curriculum domain: G. Tables, Diagrams, Charts, Graphs, and Other Visual Texts - PPR.115-PPR.130 | Primary ETS crosswalk: PP-RSK.7. Skills for reading visual and quantitative information and integrating it with accompanying prose.
Locate a Value in a Table: Choose the value found at the correct row-and-column intersection and confirm that the heading and unit match the question. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.7; CCSS CCRA.R.7 - Visual information: Choose the value found at the correct row-and-column intersection and confirm that the heading and unit match the question. Corresponding internal crosswalk codes: ETS PP-RSK.7; CCSS CCRA.R.7. Complete curriculum domain: G. Tables, Diagrams, Charts, Graphs, and Other Visual Texts - PPR.115-PPR.130 | Primary ETS crosswalk: PP-RSK.7. Skills for reading visual and quantitative information and integrating it with accompanying prose.
Compare Values in a Table: Select the accurate comparison between two or more table entries, including greater than, less than, equal, or approximate difference. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance; ETS PP-RSK.7; CCSS CCRA.R.7 - Visual information: Select the accurate comparison between two or more table entries, including greater than, less than, equal, or approximate difference. Corresponding internal crosswalk codes: ETS PP-RSK.7; CCSS CCRA.R.7. Complete curriculum domain: G. Tables, Diagrams, Charts, Graphs, and Other Visual Texts - PPR.115-PPR.130 | Primary ETS crosswalk: PP-RSK.7. Skills for reading visual and quantitative information and integrating it with accompanying prose.
Rank or Order Quantities: Choose the correct ordering of categories or data points from least to greatest, greatest to least, earliest to latest, or vice versa. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.7; CCSS CCRA.R.7 - Visual information: Choose the correct ordering of categories or data points from least to greatest, greatest to least, earliest to latest, or vice versa. Corresponding internal crosswalk codes: ETS PP-RSK.7; CCSS CCRA.R.7. Complete curriculum domain: G. Tables, Diagrams, Charts, Graphs, and Other Visual Texts - PPR.115-PPR.130 | Primary ETS crosswalk: PP-RSK.7. Skills for reading visual and quantitative information and integrating it with accompanying prose.
Identify a Trend or Change: Select the statement that accurately describes increase, decrease, stability, fluctuation, or turning point shown by the data. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance; ETS PP-RSK.7; CCSS CCRA.R.7 - Visual information: Select the statement that accurately describes increase, decrease, stability, fluctuation, or turning point shown by the data. Corresponding internal crosswalk codes: ETS PP-RSK.7; CCSS CCRA.R.7. Complete curriculum domain: G. Tables, Diagrams, Charts, Graphs, and Other Visual Texts - PPR.115-PPR.130 | Primary ETS crosswalk: PP-RSK.7. Skills for reading visual and quantitative information and integrating it with accompanying prose.
Interpret a Bar Graph: Choose the conclusion supported by bar heights, category labels, scale intervals, and units without estimating beyond the display. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.7; CCSS CCRA.R.7 - Visual information: Choose the conclusion supported by bar heights, category labels, scale intervals, and units without estimating beyond the display. Corresponding internal crosswalk codes: ETS PP-RSK.7; CCSS CCRA.R.7. Complete curriculum domain: G. Tables, Diagrams, Charts, Graphs, and Other Visual Texts - PPR.115-PPR.130 | Primary ETS crosswalk: PP-RSK.7. Skills for reading visual and quantitative information and integrating it with accompanying prose.
Interpret a Line Graph: Select the accurate statement about change over time, rate direction, high or low points, and intervals shown on a line graph. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.7; CCSS CCRA.R.7 - Visual information: Select the accurate statement about change over time, rate direction, high or low points, and intervals shown on a line graph. Corresponding internal crosswalk codes: ETS PP-RSK.7; CCSS CCRA.R.7. Complete curriculum domain: G. Tables, Diagrams, Charts, Graphs, and Other Visual Texts - PPR.115-PPR.130 | Primary ETS crosswalk: PP-RSK.7. Skills for reading visual and quantitative information and integrating it with accompanying prose.
Interpret a Circle or Pie Chart: Choose the statement that correctly compares parts of a whole using sectors, percentages, fractions, or labeled categories. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.7; CCSS CCRA.R.7 - Visual information: Choose the statement that correctly compares parts of a whole using sectors, percentages, fractions, or labeled categories. Corresponding internal crosswalk codes: ETS PP-RSK.7; CCSS CCRA.R.7. Complete curriculum domain: G. Tables, Diagrams, Charts, Graphs, and Other Visual Texts - PPR.115-PPR.130 | Primary ETS crosswalk: PP-RSK.7. Skills for reading visual and quantitative information and integrating it with accompanying prose.
Interpret a Pictograph: Select the correct value or comparison after applying the pictograph key, including symbols that represent more than one unit. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.7; CCSS CCRA.R.7 - Visual information: Select the correct value or comparison after applying the pictograph key, including symbols that represent more than one unit. Corresponding internal crosswalk codes: ETS PP-RSK.7; CCSS CCRA.R.7. Complete curriculum domain: G. Tables, Diagrams, Charts, Graphs, and Other Visual Texts - PPR.115-PPR.130 | Primary ETS crosswalk: PP-RSK.7. Skills for reading visual and quantitative information and integrating it with accompanying prose.
Interpret a Labeled Diagram: Choose the statement that accurately identifies a part, feature, relationship, or function shown in a labeled diagram. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.7; CCSS CCRA.R.7 - Visual information: Choose the statement that accurately identifies a part, feature, relationship, or function shown in a labeled diagram. Corresponding internal crosswalk codes: ETS PP-RSK.7; CCSS CCRA.R.7. Complete curriculum domain: G. Tables, Diagrams, Charts, Graphs, and Other Visual Texts - PPR.115-PPR.130 | Primary ETS crosswalk: PP-RSK.7. Skills for reading visual and quantitative information and integrating it with accompanying prose.
Interpret a Process Diagram or Flowchart: Select the correct sequence, decision path, input, output, or dependency represented in a process visual. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.7; CCSS CCRA.R.7 - Visual information: Select the correct sequence, decision path, input, output, or dependency represented in a process visual. Corresponding internal crosswalk codes: ETS PP-RSK.7; CCSS CCRA.R.7. Complete curriculum domain: G. Tables, Diagrams, Charts, Graphs, and Other Visual Texts - PPR.115-PPR.130 | Primary ETS crosswalk: PP-RSK.7. Skills for reading visual and quantitative information and integrating it with accompanying prose.
Interpret a Timeline: Choose the accurate chronological relationship, duration, interval, or sequence shown by a timeline. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.7; CCSS CCRA.R.7 - Visual information: Choose the accurate chronological relationship, duration, interval, or sequence shown by a timeline. Corresponding internal crosswalk codes: ETS PP-RSK.7; CCSS CCRA.R.7. Complete curriculum domain: G. Tables, Diagrams, Charts, Graphs, and Other Visual Texts - PPR.115-PPR.130 | Primary ETS crosswalk: PP-RSK.7. Skills for reading visual and quantitative information and integrating it with accompanying prose.
Interpret a Map, Key, or Legend: Select the location or relationship supported by map labels, symbols, directions, boundaries, and the legend. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.7; CCSS CCRA.R.7 - Visual information: Select the location or relationship supported by map labels, symbols, directions, boundaries, and the legend. Corresponding internal crosswalk codes: ETS PP-RSK.7; CCSS CCRA.R.7. Complete curriculum domain: G. Tables, Diagrams, Charts, Graphs, and Other Visual Texts - PPR.115-PPR.130 | Primary ETS crosswalk: PP-RSK.7. Skills for reading visual and quantitative information and integrating it with accompanying prose.
