ENGLISH 10 TABLE OF SPECIFICATIONS

CURRICULUM ORGANIZERS LITERARY P ROSE MULTIGENRE

DOMAINS

READING CATEGORIES

POETRY

INFORMATIONAL

WEIGHTINGS

Reading
COMPREHEND AND RESPOND

Retrieve Information (RI) Recognize Meaning (RM) Interpret Texts (IT) Analyze Texts (AT)

3 MC 3 MC 3 MC

3 MC 3 MC 3 MC

3 MC 3 MC 3 MC

2 MC 1 WR

14% 14% 14% 21%

COMMUNICATE IDEAS AND INFORMATION

Writing

1 WT

37%

MC = Multiple-choice question / WR = Written-response question / WT = Writing

Examination Configuration: Multiple-choice format 29 questions Written-response format 2 questions The time allotted for the provincial examination is two hours. Students may, however, take up to 60 minutes of additional time to finish. Reading Categories provides a description of what each Reading Category means and shows relationships among the Reading Categories of the examination, the BC Performance Standards and some Prescribed Learning Outcomes. While the overall number of items in each reading category will remain constant, their distribution among the genres may vary.

Acknowledgement The Ministry of Education wishes to acknowledge the contribution of British Columbia teachers in the preparation and review of this document.
Ministry of Education 2008/09 School Year -1English 10 Table of Specifications

ENGLISH 10 DESCRIPTION OF THE PROVINCIAL EXAMINATION

Definitions of the Domains of Reading and Writing
Reading The Grade 10 English examination takes its definition of reading from the National Council of Teachers of English, (NCTE) 1997. Reading is the process of constructing meaning from a written text. It is an active process involving the constant interaction between the mind of the reader, the text, and the context. The definition reflects numerous current theories, which define reading as a constructive, interpretive, and interactive process. Meaning is constructed in the interaction between reader and text in the context of a particular reading experience, and culturally and socially derived expectations. The reader brings a repertoire of skills, cognitive, and metacognitive strategies, dispositions, and background knowledge to the task of reading. Texts are broadly defined to include print, graphic, and digital forms. This understanding of reading corresponds to that used in the English Language Arts curriculum and the BC Performance Standards for Reading. Writing The definition of writing in the Grade 10 English examination is taken from Support for Learning and Teaching of English (SLATE Vol. 4, No. 2. April 1979) Writing is the process of selecting, combining, arranging, and developing ideas in effective sentences, paragraphs and, often, longer units of discourse. The process requires the writer to cope with a number of variables: method of development, (narrating, explaining, describing, reporting, persuading); tone (from very personal to quite formal); form (from a limerick to a formal letter to a long research report); purpose (from discovering and expressing personal feelings and values to conducting the impersonal business of everyday life); possible audiences (oneself, classmates, a teacher, the world). Learning to write and to write increasingly well involves developing increasing skill and sensitivity in selecting from and combining these variables to shape particular messages. It also involves learning to conform to conventions of the printed language appropriate to the age of the writer and to the form, purpose and tone of the message. Beyond the pragmatic purpose of shaping messages to others, writing can be a means of self-discovery, of finding out what we believe, know, and cannot find words or circumstances to say to others. Writing can be a deeply personal act of shaping our perception of the world and our relationships to people and things in the world. Thus, writing serves both public and personal needs of students.
National Council of Teachers of English

Writing is defined as a constructive, interpretive, and interactive process. Meaning is constructed in the context of a particular writing experience, and culturally and socially derived expectations. This understanding of writing corresponds to that used in the English Language Arts curriculum and the BC Performance Standards for Writing.

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English 10 Description of Examination

Focus of the Provincial Examination

The Grade 10 English examination is a provincial large-scale assessment which is based on the English Language Arts curriculum. It includes computer-marked and written-response questions. While the curriculum addresses many aspects of English Language Arts, the Grade 10 English examination addresses only reading and writing. The other aspects of the curriculum are better served through classroom assessment. The Grade 10 English examination passages include informational texts and literary texts, both prose and poetry. The informational passages may contain discontinuous text (e.g., timetables, recipes) and material presented in visual or graphical formats (e.g., charts, maps, diagrams, schedules, numerical data, cartoons, web pages).

