Stanford 10 Reference Guide

Grades 1-2
City Schools
Table of Contents
Stanford 10 Overview 2
Stanford 10 Achievement Test Table of Assessed Skills 3
Grade 1/ Primary 1
!tem "lassification by "l#ster $
Standards %etail &
SAT 10 Sam'le !tems 10
(ord St#dy Skills 11

(ord )eadin* 12
Sentence )eadin* 13
)eadin* "om'rehension 1
Grade 2/ Primary 2 1+
!tem "lassification by "l#ster 1,
Standards %etail 1-
SAT 10 Sam'le !tems 21
(ord St#dy Skills 22
)eadin* .ocab#lary 23
)eadin* "om'rehension 2$
Stanford 10 /act Sheet 2+
Stanford 10 Strate*ies/Activities for 0d#cators and Parents 2,

Stanford 10 Overview
The Stanford Achievement
Test Stanford 10 or SAT 10!
is administered to "rades 1-2#
The Stanford 10 includes
readin" and mathematics
subtests# $t is a norm-
referenced% standardi&ed
achievement test that
measures how students'
(erformance com(ares to that
of a reference "rou( their
(eers! nationally# The Stanford
10 measures student (ro"ress
towards ac)uisition of the
*aryland Content Standards#
These standards can be found
in the +oluntary State
Curriculum# The Stanford 10 is ali"ned with the state standards and the national
standards# $t consists of multi(le choice subtest )uestions# The three assessed standards
are Standard $ General Readin" ,rocesses!% Standard $$ Com(rehension of
$nformational Te-t!% and Standard $$$ Com(rehension of .iterary Te-t!# Attached you
will find a list of s/ills that are assessed on the Stanford 10% the number of )uestions or
items (er s/ill% and sam(le )uestions#
Stanford 10 Achievement Test
Reading
The followin* table e1hibits the s#btests and cl#sters assessed on the Stanford 10 in *rades
1 and 2 and the n#mber of 2#estions or items tested 'er skill3

S#btests and "l#sters
Grade 1 Grade 2

Primary 1 4#mber of
!tems Tested
Primary 2 4#mber of
!tems Tested
Word Study Skills 5 30 5 30
"ontent
Structural Analysis 0 0
,honetic Analysis - Consonant Sounds 0 0
,honetic Analysis - +owel Sounds 0 0
Word Reading 5 30
"ontent
*ulti(le (rinted words to (ictures 0
Reading Vocabulary 5 30
"ontent
Synonyms 0
*ulti(le-*eanin" 1ords 0
Conte-t Clues 0
Sentence Reading 5 30
"ontent
,redictable Te-t 0
Onset-Rime 0
Two Sim(le Sentences 0
Reading Comprehension 5 0 5 0
"ontent
Two-Sentence Stories 0
Clo&e 0
Short ,assa"es with 2uestions 0
.iterary 0 0
$nformational 0 0
3unctional 0 0
Process
$nitial 4nderstandin" 0 0
$nter(retation 0 0
Critical Analysis and Strate"ies 0 0

Grade 1/ Primary 1
!tem "lassification by "l#ster

(ord St#dy Skills

The (ord St#dy Skills s#btest meas#res im'ortant 're6readin* skills that form the basis for
constr#ctin* meanin* with te1t3
"ontent "l#sters
Str#ct#ral Analysis
5emonstrate the ability to reco"ni&e within words the structural elements re)uired for
decodin"#
Phonetic Analysis 6 Consonant Sounds
5emonstrate the ability to relate consonant sounds to their most common s(ellin"s#
Phonetic Analysis 6 Voel Sounds
5emonstrate the ability to relate vowel sounds to their most common s(ellin"s#
(ord )eadin*

The (ord )eadin* s#btest meas#res a''ro'riate word reco*nition develo'ment3
"ontent "l#sters
7#lti'le Printed (ords to Pict#re
5emonstrate the ability to identify two or more (rinted words that are associated with a
"iven (icture
Grade 1/ Primary 1
!tem "lassification by "l#ster
Sentence )eadin*

The Sentence )eadin* s#btest meas#res the st#dent8s ability to com'rehend sin*le9 sim'le
sentences and two related sentences3
"ontent "l#sters
Predictable Te1t
5emonstrate the ability to com(rehend (rinted (redictable sentences#
Onset6)ime
5emonstrate the ability to com(rehend sim(le (rinted sentences with decodable
onset-rime#
Two Sim'le Sentences
5emonstrate the ability to com(rehend two related (rinted sentences#
)eadin* "om'rehension