Interpret a Venn Diagram or Graphic Organizer: Choose the item that belongs in the correct region or category based on similarities, differences, and stated classification rules. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.7; CCSS CCRA.R.7 - Visual information: Choose the item that belongs in the correct region or category based on similarities, differences, and stated classification rules. Corresponding internal crosswalk codes: ETS PP-RSK.7; CCSS CCRA.R.7. Complete curriculum domain: G. Tables, Diagrams, Charts, Graphs, and Other Visual Texts - PPR.115-PPR.130 | Primary ETS crosswalk: PP-RSK.7. Skills for reading visual and quantitative information and integrating it with accompanying prose.
Integrate Passage and Visual Information: Select the conclusion that is supported when information from prose and a related table, chart, graph, or diagram is combined. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.7; CCSS CCRA.R.1, R.7 - Visual information: Select the conclusion that is supported when information from prose and a related table, chart, graph, or diagram is combined. Corresponding internal crosswalk codes: ETS PP-RSK.7; CCSS CCRA.R.1, R.7. Complete curriculum domain: G. Tables, Diagrams, Charts, Graphs, and Other Visual Texts - PPR.115-PPR.130 | Primary ETS crosswalk: PP-RSK.7. Skills for reading visual and quantitative information and integrating it with accompanying prose.
Avoid Unsupported Visual Conclusions: Choose the answer that respects the displayed scale and data limits and reject causal, universal, or future claims the visual cannot establish.. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RSK.7; CCSS CCRA.R.1, R.7-8 - Visual information: Choose the answer that respects the displayed scale and data limits and reject causal, universal, or future claims the visual cannot establish. Corresponding internal crosswalk codes: ETS PP-RSK.7; CCSS CCRA.R.1, R.7-8. Complete curriculum domain: G. Tables, Diagrams, Charts, Graphs, and Other Visual Texts - PPR.115-PPR.130 | Primary ETS crosswalk: PP-RSK.7. Skills for reading visual and quantitative information and integrating it with accompanying prose.
H. Sounding Out Words and Phonological Awareness - PPR.131-PPR.144 | Primary ETS crosswalk: PP-RCA.1. Classroom-application skills for recognizing speech sounds and selecting appropriate early decoding support.
Sound versus Letter Awareness: Choose the activity that focuses a student on spoken sounds rather than printed letters and therefore targets phonological awareness. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.1; CCSS RF.K-2.2; ILA 2017 Standards 1-2 - Sound out words: Choose the activity that focuses a student on spoken sounds rather than printed letters and therefore targets phonological awareness. Corresponding internal crosswalk codes: ETS PP-RCA.1; CCSS RF.K-2.2; ILA 2017 Standards 1-2. Complete curriculum domain: H. Sounding Out Words and Phonological Awareness - PPR.131-PPR.144 | Primary ETS crosswalk: PP-RCA.1. Classroom-application skills for recognizing speech sounds and selecting appropriate early decoding support.
Recognize Rhyming Words: Select the word that rhymes with a target word by matching the final vowel and consonant sounds, not merely the spelling. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.1; CCSS RF.K.2; ILA 2017 Standards 1-2 - Sound out words: Select the word that rhymes with a target word by matching the final vowel and consonant sounds, not merely the spelling. Corresponding internal crosswalk codes: ETS PP-RCA.1; CCSS RF.K.2; ILA 2017 Standards 1-2. Complete curriculum domain: H. Sounding Out Words and Phonological Awareness - PPR.131-PPR.144 | Primary ETS crosswalk: PP-RCA.1. Classroom-application skills for recognizing speech sounds and selecting appropriate early decoding support.
Identify Onset and Rime: Choose the correct division between the initial sound or blend and the remaining vowel-plus-ending pattern in a spoken word. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.1; CCSS RF.K-1.2; ILA 2017 Standards 1-2 - Sound out words: Choose the correct division between the initial sound or blend and the remaining vowel-plus-ending pattern in a spoken word. Corresponding internal crosswalk codes: ETS PP-RCA.1; CCSS RF.K-1.2; ILA 2017 Standards 1-2. Complete curriculum domain: H. Sounding Out Words and Phonological Awareness - PPR.131-PPR.144 | Primary ETS crosswalk: PP-RCA.1. Classroom-application skills for recognizing speech sounds and selecting appropriate early decoding support.
Count Spoken Syllables: Select the correct number of syllables in a spoken word by identifying its vowel beats or spoken parts. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.1-2; CCSS RF.K-1.2; ILA 2017 Standards 1-2 - Sound out words; Break words into parts: Select the correct number of syllables in a spoken word by identifying its vowel beats or spoken parts. Corresponding internal crosswalk codes: ETS PP-RCA.1-2; CCSS RF.K-1.2; ILA 2017 Standards 1-2. Complete curriculum domain: H. Sounding Out Words and Phonological Awareness - PPR.131-PPR.144 | Primary ETS crosswalk: PP-RCA.1. Classroom-application skills for recognizing speech sounds and selecting appropriate early decoding support.
Identify an Initial Phoneme: Choose the first individual sound heard in a word, including words beginning with blends or digraphs. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.1; CCSS RF.K-1.2; ILA 2017 Standards 1-2 - Sound out words: Choose the first individual sound heard in a word, including words beginning with blends or digraphs.
Identify a Final Phoneme: Select the last individual sound in a word and distinguish it from the final printed letter when spelling is irregular. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.1; CCSS RF.K-1.2; ILA 2017 Standards 1-2 - Sound out words: Select the last individual sound in a word and distinguish it from the final printed letter when spelling is irregular. Corresponding internal crosswalk codes: ETS PP-RCA.1; CCSS RF.K-1.2; ILA 2017 Standards 1-2. Complete curriculum domain: H. Sounding Out Words and Phonological Awareness - PPR.131-PPR.144 | Primary ETS crosswalk: PP-RCA.1. Classroom-application skills for recognizing speech sounds and selecting appropriate early decoding support.
Identify a Medial Vowel Sound: Choose the vowel sound heard in the middle of a one-syllable word and classify it as short, long, or another common vowel sound. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.1; CCSS RF.K-1.2-3; ILA 2017 Standards 1-2 - Sound out words: Choose the vowel sound heard in the middle of a one-syllable word and classify it as short, long, or another common vowel sound. Corresponding internal crosswalk codes: ETS PP-RCA.1; CCSS RF.K-1.2-3; ILA 2017 Standards 1-2. Complete curriculum domain: H. Sounding Out Words and Phonological Awareness - PPR.131-PPR.144 | Primary ETS crosswalk: PP-RCA.1. Classroom-application skills for recognizing speech sounds and selecting appropriate early decoding support.
Isolate a Phoneme: Select the individual sound requested from the beginning, middle, or end of a spoken word. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance; ETS PP-RCA.1; CCSS RF.K-1.2; ILA 2017 Standards 1-2 - Sound out words: Select the individual sound requested from the beginning, middle, or end of a spoken word. Corresponding internal crosswalk codes: ETS PP-RCA.1; CCSS RF.K-1.2; ILA 2017 Standards 1-2. Complete curriculum domain: H. Sounding Out Words and Phonological Awareness - PPR.131-PPR.144 | Primary ETS crosswalk: PP-RCA.1. Classroom-application skills for recognizing speech sounds and selecting appropriate early decoding support.