Test Design
The examination design includes some process aspects of both reading and writing, and reading/writing connections. The examination booklet is based on a broad theme. In Part A, students are introduced to the theme. Students read three passages and answer nine multiple-choice questions on each passage. In Part B, students answer two multiple-choice questions based on two of the passages and a synthesis written-response question. In Part C, students read a short section Getting Ready to Write and a writing prompt based on the broad theme. Students do not need to refer to the reading passages when writing the composition.

Pre-reading/thinking about the theme (23 min)

Literary Prose
9 Multiple Choice

Poetry
9 Multiple Choice

Information
9 Multiple Choice

35 min

2 Linking Multiple Choice

(based on 2 of the 3 passages)

+
Written Response
(based on 2 of the 3 passages)

35 min

Pre-writing/thinking (23 min) Long Writing

(based on theme)

50 min

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English 10 Description of Examination

1 hr 10 min

Relationship of the Grade 10 English Examination (Reading) with the BC Curriculum and Performance Standards
In British Columbia, the learning outcomes of the curriculum are presented in the form of Integrated Resource Packages (IRPs). Learning outcomes, or content standards, describe the knowledge, attitudes and skills students are expected to learn in each grade level. Performance Standards describe levels of achievement in key areas of learning. Performance Standards support teachers in making consistent and accurate judgments about how well students are performing in relation to the prescribed learning outcomes. The table below summarizes the relationship of the Grade 10 English Examination (Reading) with the BC Curriculum and Performance Standards.
BC Language Arts IRP Oral Language: Purposes; Strategies Reading and Viewing: Purposes; Strategies; Features Reading and Viewing: Thinking BC Performance Standards Strategies Grade 10 English Examination Specifications Not appropriate for large-scale testing

Comprehension

Retrieve Information Recognize Meaning Interpret Texts Analyze Texts

Response and Analysis

Connections Among the Four Reading Categories

The following diagram (Figure 1) illustrates the connections among the four categories in the reading component of the Table of Specifications. Subsequent categories subsume the preceding categories. For example, although closely related, retrieving information is generally a prerequisite to recognizing meaning. The diagram serves to illustrate that the categories are interconnected and overlapping, rather than discrete constructs.

Analyze Texts Interpret Texts Recognize Meaning

Retrieve Information

Figure 1
Ministry of Education 2008/09 School Year -4English 10 Description of Examination

Reading Categories with Examples from the BC Curriculum and Performance Standards
The following table further illustrates the nature of the Specifications, by showing relationships with some of the descriptions from the BC Performance Standards, and some of the Prescribed Learning Outcomes from the IRPs. (Note: The examples are not comprehensive or exhaustive.)
Reading Categories Retrieve Information The reader locates information that is found in the text. No inferences or interpretations are required. The information is usually contained within a phrase or sentence. Recognize Meaning The reader uses information provided in the text and understands an equivalent statement or reformulates it in her/his own words. The reader comprehends the use of literary and stylistic terms and devices. The information is usually contained within a phrase or sentence. Interpret Texts The reader integrates ideas and information to show an understanding or interpretation. The information may be implicit and open to interpretation. Information may need to be inferred, filled-in or linked across parts of a text. The information is generally derived across the text, but may sometimes be found in a word or sentence. Analyze Texts The reader takes a stance, evaluating and making judgments about aspects of the text or the authors purpose, perspective, craft and effectiveness. The evaluation may focus on personal reactions and opinions, or on critical analysis. The evaluation may require information to be integrated or transformed. The reader may make connections with other texts, or synthesize information from multiple texts. BC Performance Standards uses text features to preview and locate information provides specific, relevant detail as needed IRP Outcomes Learning outcomes for this category are not included in the IRP as these outcomes are considered appropriate for lower grade levels. As Figure 1 (p. 4) illustrates, lower level categories are subsumed in higher level categories. Learning outcomes for this category are not included in the IRP as these outcomes are considered appropriate for lower grade levels. As Figure 1 (p. 4) illustrates, lower level categories are subsumed in higher level categories.