The )eadin* "om'rehension s#btest meas#res the readin* and thinkin* skills that enables
st#dents to com'rehend3
"ontent "l#sters/S#bcl#sters
Two6Sentence Stories
5emonstrate com(rehension of a two-sentence story by identifyin" the (icture described
by the story#
"lo:e
5emonstrate com(rehension of e-(licit and im(licit information in short readin"
selections by com(letin" sentences (resented in modified clo&e format#
Short Passa*es with ;#estions
5emonstrate com(rehension of e-(licit and im(licit information in short readin"
selections by answerin" )uestions about the (assa"es#
Short Passa*es with ;#estions contin#ed
"ontent "l#sters/S#bcl#sters
<iterary
5emonstrate the ability to construct meanin" with material ty(ically read for
en7oyment#
!nformational
5emonstrate the ability to construct meanin" with material ty(ically found in
"rade-a((ro(riate te-tboo/s and other sources of information#

/#nctional
5emonstrate the ability to construct meanin" with material ty(ically encountered
in everyday-life situations#
Process "l#sters
!nitial =nderstandin*
5emonstrate the ability to com(rehend e-(licitly stated relationshi(s in a variety of
readin" selections#
!nter'retation
5emonstrate the ability to form an inter(retation of a variety of readin" selections
based on e-(licit and im(licit information in the selections#
"ritical Analysis and Strate*ies
5emonstrate the ability to synthesi&e and evaluate e-(licit and im(licit information%
as well as reco"ni&e and a((ly te-t factors and readin" strate"ies in a variety of
readin" selections#
Grade 1/ Primary 1
Standards %etail
(ord St#dy Skills
"ontent "l#sters S#bcl#sters
Structural Analysis
Com(ound 1ords
*or(hemes
Contractions
,honetic Analysis 6 Consonant Sounds
Sin"le Consonant Sounds
Consonants 8lends
Consonant 5i"ra(hs
,honetic Analysis 6 +owel Sounds
.on" +owel Sounds
Short +owel Sounds
Other +owel Sounds
(ord )eadin*
"ontent "l#sters
7#lti'le Printed (ords to Pict#re
Sentence )eadin*
"ontent "l#sters
Predictable Te1t
Onset6)ime
Two Sim'le Sentences
Grade 1/ Primary 1
Standards %etail
)eadin* "om'rehension
"ontent "l#sters S#bcl#sters Process "l#sters Standards
Two-Sentence Stories
Clo&e
Short ,assa"es with
2uestions
.iterary
$nitial 4nderstandin"
$dentify e-(licit se)uence
$dentify e-(licit su((ortin" details
Critical Analysis and
Strate"ies
5etermine un/nown words from
conte-t
$dentify characteristics of "enre
$nformational
$nitial 4nderstandin" $dentify e-(licit su((ortin" details
$nter(retation
5raw conclusions based on te-t
$nter(ret im(licit actions
*a/e inferences based on te-t
3unctional
$nitial 4nderstandin" $dentify e-(licit se)uence
$nter(retation
A((ly ideas from the te-t to new
situation
5raw conclusions based on te-t
$nter(ret im(licit actions
Critical Analysis and
Strate"ies
$dentify te-t characteristics

(ord St#dy Skills
Str#ct#ral Analysis
/ind the word that is made #' of two words3
13 cannot almost weather
0 0 0
23 coldest bedroom meaning
0 0 0
3. driveway looking kitchen
0 0 0
4. highest supper outside
0 0 0
$3 total everyone almost
0 0 0
+3 sailboat reason repeat
0 0 0

(ord )eadin*
7#lti'le Printed words to Pict#re
Look at the picture. Choose the word in each row that tells about the
picture.
cookies floor ran
O O
66666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666

*irl boy man
O O O
66666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666
makin* >#m'in* breakin*
O O O


Sentence )eadin*
Onset6)ime
Pat sat on her mat3




)eadin* "om'rehension
"hoose the word that com'letes the descri'tion of the 'ict#re3
?rian and Grand'a are
fishin* readin* eatin*
O O
66666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666
They are sittin* by the
car lake tree
O O O
66666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666
Grand'a is wearin* a
hat tie coat
O O O



