Minnesota Comprehensive Assessments are given to students each April. Results are mailed home in August.

Parent information
at the Minnesota Department of Education.
7th Grade MCA Samplers
(we will cover this in class.)

For your information: For reading, constructed response items (mini-essay) are not included in the 2010 and remaining Reading MCA-IIs in order to comply with 2009 legislation. The benchmarks have not changed and there will continue to be items at all cognitive levels.

Scoring
Exceeds the Standards
765 and above
Students at this level of reading exceed the reading skills of the Minnesota Academic Standards. Some of the skills these students demonstrate very consistently include the following:
• Vocabulary expansion skills such as analyzing word structure and using inferred context clues to understand new words or uncommon meanings of known words
• Comprehension skills such as representing deep comprehension by interpreting, evaluating, and responding to the text; making inferences and drawing conclusions by creating a clear statement containing essential ideas supported with critically selected details; distinguishing analogous statements of fact from opinion; critically reading and evaluating to determine the
author's purpose, point of view, audience, and message
• Literature skills such as analyzing and explaining the relationships among elements of fiction, including setting, character, plot, conflict/resolution, theme, and tone; examining the effects of characters' traits on the plot and the resolution of the conflict; analyzing how figurative language and literary devices contribute to the meaning of a text; explaining analogies, similes, and metaphors; demonstrating the effect of speakers; recognizing the difference of first-person and third-person point of view; responding to literature while supporting reactions by making discerning literary connections


Meets the Standards
750 - 764
Students at this level of reading meet the reading skills of the Minnesota Academic Standards. Some of the skills these students can demonstrate consistently include the following:
• Vocabulary expansion skills such as analyzing word structure and using literal and inferential context clues to grasp the meanings of new words or uncommon meanings of known words
• Comprehension skills such as interpreting and responding to the text; making inferences and drawing conclusions containing ideas supported with details; distinguishing statements of fact from opinion; determining the author's purpose, point of view, audience, and message
• Literature skills such as explaining the relationships among elements of fiction, including setting, character, plot, conflict/resolution, theme, and tone; understanding the effects of characters' traits on the plot and the resolution of the conflict; applying figurative language and literary devices as they add to the meaning of a text; recognizing analogies, similes, and metaphors; demonstrating the effect of speakers; recognizing the difference of first-person and third-person point of view; responding to literature while supporting reactions by making direct literary connections


Partially Meets the Standards
740 - 749
Students at this level of reading partially meet the reading skills of the Minnesota Academic Standards. Some of the skills these students can demonstrate frequently include the following:
• Vocabulary expansion skills such as considering the literal and possibly the implied meaning of words by using direct context clues from text
• Comprehension skills such as identifying the literal interpretation of stated main ideas and/or supporting details in more complex text; providing brief summary statements that contain limited representations of the text; identifying a directly-stated author’s purpose; comparing direct quotes to decipher fact from opinion; identifying simplistic character comparisons
• Literature skills such as recognizing or identifying character traits; identifying elements of fiction, including setting, character, plot, conflict/resolution, theme, and tone; identifying the effects of characters' traits, plot, and resolution of conflict; identifying figurative language directly supported in the text, such as analogies, similes, and metaphors; recognizing first-person and third-person point of view; making direct literary connections


Does Not Meet the Standards
739 and below
Students at this level of reading succeed at few of the most fundamental reading skills of the Minnesota Academic Standards. Some of the skills these students demonstrate inconsistently include the following:
• Vocabulary expansion skills such as deriving the literal meaning of words using direct context clues from text
• Comprehension skills such as identifying the literal interpretation of clearly-stated main ideas and/or supporting details in simple text; providing incomplete summary statements that contain limited representations of the text; identifying a directly-stated author’s purpose; comparing direct quotes to choose fact from opinion; identifying simplistic character comparisons
• Literature skills such as recognizing or identifying character traits; identifying simple figurative language, such as metaphors, that are heavily supported in the text



Last modified: Monday, June 24, 2013, 1:54 PM