Blend Phonemes into a Word: Choose the word produced when separately spoken phonemes are blended smoothly in order. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance; ETS PP-RCA.1; CCSS RF.K-1.2; ILA 2017 Standards 1-2 - Sound out words: Choose the word produced when separately spoken phonemes are blended smoothly in order. Corresponding internal crosswalk codes: ETS PP-RCA.1; CCSS RF.K-1.2; ILA 2017 Standards 1-2. Complete curriculum domain: H. Sounding Out Words and Phonological Awareness - PPR.131-PPR.144 | Primary ETS crosswalk: PP-RCA.1. Classroom-application skills for recognizing speech sounds and selecting appropriate early decoding support.
Segment a Word into Phonemes: Select the accurate sequence and number of individual sounds in a spoken word, treating digraphs as one sound. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.1; CCSS RF.K-1.2; ILA 2017 Standards 1-2 - Sound out words: Select the accurate sequence and number of individual sounds in a spoken word, treating digraphs as one sound. Corresponding internal crosswalk codes: ETS PP-RCA.1; CCSS RF.K-1.2; ILA 2017 Standards 1-2. Complete curriculum domain: H. Sounding Out Words and Phonological Awareness - PPR.131-PPR.144 | Primary ETS crosswalk: PP-RCA.1. Classroom-application skills for recognizing speech sounds and selecting appropriate early decoding support.
Delete a Phoneme: Choose the new word formed after removing a specified initial, medial, or final sound from a spoken word. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.1; CCSS RF.K-1.2; ILA 2017 Standards 1-2 - Sound out words: Choose the new word formed after removing a specified initial, medial, or final sound from a spoken word. Corresponding internal crosswalk codes: ETS PP-RCA.1; CCSS RF.K-1.2; ILA 2017 Standards 1-2. Complete curriculum domain: H. Sounding Out Words and Phonological Awareness - PPR.131-PPR.144 | Primary ETS crosswalk: PP-RCA.1. Classroom-application skills for recognizing speech sounds and selecting appropriate early decoding support.
Substitute a Phoneme: Select the new word created when one specified sound is replaced with another while all remaining sounds stay the same. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.1; CCSS RF.K-1.2; ILA 2017 Standards 1-2 - Sound out words: Select the new word created when one specified sound is replaced with another while all remaining sounds stay the same. Corresponding internal crosswalk codes: ETS PP-RCA.1; CCSS RF.K-1.2; ILA 2017 Standards 1-2. Complete curriculum domain: H. Sounding Out Words and Phonological Awareness - PPR.131-PPR.144 | Primary ETS crosswalk: PP-RCA.1. Classroom-application skills for recognizing speech sounds and selecting appropriate early decoding support.
Distinguish Short and Long Vowels: Choose the vowel sound or word example that correctly represents a stated short- or long-vowel pattern. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.1; CCSS RF.K-2.3; ILA 2017 Standards 1-2 - Sound out words: Choose the vowel sound or word example that correctly represents a stated short- or long-vowel pattern. Corresponding internal crosswalk codes: ETS PP-RCA.1; CCSS RF.K-2.3; ILA 2017 Standards 1-2. Complete curriculum domain: H. Sounding Out Words and Phonological Awareness - PPR.131-PPR.144 | Primary ETS crosswalk: PP-RCA.1. Classroom-application skills for recognizing speech sounds and selecting appropriate early decoding support.
Recognize Common Consonant Sounds: Select the letter or letter pattern that represents a heard consonant sound, including common digraphs such as sh, ch, th, and wh. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance; ETS PP-RCA.1; CCSS RF.K-2.3; ILA 2017 Standards 1-2 - Sound out words.
I. Phonics, Syllables, Roots, Prefixes, and Suffixes - PPR.145-PPR.160 | Primary ETS crosswalk: PP-RCA.1-2. Classroom-application skills for breaking printed words into useful sound and meaning units.
Consonant Blends and Digraphs: Choose the decoding that preserves each sound in a blend and treats a consonant digraph as the single sound it represents. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.1-2; CCSS RF.K-3.3; ILA 2017 Standards 1-2 - Sound out words; Break words into parts: Choose the decoding that preserves each sound in a blend and treats a consonant digraph as the single sound it represents. Corresponding internal crosswalk codes: ETS PP-RCA.1-2; CCSS RF.K-3.3; ILA 2017 Standards 1-2. Complete curriculum domain: I. Phonics, Syllables, Roots, Prefixes, and Suffixes - PPR.145-PPR.160 | Primary ETS crosswalk: PP-RCA.1-2. Classroom-application skills for breaking printed words into useful sound and meaning units.
Short-Vowel CVC Patterns: Select the pronunciation produced by blending a consonant-vowel-consonant word with the expected short-vowel sound. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.1-2; CCSS RF.K-2.3; ILA 2017 Standards 1-2 - Sound out words; Break words into parts: Select the pronunciation produced by blending a consonant-vowel-consonant word with the expected short-vowel sound. Corresponding internal crosswalk codes: ETS PP-RCA.1-2; CCSS RF.K-2.3; ILA 2017 Standards 1-2. Complete curriculum domain: I. Phonics, Syllables, Roots, Prefixes, and Suffixes - PPR.145-PPR.160 | Primary ETS crosswalk: PP-RCA.1-2. Classroom-application skills for breaking printed words into useful sound and meaning units.
Silent-e or VCe Patterns: Choose the pronunciation in which a final silent e changes the preceding vowel to its common long sound. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.1-2; CCSS RF.1-3.3; ILA 2017 Standards 1-2 - Sound out words; Break words into parts: Choose the pronunciation in which a final silent e changes the preceding vowel to its common long sound. Corresponding internal crosswalk codes: ETS PP-RCA.1-2; CCSS RF.1-3.3; ILA 2017 Standards 1-2. Complete curriculum domain: I. Phonics, Syllables, Roots, Prefixes, and Suffixes - PPR.145-PPR.160 | Primary ETS crosswalk: PP-RCA.1-2. Classroom-application skills for breaking printed words into useful sound and meaning units.
Vowel Teams and Diphthongs: Select the word or pronunciation that correctly applies a common vowel-team or diphthong pattern. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.1-2; CCSS RF.1-3.3; ILA 2017 Standards 1-2 - Sound out words; Break words into parts: Select the word or pronunciation that correctly applies a common vowel-team or diphthong pattern. Corresponding internal crosswalk codes: ETS PP-RCA.1-2; CCSS RF.1-3.3; ILA 2017 Standards 1-2. Complete curriculum domain: I. Phonics, Syllables, Roots, Prefixes, and Suffixes - PPR.145-PPR.160 | Primary ETS crosswalk: PP-RCA.1-2. Classroom-application skills for breaking printed words into useful sound and meaning units.
R-Controlled Vowels: Choose the pronunciation that reflects how r changes the preceding vowel sound in patterns such as ar, er, ir, or, and ur. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.1-2; CCSS RF.1-3.3; ILA 2017 Standards 1-2 - Sound out words; Break words into parts: Choose the pronunciation that reflects how r changes the preceding vowel sound in patterns such as ar, er, ir, or, and ur. Corresponding internal crosswalk codes: ETS PP-RCA.1-2; CCSS RF.1-3.3; ILA 2017 Standards 1-2. Complete curriculum domain: I. Phonics, Syllables, Roots, Prefixes, and Suffixes - PPR.145-PPR.160 | Primary ETS crosswalk: PP-RCA.1-2. Classroom-application skills for breaking printed words into useful sound and meaning units.