accurately identifies main ideas and restates them in own words deals effectively with obvious themes

offers logical predictions and speculations uses subtle clues in the text to build inferences and interpretations

interpret and evaluate ideas, information and understandings from texts make and support reasoned judgements compare information from a variety of sources including magazines, newspapers, web sites and electronic media

logically describes and analyzes elements and key features, offering an interpretation that goes beyond retelling explains relationships among ideas; offers logical predictions, speculations, and conclusions based on specific evidence from the text

compare ideas and elements among texts synthesize and extend thinking about texts

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English 10 Description of Examination

Examples of Examination Tasks for the Four Reading Categories

Reading Literature Retrieve Information For example: identify explicit information about characters, and events identify setting (where and when) recount events locate details relevant to a particular task (e.g., to complete a template or answer a question) identify the sequence of explicitly stated events or steps locate the definition of a word or phrase provided in the text Recognize Meaning For example: identifies main ideas that are straightforward, and restates in own words describes setting and main character determines explicitly described character traits and motivation determines a characters feelings from his or her actions or reactions describes basic relationships between two characters describes story elements or key features identifies more obvious themes Interpret Texts For example: makes logical predictions infers character traits and motivation infers main ideas infers a characters feelings from his or her actions or reactions interprets themes or message infers mood or tone suggests alternatives to characters actions integrates information to support a generalization or conclusion Analyze Texts For example: makes connections to other selections offers an insightful analysis generalizes about a theme, relating it to other elements explains relationship among ideas analyzes main ideas and provides textual support analyzes authors purpose/intent and provides textual support compares two characters compares features of two texts (e.g., themes, characters, style) Reading Information For example: locate details relevant to a particular task (e.g., to complete a template or answer a question) identify explicitly stated topic or main idea identify the sequence of explicitly stated events or steps locate the definition of a word or phrase provided in the text

For example: identifies main ideas that are straightforward, and restates in own words describes basic cause-effect relationships re-states conclusions or generalizations explains the meaning of technical or specialized words or phrases in context classifies information makes notes using logical categories

For example: infers main ideas provides relevant details/supports inferences compares information from two parts of a text integrates information to develop a generalization or conclusion draws conclusions about an authors viewpoints and opinions develops categories that reflect the underlying framework of a text

For example: provides logical, supported judgments, and evaluations makes comparisons with other texts offers logical predications, speculations and conclusions supported by evidence provides thoughtful questions and connections analyzes authors purpose/intent and provides textual support interprets the influence of historical, social, or cultural context on a text

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English 10 Description of Examination

Examinable Terms and Devices in Literature

A
Alliteration Allusion Antagonist Aside Atmosphere Audience Flashback Flat character Foil Foreshadowing Free verse

P
Paradox Personification Persuasion; persuasive Plot Point of view Propaganda Protagonist

G
Genre

B
Ballad Bias Blank verse

H
Hyperbole

R
Refrain Resolution Rhyme Rhyme scheme Rhythm Rising action Round character

I
Image Imagery Indirect presentation Irony

C
Character Chronological order Clich Climax Colloquial Comedy Compare Conflict (internal, external) Connotation Contrast

J
Jargon

S
Sarcasm Satire Setting Simile Slang Sonnet Speaker Stanza Static character Stereotyped character Style Suspense Symbol; symbolism

L
Limited omniscient point of view Lyric

D
Denotation Description Dialogue Direct presentation Drama Dynamic character

M
Metaphor Mood

N
Narration Narrative Narrator

E
Exposition; expository

T
Theme Tone Tragedy

O
Objective point of view Omniscient point of view Onomatopoeia Oxymoron

F
Falling action Figurative language First person point of view

U
Understatement

Types of Reading Passages or Excerpt Sources

essays (formal or informal style) discontinuous texts (e.g., tables, charts, graphs, web pages, maps, timelines) non-fiction prose (diaries, journals, letters, newspaper columns, magazine articles)
Ministry of Education 2008/09 School Year -7-

plays poetry novels short fiction

English 10 Description of Examination