)eadin* "om'rehension
Short Passa*es with ;#estions
!nformational
7ake !nferences based on te1t
Some b#*s can bother yo#9 b#t some can hel' 'eo'le3
One kind of b#* that hel's is bees3
?ees hel' 'eo'le when they visit flowers to eat3
They ret#rn to their homes and make honey3
This story is mostly abo#t

homes
bees3
eatin*3
slee'in*3





Grade 2/ Primary 2
!tem "lassification by "l#ster

(ord St#dy Skills

The (ord St#dy Skills s#btest meas#res im'ortant 're6readin* skills that form the basis for
constr#ctin* meanin* with te1t3
"ontent "l#sters
Str#ct#ral Analysis
5emonstrate the ability to reco"ni&e within words the structural elements re)uired for
decodin"#
Phonetic Analysis 6 Consonant Sounds
5emonstrate the ability to relate consonant sounds to their most common s(ellin"s#
Phonetic Analysis 6 Voel Sounds
5emonstrate the ability to relate vowel sounds to their most common s(ellin"s#
)eadin* .ocab#lary

The )eadin* .ocab#lary s#btest meas#res *rade6a''ro'riate vocab#lary develo'ment3
"ontent "l#sters
Synonyms
5emonstrate the ability to reco"ni&e a synonym for a (rinted word#
7#lti'le @7eanin* (ords
5emonstrate the ability to determine in a "iven conte-t the meanin" of words with
multi(le meanin"s#
"onte1t "l#es
5emonstrate the ability to use conte-t clues to assi"n meanin" to an un/nown word#
Grade 2/ Primary 2
!tem "lassification by "l#ster
)eadin* "om'rehension

The )eadin* "om'rehension s#btest meas#res the readin* and thinkin* skills that enables
st#dents to com'rehend3
"ontent "l#sters
<iterary
5emonstrate the ability to construct meanin" with material ty(ically read for
en7oyment#
!nformational
5emonstrate the ability to construct meanin" with material ty(ically found in
"rade-a((ro(riate te-tboo/s and other sources of information#

/#nctional
5emonstrate the ability to construct meanin" with material ty(ically encountered
in everyday-life situations#
Process
!nitial =nderstandin*
5emonstrate the ability to com(rehend e-(licitly stated relationshi(s in a variety of
readin" selections#
!nter'retation
5emonstrate the ability to form an inter(retation of a variety of readin" selections
based on e-(licit and im(licit information in the selections#
"ritical Analysis and Strate*ies
5emonstrate the ability to synthesi&e and evaluate e-(licit and im(licit information%
as well as reco"ni&e and a((ly te-t factors and readin" strate"ies in a variety of
readin" selections#
Grade 2/ Primary 2
Standards %etail
(ord St#dy Skills
"ontent "l#sters S#bcl#sters
Structural Analysis
Com(ound 1ords
*or(hemes
Contractions
,honetic Analysis 6 Consonant Sounds
Sin"le Consonant Sounds
Consonants 8lends
Consonant 5i"ra(hs
,honetic Analysis 6 +owel Sounds
.on" +owel Sounds
Short +owel Sounds
Other +owel Sounds
)eadin* .ocab#lary
"ontent "l#sters
Synonyms
7#lti'le@7eanin* (ords
"onte1t "l#es
Grade 2/ Primary 2
Standards %etail
)eadin* "om'rehension
"ontent "l#sters Process "l#sters Standards
.iterary
$nitial 4nderstandin"
5etermine e-(licit action or se)uence of events
5etermine e-(licit su((ortin" details
$nter(retation
5raw conclusions from details
9-tract im(licit theme or main idea
,rovide su((ort for conclusions
Critical Analysis and
Strate"ies
5iscern reality from ma/e-believe
$dentify characteristics of "enre
Select an a((ro(riate readin" strate"y in a "iven
situation
Set (ur(ose for readin"
$nformational
$nitial 4nderstandin" 5etermine e-(licit su((ortin" details
$nter(retation
5raw conclusions from details
9-tract im(licit theme or main idea
3orm hy(otheses from ideas in te-t
Critical Analysis and
Strate"ies
Analy&e author's (ur(ose% assum(tions% or
view(oint
5etermine li/ely source of te-t
5etermine un/nown words from conte-t
5iscern s(ea/er's voice
Select an a((ro(riate readin" strate"y in a "iven
situation
3unctional
$nitial 4nderstandin" 5etermine e-(licit action or se)uence of events
$nter(retation
A((ly ideas from the te-t to new situation
5raw conclusions from details
9-tract im(licit theme or main idea
Generali&e beyond te-t
5etermine author's (ur(ose
Critical Analysis and
Strate"ies
5etermine if needed information is within te-t
Select an a((ro(riate readin" strate"y in a "iven
situation