Hard and Soft c and g: Select the expected consonant sound for c or g based on the following letter and the word pattern. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.1-2; CCSS RF.1-3.3; ILA 2017 Standards 1-2 - Sound out words; Break words into parts: Select the expected consonant sound for c or g based on the following letter and the word pattern. Corresponding internal crosswalk codes: ETS PP-RCA.1-2; CCSS RF.1-3.3; ILA 2017 Standards 1-2. Complete curriculum domain: I. Phonics, Syllables, Roots, Prefixes, and Suffixes - PPR.145-PPR.160 | Primary ETS crosswalk: PP-RCA.1-2. Classroom-application skills for breaking printed words into useful sound and meaning units.
Open and Closed Syllables: Choose the correct syllable type and vowel sound based on whether the syllable ends in a vowel or a consonant. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.2; CCSS RF.1-4.3; ILA 2017 Standards 1-2 - Break words into parts: Choose the correct syllable type and vowel sound based on whether the syllable ends in a vowel or a consonant. Corresponding internal crosswalk codes: ETS PP-RCA.2; CCSS RF.1-4.3; ILA 2017 Standards 1-2. Complete curriculum domain: I. Phonics, Syllables, Roots, Prefixes, and Suffixes - PPR.145-PPR.160 | Primary ETS crosswalk: PP-RCA.1-2. Classroom-application skills for breaking printed words into useful sound and meaning units.
Consonant-le Syllables: Select the correct division and pronunciation of a final consonant-le syllable in a multisyllabic word. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.2; CCSS RF.2-5.3; ILA 2017 Standards 1-2 - Break words into parts: Select the correct division and pronunciation of a final consonant-le syllable in a multisyllabic word. Corresponding internal crosswalk codes: ETS PP-RCA.2; CCSS RF.2-5.3; ILA 2017 Standards 1-2. Complete curriculum domain: I. Phonics, Syllables, Roots, Prefixes, and Suffixes - PPR.145-PPR.160 | Primary ETS crosswalk: PP-RCA.1-2. Classroom-application skills for breaking printed words into useful sound and meaning units.
VC/CV Syllable Division: Choose the useful division between two middle consonants and apply it to decode both syllables.. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.2; CCSS RF.2-5.3; ILA 2017 Standards 1-2 - Break words into parts: Choose the useful division between two middle consonants and apply it to decode both syllables. Corresponding internal crosswalk codes: ETS PP-RCA.2; CCSS RF.2-5.3; ILA 2017 Standards 1-2. Complete curriculum domain: I. Phonics, Syllables, Roots, Prefixes, and Suffixes - PPR.145-PPR.160 | Primary ETS crosswalk: PP-RCA.1-2. Classroom-application skills for breaking printed words into useful sound and meaning units.
Flexible V/CV and VC/V Division: Select the syllable division and vowel pronunciation that produces a recognizable word when one consonant falls between vowels. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.2; CCSS RF.2-5.3; ILA 2017 Standards 1-2 - Break words into parts: Select the syllable division and vowel pronunciation that produces a recognizable word when one consonant falls between vowels.
Decode Two-Syllable Words: Choose the accurate pronunciation after dividing a two-syllable word, applying syllable patterns, and blending the parts. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.1-2; CCSS RF.2-5.3; ILA 2017 Standards 1-2 - Sound out words; Break words into parts: Choose the accurate pronunciation after dividing a two-syllable word, applying syllable patterns, and blending the parts. Corresponding internal crosswalk codes: ETS PP-RCA.1-2; CCSS RF.2-5.3; ILA 2017 Standards 1-2. Complete curriculum domain: I. Phonics, Syllables, Roots, Prefixes, and Suffixes - PPR.145-PPR.160 | Primary ETS crosswalk: PP-RCA.1-2. Classroom-application skills for breaking printed words into useful sound and meaning units.
Decode Longer Multisyllabic Words: Select the most effective chunking and pronunciation of a longer word using syllables, recognizable affixes, and roots.. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.1-2; CCSS RF.3-5.3; ILA 2017 Standards 1-2 - Sound out words; Break words into parts: Select the most effective chunking and pronunciation of a longer word using syllables, recognizable affixes, and roots. Corresponding internal crosswalk codes: ETS PP-RCA.1-2; CCSS RF.3-5.3; ILA 2017 Standards 1-2. Complete curriculum domain: I. Phonics, Syllables, Roots, Prefixes, and Suffixes - PPR.145-PPR.160 | Primary ETS crosswalk: PP-RCA.1-2. Classroom-application skills for breaking printed words into useful sound and meaning units.
Identify a Base Word or Root: Choose the meaningful base or root that remains after common prefixes, suffixes, or inflectional endings are removed. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.2; CCSS RF.2-5.3; CCSS L.4 - Break words into parts: Choose the meaningful base or root that remains after common prefixes, suffixes, or inflectional endings are removed. Corresponding internal crosswalk codes: ETS PP-RCA.2; CCSS RF.2-5.3; CCSS L.4. Complete curriculum domain: I. Phonics, Syllables, Roots, Prefixes, and Suffixes - PPR.145-PPR.160 | Primary ETS crosswalk: PP-RCA.1-2. Classroom-application skills for breaking printed words into useful sound and meaning units.
Use Prefixes to Decode and Interpret: Select how a prefix changes a word's pronunciation or meaning and choose the resulting word interpretation. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.2; CCSS RF.2-5.3; CCSS L.4 - Break words into parts: Select how a prefix changes a word's pronunciation or meaning and choose the resulting word interpretation. Corresponding internal crosswalk codes: ETS PP-RCA.2; CCSS RF.2-5.3; CCSS L.4. Complete curriculum domain: I. Phonics, Syllables, Roots, Prefixes, and Suffixes - PPR.145-PPR.160 | Primary ETS crosswalk: PP-RCA.1-2. Classroom-application skills for breaking printed words into useful sound and meaning units.
Use Suffixes and Inflectional Endings: Choose how a suffix or ending affects pronunciation, meaning, tense, number, or part of speech. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.2; CCSS RF.1-5.3; CCSS L.4 - Break words into parts: Choose how a suffix or ending affects pronunciation, meaning, tense, number, or part of speech. Corresponding internal crosswalk codes: ETS PP-RCA.2; CCSS RF.1-5.3; CCSS L.4. Complete curriculum domain: I. Phonics, Syllables, Roots, Prefixes, and Suffixes - PPR.145-PPR.160 | Primary ETS crosswalk: PP-RCA.1-2. Classroom-application skills for breaking printed words into useful sound and meaning units..
Combine Word Parts Strategically: Select the decoding approach that uses compound parts, contractions, syllables, roots, and affixes together to solve an unfamiliar word. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.1-2; CCSS RF.2-5.3; CCSS L.4; ILA 2017 Standards 1-2 - Sound out words; Break words into parts: Select the decoding approach that uses compound parts, contractions, syllables, roots, and affixes together to solve an unfamiliar word. Corresponding internal crosswalk codes: ETS PP-RCA.1-2; CCSS RF.2-5.3; CCSS L.4; ILA 2017 Standards 1-2. Complete curriculum domain: I. Phonics, Syllables, Roots, Prefixes, and Suffixes - PPR.145-PPR.160 | Primary ETS crosswalk: PP-RCA.1-2. Classroom-application skills for breaking printed words into useful sound and meaning units.
J. Decoding Words and Phrases through Syntax - PPR.161-PPR.170 | Primary ETS crosswalk: PP-RCA.3. Classroom-application skills for using sentence grammar and meaning to confirm or correct word reading.
Word Order and Part-of-Speech Clues: Choose the type of word that can grammatically fit a sentence position and use that clue to support decoding.. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.3; CCSS L.K-5.1, L.4; ILA 2017 Standards 1-2 - Use syntax to decode: Choose the type of word that can grammatically fit a sentence position and use that clue to support decoding. Corresponding internal crosswalk codes: ETS PP-RCA.3; CCSS L.K-5.1, L.4; ILA 2017 Standards 1-2. Complete curriculum domain: J. Decoding Words and Phrases through Syntax - PPR.161-PPR.170 | Primary ETS crosswalk: PP-RCA.3. Classroom-application skills for using sentence grammar and meaning to confirm or correct word reading..
Subject-Verb Agreement as a Clue: Select the verb form or decoded word that agrees with the sentence subject in number and person. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.3; CCSS L.K-5.1; ILA 2017 Standards 1-2 - Use syntax to decode: Select the verb form or decoded word that agrees with the sentence subject in number and person. Corresponding internal crosswalk codes: ETS PP-RCA.3; CCSS L.K-5.1; ILA 2017 Standards 1-2. Complete curriculum domain: J. Decoding Words and Phrases through Syntax - PPR.161-PPR.170 | Primary ETS crosswalk: PP-RCA.3. Classroom-application skills for using sentence grammar and meaning to confirm or correct word reading.
Noun and Pronoun Clues: Choose the decoded word or phrase that makes sense with nearby determiners, adjectives, possessives, or pronoun references. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.3; CCSS L.K-5.1, L.4 - Use syntax to decode: Choose the decoded word or phrase that makes sense with nearby determiners, adjectives, possessives, or pronoun references. Corresponding internal crosswalk codes: ETS PP-RCA.3; CCSS L.K-5.1, L.4. Complete curriculum domain: J. Decoding Words and Phrases through Syntax - PPR.161-PPR.170 | Primary ETS crosswalk: PP-RCA.3. Classroom-application skills for using sentence grammar and meaning to confirm or correct word reading.
Verb-Tense Clues: Select the word reading or form that is consistent with the time relationship established by surrounding verbs and time markers. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance; ETS PP-RCA.3; CCSS L.K-5.1, L.4 - Use syntax to decode: Select the word reading or form that is consistent with the time relationship established by surrounding verbs and time markers. Corresponding internal crosswalk codes: ETS PP-RCA.3; CCSS L.K-5.1, L.4. Complete curriculum domain: J. Decoding Words and Phrases through Syntax - PPR.161-PPR.170 | Primary ETS crosswalk: PP-RCA.3. Classroom-application skills for using sentence grammar and meaning to confirm or correct word reading.
Articles and Determiners as Clues: Choose whether the missing or uncertain word is likely a noun or noun phrase based on words such as a, an, the, this, or those. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.3; CCSS L.K-5.1 - Use syntax to decode: Choose whether the missing or uncertain word is likely a noun or noun phrase based on words such as a, an, the, this, or those. Corresponding internal crosswalk codes: ETS PP-RCA.3; CCSS L.K-5.1. Complete curriculum domain: J. Decoding Words and Phrases through Syntax - PPR.161-PPR.170 | Primary ETS crosswalk: PP-RCA.3. Classroom-application skills for using sentence grammar and meaning to confirm or correct word reading.
Prepositions and Function Words as Clues: Select the word or phrase that produces a grammatical relationship after a preposition, conjunction, or other function word. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.3; CCSS L.K-5.1 - Use syntax to decode: Select the word or phrase that produces a grammatical relationship after a preposition, conjunction, or other function word. Corresponding internal crosswalk codes: ETS PP-RCA.3; CCSS L.K-5.1. Complete curriculum domain: J. Decoding Words and Phrases through Syntax - PPR.161-PPR.170 | Primary ETS crosswalk: PP-RCA.3. Classroom-application skills for using sentence grammar and meaning to confirm or correct word reading.
Punctuation and Phrase Boundaries: Choose the phrasing or word interpretation supported by commas, quotation marks, parentheses, sentence endings, and clause boundaries. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.3; CCSS L.K-5.1-2 - Use syntax to decode: Choose the phrasing or word interpretation supported by commas, quotation marks, parentheses, sentence endings, and clause boundaries. Corresponding internal crosswalk codes: ETS PP-RCA.3; CCSS L.K-5.1-2. Complete curriculum domain: J. Decoding Words and Phrases through Syntax - PPR.161-PPR.170 | Primary ETS crosswalk: PP-RCA.3. Classroom-application skills for using sentence grammar and meaning to confirm or correct word reading.
Combine Syntax and Meaning: Select the unknown word interpretation that is both grammatically possible and logically meaningful in the sentence. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.3; CCSS L.K-5.1, L.4 - Use syntax to decode: Select the unknown word interpretation that is both grammatically possible and logically meaningful in the sentence. Corresponding internal crosswalk codes: ETS PP-RCA.3; CCSS L.K-5.1, L.4. Complete curriculum domain: J. Decoding Words and Phrases through Syntax - PPR.161-PPR.170 | Primary ETS crosswalk: PP-RCA.3. Classroom-application skills for using sentence grammar and meaning to confirm or correct word reading.
Detect a Syntactic Misread: Choose the word a student most likely misread when the oral sentence violates grammar even though several individual sounds are correct. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.3, PP-RCA.8; CCSS RF.K-5.4; CCSS L.K-5.1 - Use syntax to decode; Observe comprehension: Choose the word a student most likely misread when the oral sentence violates grammar even though several individual sounds are correct. Corresponding internal crosswalk codes: ETS PP-RCA.3, PP-RCA.8; CCSS RF.K-5.4; CCSS L.K-5.1. Complete curriculum domain: J. Decoding Words and Phrases through Syntax - PPR.161-PPR.170 | Primary ETS crosswalk: PP-RCA.3. Classroom-application skills for using sentence grammar and meaning to confirm or correct word reading.
Prompt Syntax-Based Self-Correction: Select the paraprofessional prompt that directs a student to reread, check grammar and meaning, and correct a miscue without supplying the word. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.3, PP-RCA.8; CCSS RF.K-5.4; ILA 2017 Standards 2-3 - Use syntax to decode; Observe comprehension: Select the paraprofessional prompt that directs a student to reread, check grammar and meaning, and correct a miscue without supplying the word. Corresponding internal crosswalk codes: ETS PP-RCA.3, PP-RCA.8; CCSS RF.K-5.4; ILA 2017 Standards 2-3. Complete curriculum domain: J. Decoding Words and Phrases through Syntax - PPR.161-PPR.170 | Primary ETS crosswalk: PP-RCA.3. Classroom-application skills for using sentence grammar and meaning to confirm or correct word reading.
K. Word Relationships, Alphabetical Order, and Dictionary Tools - PPR.171-PPR.185 | Primary ETS crosswalk: PP-RCA.4-5, PP-RCA.9. Classroom-application skills for word relationships, reference navigation, and independent word learning.