(ord St#dy Skills
"om'o#nd (ords 7or'hemes "ontractions

3ind the word that is made u( of two words#
*ar/ ne-t to tie# :,lease tie your shoes%; said the teacher#
1hich word means has not< She has not finished her wor/# Has not#
football
caller
bac/ed
1
tied
tried
tie
2
hadn't
hasn't
haven't
3
)eadin* .ocab#lary


The "round was dam( after the rain storm# 5am( means -

O fro&en O dee( O wet O (retty
To in7ure your foot means to -
O clean it O hurt it O wra( it O cover it
The "irl was mean to her friends#

$n which sentence does the word mean the same thin" as in the sentence
above<
1hat does that word mean<
$ mean what $ say#
=e didn't mean to hurt you#
That was a mean thin" to do>

)eadin* .ocab#lary

???
The artist made a )uic/ (encil s/etch of the buildin"# S/etch means -

O drawin" O story O son" O fence

To choose is to -
O hide O chec/ O (ic/ O color
The sun's li"ht is bri"ht#
$n which sentence does the word li"ht mean the same thin" as in the sentence
above<
1ill you li"ht the candles on the ca/e<
The ba" is very li"ht% not heavy#
The li"ht from the lam( hel(ed us to see#
,in/ is a (retty li"ht color#
)eadin* "om'rehension

)ead the story and answer the 2#estions3
"arl the /ro*
"arl was a ha''y *reen fro* who lived in a 'ond3 "arl liked to ho'
many 'laces3
Ais mom said9 B"arl9 do not *o far away3 A bird mi*ht eat yo#3B
One day "arl for*ot to stay close to the 'ond3 A bi* bird tried to
bite him3 "arl ho''ed home very fast3 Ae said9 B! will not ho' far
from the 'ond a*ain3B
(hy was this story writtenC
O To tell a story about Carl
O To teach us how fro"s ho(
O To describe a (ond
(hat does "arl do at the end of the storyC
o Carl@s mom told him not to "o far away#
o Carl ho((ed far away from the (ond#
o Carl ho((ed home#
o Carl "ets eaten by a bird#
Stanford 10 /act Sheet
%id yo# know333C
SR 2uestions are both literal and inter(retive#
The ma7ority of )uestions are literal#
Students are tested on 1ord Study% Readin" +ocabulary% and Readin"
Com(rehension#
3or first and second "rade% the word study will test on com(ound words%
mor(hemes% contractions% sin"le consonant sounds% consonant blends%
di"ra(hs% lon" vowels% short vowels% and other vowel sounds#
$n first "rade students will have to read (rinted words to (ictures% read
(redictable te-t% onset-rime% and two sim(le sentences#
The vocabulary section will test synonyms% multi(le meanin" words% and
conte-t clues in second "rade#
3or first and second "rade% the com(rehension section will test initial
understandin"% inter(retation% and critical analyses for literary%
informational and functional test#
Students will need to discern s(ea/ers voice% se)uence% draw conclusions%
determine im(licit theme% discern reality from ma/e-believe% analy&e
author's (ur(ose and assum(tions% and form hy(othese0s from ideas in te-t#
Stanford-10 is a norm-referenced test% which means they will be com(ared
to their (eers nationally#
The bi" ei"ht s/ills are the ei"ht after-readin" strate"ies in Standard One of
the +SC they also fall under standard two and three!#
The bi" ei"ht are directly stated% (ersonal connections% drawin" conclusions%
inferences not directly stated!% main idea% (rediction% (ara(hrase and
summari&e#
Stanford Achievement Test
Strategies
and
Activities