Synonyms: Select the word or phrase closest in meaning to a target word while preserving the sentence's context and level of formality. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance; ETS PP-RCA.4; CCSS L.K-5.5-6 - Word relationships: Select the word or phrase closest in meaning to a target word while preserving the sentence's context and level of formality. Corresponding internal crosswalk codes: ETS PP-RCA.4; CCSS L.K-5.5-6. Complete curriculum domain: K. Word Relationships, Alphabetical Order, and Dictionary Tools - PPR.171-PPR.185 | Primary ETS crosswalk: PP-RCA.4-5, PP-RCA.9. Classroom-application skills for word relationships, reference navigation, and independent word learning.
Antonyms: Choose the word or phrase with the most appropriate opposite meaning in the stated context. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.4; CCSS L.K-5.5-6 - Word relationships: Choose the word or phrase with the most appropriate opposite meaning in the stated context. Corresponding internal crosswalk codes: ETS PP-RCA.4; CCSS L.K-5.5-6. Complete curriculum domain: K. Word Relationships, Alphabetical Order, and Dictionary Tools - PPR.171-PPR.185 | Primary ETS crosswalk: PP-RCA.4-5, PP-RCA.9. Classroom-application skills for word relationships, reference navigation, and independent word learning.
Homophones: Select the correctly spelled word when two or more choices sound alike but have different meanings. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.4; CCSS L.K-5.1-2, L.4 - Word relationships: Select the correctly spelled word when two or more choices sound alike but have different meanings. Corresponding internal crosswalk codes: ETS PP-RCA.4; CCSS L.K-5.1-2, L.4. Complete curriculum domain: K. Word Relationships, Alphabetical Order, and Dictionary Tools - PPR.171-PPR.185 | Primary ETS crosswalk: PP-RCA.4-5, PP-RCA.9. Classroom-application skills for word relationships, reference navigation, and independent word learning.
Homographs and Homonyms: Choose the correct meaning or pronunciation of a word that shares spelling or sound with another word. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.4; CCSS L.K-5.4-5 - Word relationships: Choose the correct meaning or pronunciation of a word that shares spelling or sound with another word. Corresponding internal crosswalk codes: ETS PP-RCA.4; CCSS L.K-5.4-5. Complete curriculum domain: K. Word Relationships, Alphabetical Order, and Dictionary Tools - PPR.171-PPR.185 | Primary ETS crosswalk: PP-RCA.4-5, PP-RCA.9. Classroom-application skills for word relationships, reference navigation, and independent word learning.
Multiple-Meaning Words: Select the definition that matches how a familiar word is used in a student sentence or reading passage. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.4, PP-RCA.9; CCSS L.K-5.4-5 - Word relationships; Dictionary use: Select the definition that matches how a familiar word is used in a student sentence or reading passage. Corresponding internal crosswalk codes: ETS PP-RCA.4, PP-RCA.9; CCSS L.K-5.4-5. Complete curriculum domain: K. Word Relationships, Alphabetical Order, and Dictionary Tools - PPR.171-PPR.185 | Primary ETS crosswalk: PP-RCA.4-5, PP-RCA.9. Classroom-application skills for word relationships, reference navigation, and independent word learning.
Shades of Meaning: Choose the word that best expresses the intended degree, intensity, manner, or emotional tone among near-synonyms.. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.4; CCSS L.K-5.5-6 - Word relationships: Choose the word that best expresses the intended degree, intensity, manner, or emotional tone among near-synonyms. Corresponding internal crosswalk codes: ETS PP-RCA.4; CCSS L.K-5.5-6. Complete curriculum domain: K. Word Relationships, Alphabetical Order, and Dictionary Tools - PPR.171-PPR.185 | Primary ETS crosswalk: PP-RCA.4-5, PP-RCA.9. Classroom-application skills for word relationships, reference navigation, and independent word learning..
Word Analogies and Semantic Relationships: Select the word pair that has the same relationship as a model pair, such as category-member, part-whole, function, synonym, or antonym. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.4; CCSS L.K-5.5 - Word relationships: Select the word pair that has the same relationship as a model pair, such as category-member, part-whole, function, synonym, or antonym. Corresponding internal crosswalk codes: ETS PP-RCA.4; CCSS L.K-5.5. Complete curriculum domain: K. Word Relationships, Alphabetical Order, and Dictionary Tools - PPR.171-PPR.185 | Primary ETS crosswalk: PP-RCA.4-5, PP-RCA.9. Classroom-application skills for word relationships, reference navigation, and independent word learning.
Alphabetize by the First Letter: Choose the correct alphabetical order when target words begin with different letters. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance; ETS PP-RCA.5; CCSS L.K-5.4 - Alphabetical order within K. Word Relationships, Alphabetical Order, and Dictionary Tools.
Alphabetize by Later Letters: Select the correct order when words share one or more beginning letters and must be compared at the first point of difference. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.5; CCSS L.K-5.4 - Alphabetical order: Select the correct order when words share one or more beginning letters and must be compared at the first point of difference. Corresponding internal crosswalk codes: ETS PP-RCA.5; CCSS L.K-5.4. Complete curriculum domain: K. Word Relationships, Alphabetical Order, and Dictionary Tools - PPR.171-PPR.185 | Primary ETS crosswalk: PP-RCA.4-5, PP-RCA.9. Classroom-application skills for word relationships, reference navigation, and independent word learning.
Use Dictionary Guide Words: Choose whether a target word would appear on a dictionary page by comparing it with the page's guide words. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.5, PP-RCA.9; CCSS L.K-5.4 - Alphabetical order; Dictionary use: Choose whether a target word would appear on a dictionary page by comparing it with the page's guide words. Corresponding internal crosswalk codes: ETS PP-RCA.5, PP-RCA.9; CCSS L.K-5.4. Complete curriculum domain: K. Word Relationships, Alphabetical Order, and Dictionary Tools - PPR.171-PPR.185 | Primary ETS crosswalk: PP-RCA.4-5, PP-RCA.9. Classroom-application skills for word relationships, reference navigation, and independent word learning.
Find an Entry Word or Base Form: Select the form a student should look up when the text contains a plural, tense ending, comparative, contraction, or derived form. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.9; CCSS L.K-5.4 - Dictionary use: Select the form a student should look up when the text contains a plural, tense ending, comparative, contraction, or derived form. Corresponding internal crosswalk codes: ETS PP-RCA.9; CCSS L.K-5.4. Complete curriculum domain: K. Word Relationships, Alphabetical Order, and Dictionary Tools - PPR.171-PPR.185 | Primary ETS crosswalk: PP-RCA.4-5, PP-RCA.9. Classroom-application skills for word relationships, reference navigation, and independent word learning.
Choose the Correct Dictionary Definition: Choose the dictionary definition or sense analysis that matches the word's meaning and part of speech in the original sentence. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.9; CCSS L.K-5.4 - Dictionary use: Use context and grammatical role to select or justify the correct dictionary sense. Corresponding internal crosswalk codes: ETS PP-RCA.9; CCSS L.K-5.4. Complete curriculum domain: K. Word Relationships, Alphabetical Order, and Dictionary Tools - PPR.171-PPR.185 | Primary ETS crosswalk: PP-RCA.4-5, PP-RCA.9. Classroom-application skills for word relationships, reference navigation, and independent word learning.
Read Dictionary Entry Information: Select the correct interpretation of pronunciation marks, syllable breaks, part-of-speech labels, usage notes, and example sentences. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.9; CCSS L.K-5.4 - Dictionary use: Select the correct interpretation of pronunciation marks, syllable breaks, part-of-speech labels, usage notes, and example sentences. Corresponding internal crosswalk codes: ETS PP-RCA.9; CCSS L.K-5.4. Complete curriculum domain: K. Word Relationships, Alphabetical Order, and Dictionary Tools - PPR.171-PPR.185 | Primary ETS crosswalk: PP-RCA.4-5, PP-RCA.9. Classroom-application skills for word relationships, reference navigation, and independent word learning.
Select among Dictionary, Glossary, Index, and Thesaurus: Choose the reference tool best suited to finding a definition, topic location, pronunciation, synonym, or subject-specific term. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance; ETS PP-RCA.9; CCSS L.K-5.4 - Dictionary use: Choose the reference tool best suited to finding a definition, topic location, pronunciation, synonym, or subject-specific term. Corresponding internal crosswalk codes: ETS PP-RCA.9; CCSS L.K-5.4. Complete curriculum domain: K. Word Relationships, Alphabetical Order, and Dictionary Tools - PPR.171-PPR.185 | Primary ETS crosswalk: PP-RCA.4-5, PP-RCA.9. Classroom-application skills for word relationships, reference navigation, and independent word learning.
Support Independent Reference Use: Select the prompt or sequence that helps a student alphabetize, locate an entry, choose the contextual definition, and return to the passage. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.5, PP-RCA.9; CCSS L.K-5.4; ILA 2017 Standards 2, 5 - Alphabetical order; Dictionary use: Select the prompt or sequence that helps a student alphabetize, locate an entry, choose the contextual definition, and return to the passage. Corresponding internal crosswalk codes: ETS PP-RCA.5, PP-RCA.9; CCSS L.K-5.4; ILA 2017 Standards 2, 5. Complete curriculum domain: K. Word Relationships, Alphabetical Order, and Dictionary Tools - PPR.171-PPR.185 | Primary ETS crosswalk: PP-RCA.4-5, PP-RCA.9. Classroom-application skills for word relationships, reference navigation, and independent word learning.
L. Prereading, Questioning, Observation, Directions, and Integrated Classroom Support - PPR.186-PPR.200 | Primary ETS crosswalk: PP-RCA.6-8, PP-RCA.10. Integrated classroom-application skills for helping students prepare to read, think about text, follow directions, and receive appropriately limited support.
Skim Titles and Headings before Reading: Select the prereading action that uses titles, headings, and opening sentences to establish a useful overview without replacing close reading. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance; ETS PP-RCA.6; CCSS RI/RL.K-5.5, R.7; ILA 2017 Standards 2, 5 - Prereading strategies: Select the prereading action that uses titles, headings, and opening sentences to establish a useful overview without replacing close reading. Corresponding internal crosswalk codes: ETS PP-RCA.6; CCSS RI/RL.K-5.5, R.7; ILA 2017 Standards 2, 5. Complete curriculum domain: L. Prereading, Questioning, Observation, Directions, and Integrated Classroom Support - PPR.186-PPR.200 | Primary ETS crosswalk: PP-RCA.6-8, PP-RCA.10. Integrated classroom-application skills for helping students prepare to read, think about text, follow directions, and receive appropriately limited support.
Preview Visuals and Captions: Choose the prompt that helps a student use pictures, captions, diagrams, or charts to anticipate the text's topic and key ideas. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.6; CCSS RI.K-5.7; ILA 2017 Standards 2, 5 - Prereading strategies: Choose the prompt that helps a student use pictures, captions, diagrams, or charts to anticipate the text's topic and key ideas. Corresponding internal crosswalk codes: ETS PP-RCA.6; CCSS RI.K-5.7; ILA 2017 Standards 2, 5. Complete curriculum domain: L. Prereading, Questioning, Observation, Directions, and Integrated Classroom Support - PPR.186-PPR.200 | Primary ETS crosswalk: PP-RCA.6-8, PP-RCA.10. Integrated classroom-application skills for helping students prepare to read, think about text, follow directions, and receive appropriately limited support.
Activate Relevant Prior Knowledge: Select the question or brief activity that connects useful background knowledge to the reading without encouraging unsupported assumptions. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.6; CCSS RI/RL.K-5.1-3; ILA 2017 Standards 2, 4-5 - Prereading strategies: Select the question or brief activity that connects useful background knowledge to the reading without encouraging unsupported assumptions. Corresponding internal crosswalk codes: ETS PP-RCA.6; CCSS RI/RL.K-5.1-3; ILA 2017 Standards 2, 4-5. Complete curriculum domain: L. Prereading, Questioning, Observation, Directions, and Integrated Classroom Support - PPR.186-PPR.200 | Primary ETS crosswalk: PP-RCA.6-8, PP-RCA.10. Integrated classroom-application skills for helping students prepare to read, think about text, follow directions, and receive appropriately limited support.
Make an Evidence-Based Prediction: Choose the student prediction best supported by the title, preview features, genre, and opening information. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance; ETS PP-RCA.6; CCSS RI/RL.K-5.1; ILA 2017 Standards 2, 5 - Prereading strategies: Choose the student prediction best supported by the title, preview features, genre, and opening information. Corresponding internal crosswalk codes: ETS PP-RCA.6; CCSS RI/RL.K-5.1; ILA 2017 Standards 2, 5. Complete curriculum domain: L. Prereading, Questioning, Observation, Directions, and Integrated Classroom Support - PPR.186-PPR.200 | Primary ETS crosswalk: PP-RCA.6-8, PP-RCA.10. Integrated classroom-application skills for helping students prepare to read, think about text, follow directions, and receive appropriately limited support.
Revise a Prediction during Reading: Select the response that updates an earlier prediction when new textual evidence confirms, refines, or contradicts it. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance; ETS PP-RCA.6; CCSS RI/RL.K-5.1; ILA 2017 Standards 2-3 - Prereading strategies: Select the response that updates an earlier prediction when new textual evidence confirms, refines, or contradicts it. Corresponding internal crosswalk codes: ETS PP-RCA.6; CCSS RI/RL.K-5.1; ILA 2017 Standards 2-3. Complete curriculum domain: L. Prereading, Questioning, Observation, Directions, and Integrated Classroom Support - PPR.186-PPR.200 | Primary ETS crosswalk: PP-RCA.6-8, PP-RCA.10. Integrated classroom-application skills for helping students prepare to read, think about text, follow directions, and receive appropriately limited support.
Set a Purpose for Reading: Choose the focused purpose that tells a student what information, relationship, or idea to monitor while reading. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.6; CCSS RI/RL.K-5.1-2; ILA 2017 Standards 2, 5 - Prereading strategies: Choose the focused purpose that tells a student what information, relationship, or idea to monitor while reading. Corresponding internal crosswalk codes: ETS PP-RCA.6; CCSS RI/RL.K-5.1-2; ILA 2017 Standards 2, 5. Complete curriculum domain: L. Prereading, Questioning, Observation, Directions, and Integrated Classroom Support - PPR.186-PPR.200 | Primary ETS crosswalk: PP-RCA.6-8, PP-RCA.10. Integrated classroom-application skills for helping students prepare to read, think about text, follow directions, and receive appropriately limited support.