A"D4O(<0%G0704TS
The Office of .iteracy a((reciates the staff of Samuel 3#8# *orse who wor/ed on
the develo(ment of this document# Their time and effort in service to the students
of 8altimore City is invaluable#
Samuel F.B. Morse Elementary School, #98
Principal
Michael L. Cheatham,
School-Based Professional Deelopers
Brenda M. Beasley
Christine K. Buckley
!estructurin" #mplementation Specialist
Peggy B. Brown,
The (ur(ose of this (ractice boo/let is to (rovide all 8altimore City
School sta/eholders with strate"ies and activities that have been
desi"ned to im(rove students' (erformance on the Stanford 10
Achievement Test# Standardi&ed tests are im(ortant and the sta/es for
the students have increased considerably# Students are tau"ht both the
content area s/ills measured by the tests also a((ro(riate test-ta/in"
strate"ies to enhance their (erformance on standardi&ed tests# $t is the
"oal of the .iteracy Office to ensure that students across the district can focus on
their /nowled"e of the content and not be inhibited by distractions and frustrations
resultin" from the testin" situation% under-develo(ed /nowled"e of the content and
unfamiliar formats# Throu"h on-"oin"% daily instruction and the use of this boo/let
as additional review and (ractice% students' readin" abilities will be im(roved and
we will see si"nificant "ains on the Stanford Achievement Test
T!ST A"#$!T%
Students may e-(erience an-iety about tests which mi"ht increase ri"ht before a
testin" situation# A certain de"ree of test an-iety is normal and may hel( students
(re(are more effectively% wor/ more efficiently% and remain focused durin"
testin"# Too much an-iety% however% can ne"atively affect (erformance# The
followin" strate"ies may assist students% (arents% and teachers in reducin" test
an-iety#
&arent Strategies for Reducing Test An'iety
A 5iscuss the test o(enly and in a (ositive way#
A =ave realistic e-(ectations of your child@s (erformance while
encoura"in" hisBher best efforts#
A 9m(hasi&e that the test is only one measure of academic (erformance#
A 9m(hasi&e that test scores do not determine a (erson@s worth#
Test Takin* Ti's for Parents
The followin" ti(s (rovide su""estions for (arents on how to a((roach test ta/in" with their
/ids#
*a/e sure that your child does all their homewor/ and readin" assi"nments which will hel(
ma/e sure your child is (re(ared for the test#
9ncoura"e your child to s(ace out their studyin" and homewor/ assi"nments so that they
won@t be forced to cram on the ni"ht before the test#
9ncoura"e your child to do well% but don@t (ressure himBher% you may stress himBher out% it is
im(ortant for your child to stay rela-ed on the test#
Cee( a (ositive attitude about tests#
,rovide a )uiet% well li"hted area with little distractions to hel( your child study efficiently#
*ar/ down test days on your calendar so you and your child are both aware of testin" dates#
*a/e sure that your child "ets enou"h slee( on the ni"ht before the test#
9nsure that your child eats a healthy brea/fast and avoid heavy foods that may ma/e himBher
"ro""y and avoid hi"h su"ar foods that may ma/e himBher hy(er#
*a/e sure that your child "ets u( early enou"h so that heBshe will be on time to school#
.et your child rela- for a few hours before bedtime% it can be stressful for a child to study all
ni"ht#
Tal/in" about the test with your child can relieve stress about test ta/in"#
$f your child is stru""lin" on their tests% tal/ to them about it and meet with their teacher to
find out the best way to hel( your child#
,raiseBreward your child when they do well on a test or for their hard wor/ (re(arin" for a
test#
9ncoura"e them to do better if they don@t do well#
Stanford 10 !nformation for Parents
How to Prepare Your Child
for the SAT 10
Here are some things your child can do:
Get a good night sleep.
Eat a good breakfast..
Listen and follow the teachers
directions.
Keep trying and dont give up.
Here are some things you can do:
Explain that the SA is a chance for
students to de!onstrate what they
know about a sub"ect. #t lets the
teacher know how to best help
students learn.
$ake sure your child studies regularly.
%elp your child to relax about the test
taking experience. &eing cal! helps
students perfor! better.
Word Study Skills
Find the word that is made up of two words.
O Saturday
O bookcase
O tomorrow
Mark next to baked.
Yesterday Grandma baked a cake for my birthday. baked.
O baker
O bakes
O baked
Which word means has not? He has not completed his
homework. Has not.
O hadnt
O havent
O hasnt
Sentence Readin
have pumpkins.

o o o
!e are "riends.

o o o
like to play games.
#y sister helps me.

o o o
Readin !omprehension
#ark the picture the sentences tell about.
t is inside.
t is so"t.

o o o
am outside.
"ly in the air.

o o o
Readin !omprehension
DateEs ?i* 7ess
Kate loved to bake cookies with her mother. She liked to put
creamy white frosting on them. She sometimes put colorful
sprinkles on them too.
One weekend, Kate's friend Leslie joined her. hey helped frost
the cookies that Kate's mother had made. Kate put blue, yellow,
and pink frosting on her cookies.
!" wonder what would happen if we mi#ed the colors$! asked
Leslie.
Kate and Leslie put the yellow in with the blue.
!Look% &e made green%! said Kate.
(hat 'robably ha''ened ne1tC
O .eslie went home#
O The coo/ies melted#
O Cate and .eslie ate the coo/ies#
Fo# can tell the story is real beca#se
O Girls ba/e coo/ies with their mother
O Dellow and blue ma/e red
O Coo/ies don't have frostin"