Ask a Literal Comprehension Question: Select the question that directs a student to retrieve a clearly stated detail and can be answered from a specific part of the text. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.7; CCSS RI/RL.K-5.1; ILA 2017 Standards 2-3 - Comprehension questions: Select the question that directs a student to retrieve a clearly stated detail and can be answered from a specific part of the text. Corresponding internal crosswalk codes: ETS PP-RCA.7; CCSS RI/RL.K-5.1; ILA 2017 Standards 2-3. Complete curriculum domain: L. Prereading, Questioning, Observation, Directions, and Integrated Classroom Support - PPR.186-PPR.200 | Primary ETS crosswalk: PP-RCA.6-8, PP-RCA.10. Integrated classroom-application skills for helping students prepare to read, think about text, follow directions, and receive appropriately limited support.
Ask an Inferential Comprehension Question: Choose the question that requires a student to combine textual clues and justify a reasonable unstated conclusion. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.7; CCSS RI/RL.K-5.1, R.3; ILA 2017 Standards 2-3 - Comprehension questions: Choose the question that requires a student to combine textual clues and justify a reasonable unstated conclusion. Corresponding internal crosswalk codes: ETS PP-RCA.7; CCSS RI/RL.K-5.1, R.3; ILA 2017 Standards 2-3. Complete curriculum domain: L. Prereading, Questioning, Observation, Directions, and Integrated Classroom Support - PPR.186-PPR.200 | Primary ETS crosswalk: PP-RCA.6-8, PP-RCA.10. Integrated classroom-application skills for helping students prepare to read, think about text, follow directions, and receive appropriately limited support.
Ask a Main-Idea or Structure Question: Select the question that focuses attention on the central idea, paragraph purpose, sequence, cause and effect, comparison, or problem and solution. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.7; CCSS RI/RL.K-5.2, R.5; ILA 2017 Standards 2-3 - Comprehension questions: Select the question that focuses attention on the central idea, paragraph purpose, sequence, cause and effect, comparison, or problem and solution. Corresponding internal crosswalk codes: ETS PP-RCA.7; CCSS RI/RL.K-5.2, R.5; ILA 2017 Standards 2-3. Complete curriculum domain: L. Prereading, Questioning, Observation, Directions, and Integrated Classroom Support - PPR.186-PPR.200 | Primary ETS crosswalk: PP-RCA.6-8, PP-RCA.10. Integrated classroom-application skills for helping students prepare to read, think about text, follow directions, and receive appropriately limited support.
Ask a Vocabulary or Evidence Question: Choose the question that prompts a student to use context, explain a word or phrase, or point to evidence for an answer. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.7; CCSS RI/RL.K-5.1, R.4; ILA 2017 Standards 2-3 - Comprehension questions: Choose the question that prompts a student to use context, explain a word or phrase, or point to evidence for an answer. Corresponding internal crosswalk codes: ETS PP-RCA.7; CCSS RI/RL.K-5.1, R.4; ILA 2017 Standards 2-3. Complete curriculum domain: L. Prereading, Questioning, Observation, Directions, and Integrated Classroom Support - PPR.186-PPR.200 | Primary ETS crosswalk: PP-RCA.6-8, PP-RCA.10. Integrated classroom-application skills for helping students prepare to read, think about text, follow directions, and receive appropriately limited support.
Observe and Record Comprehension Accurately: Select the objective observation that describes what a student said or did and links it to a specific comprehension strength or need. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.8; ILA 2017 Standard 3; CCSS RI/RL.K-5.1-7 - Observe comprehension: Select the objective observation that describes what a student said or did and links it to a specific comprehension strength or need. Corresponding internal crosswalk codes: ETS PP-RCA.8; ILA 2017 Standard 3; CCSS RI/RL.K-5.1-7. Complete curriculum domain: L. Prereading, Questioning, Observation, Directions, and Integrated Classroom Support - PPR.186-PPR.200 | Primary ETS crosswalk: PP-RCA.6-8, PP-RCA.10. Integrated classroom-application skills for helping students prepare to read, think about text, follow directions, and receive appropriately limited support.
Diagnose a Misconception and Choose a Prompt: Choose the least intrusive prompt that addresses a student's specific error, such as recalling only details, making an unsupported inference, or missing text structure. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.7-8; ILA 2017 Standards 2-3; CCSS RI/RL.K-5.1-5 - Comprehension questions; Observe comprehension: Choose the least intrusive prompt that addresses a student's specific error, such as recalling only details, making an unsupported inference, or missing text structure. Corresponding internal crosswalk codes: ETS PP-RCA.7-8; ILA 2017 Standards 2-3; CCSS RI/RL.K-5.1-5. Complete curriculum domain: L. Prereading, Questioning, Observation, Directions, and Integrated Classroom Support - PPR.186-PPR.200 | Primary ETS crosswalk: PP-RCA.6-8, PP-RCA.10. Integrated classroom-application skills for helping students prepare to read, think about text, follow directions, and receive appropriately limited support.
Interpret Ordered Written Directions: Select the correct action sequence after identifying step words, required materials, and dependencies in written directions. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.10; CCSS CCRA.R.3, R.5, R.10 - Written directions: Select the correct action sequence after identifying step words, required materials, and dependencies in written directions. Corresponding internal crosswalk codes: ETS PP-RCA.10; CCSS CCRA.R.3, R.5, R.10. Complete curriculum domain: L. Prereading, Questioning, Observation, Directions, and Integrated Classroom Support - PPR.186-PPR.200 | Primary ETS crosswalk: PP-RCA.6-8, PP-RCA.10. Integrated classroom-application skills for helping students prepare to read, think about text, follow directions, and receive appropriately limited support.
Interpret Conditional and Multistep Directions: Choose the response that follows all conditions, exceptions, timing cues, and branching instructions in a classroom or workplace-style text. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.10; CCSS CCRA.R.1, R.3, R.5, R.10 - Written directions: Choose the response that follows all conditions, exceptions, timing cues, and branching instructions in a classroom or workplace-style text. Corresponding internal crosswalk codes: ETS PP-RCA.10; CCSS CCRA.R.1, R.3, R.5, R.10. Complete curriculum domain: L. Prereading, Questioning, Observation, Directions, and Integrated Classroom Support - PPR.186-PPR.200 | Primary ETS crosswalk: PP-RCA.6-8, PP-RCA.10. Integrated classroom-application skills for helping students prepare to read, think about text, follow directions, and receive appropriately limited support.
Integrated Classroom Reading Decision: Select the paraprofessional action that best supports the stated reading goal, follows the teacher's direction, preserves student thinking, and uses evidence from the student's response. Aligned to ETS ParaPro 1755 Reading crosswalk, Common Core ELA/Literacy, ILA 2017 Standards, and IES/WWC reading-practice guidance ETS PP-RCA.1-10; ILA 2017 Standards 1-5; CCSS RF.K-5.2-4, RI/RL.K-5.1-7, L.K-5.4-6 - Integrated ParaPro Reading classroom support: Select the paraprofessional action that best supports the stated reading goal, follows the teacher's direction, preserves student thinking, and uses evidence from the student's response. Corresponding internal crosswalk codes: ETS PP-RCA.1-10; ILA 2017 Standards 1-5; CCSS RF.K-5.2-4, RI/RL.K-5.1-7, L.K-5.4-6. Complete curriculum domain: L. Prereading, Questioning, Observation, Directions, and Integrated Classroom Support - PPR.186-PPR.200 | Primary ETS crosswalk: PP-RCA.6-8, PP-RCA.10. Integrated classroom-application skills for helping students prepare to read, think about text, follow directions, and receive appropriately limited support.