DRAFT                                 RIVERSIDE UNIFIED SCHOOL DISTRICT
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DRAFT                                 RIVERSIDE UNIFIED SCHOOL DISTRICT
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DRAFT                                 RIVERSIDE UNIFIED SCHOOL DISTRICT
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DRAFT                                 RIVERSIDE UNIFIED SCHOOL DISTRICT
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DRAFT                                 RIVERSIDE UNIFIED SCHOOL DISTRICT
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DRAFT                                   RIVERSIDE UNIFIED SCHOOL DISTRICT
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DRAFT                                 RIVERSIDE UNIFIED SCHOOL DISTRICT
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DRAFT                                 RIVERSIDE UNIFIED SCHOOL DISTRICT
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DRAFT                                 RIVERSIDE UNIFIED SCHOOL DISTRICT
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DRAFT                                 RIVERSIDE UNIFIED SCHOOL DISTRICT
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DRAFT                                     RIVERSIDE UNIFIED SCHOOL DISTRICT
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DRAFT                                 RIVERSIDE UNIFIED SCHOOL DISTRICT
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DRAFT                                    RIVERSIDE UNIFIED SCHOOL DISTRICT
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Grade 6 ela cst standards draft june 2010

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Plan your year. Know when and where to master each standard. Know what to move ahead of testing. Know what to emphasize in each selection. See where you might need to augment. Use for backwards planning, report cards, collaboration.

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Grade 6 ela cst standards draft june 2010

  1. 1. DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT Elementary Education Department Grade 6 English Language Arts Suppl. CST Themes CST’09 Assess. CALIFORNIA CONTENT STANDARDS: READING # of Rel. Form A 1 2 3 4 5 6 Items Quest. Quest. 1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students use their knowledge of word origins and word relationships, as well as historical and literary 13 context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. 1.1 Word Recognition: read aloud narrative and S1 I1 I1 I2 I3 expository text fluently and accurately, and with NA* S2 S2 NA* I4 Rate Skim appropriate pacing, intonation, and expression L1 1.2 Vocabulary and Concept Development: identify and 5, 39, S1 S3 *S1 *S2 43, 57, interpret figurative language and words with multiple 5 RT1 1–6 L3 mm mm 58, 59, meanings (mm) FO 62 1.3 Vocabulary and Concept Development: recognize 32, 49, the origins and meanings of frequently used foreign 2 53, 54. 7 – 10 words in English and use these words accurately in S1,3 S1,2,3 56 speaking and writing 1.4 Vocabulary and Concept Development: monitor SAll RT1 expository text for unknown words or words with novel 12, 45, 11 – 13 3 I2 S All 47 meanings by using word, sentence, and paragraph FO clues to determine meaning 1.5 Vocabulary and Concept Development: understand S4 14 – 16 25, 48, and explain “shades of meaning” in related words (e.g., 3 FO RWW S2 55, 60, softly and quietly) 61 *R1.6: There are not very many lessons directly * Not assessable in multiple-choice format instructing multiple meaning words. Find multiple 1 California Department of Education CST Blueprint/modified/RUSD/ce/sb/6/16/10 meaning words in the selection vocabulary and use CST format for R1.6 when instructing this standard.
  2. 2. DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT Elementary Education Department Grade 6 English Language Arts Suppl. CST Themes CST’09 Assess. CALIFORNIA CONTENT STANDARDS: READING # of Rel. Form A 1 2 3 4 5 6 Items Quest. Quest. 2.0 READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS): Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, 17 arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. 2.1 Structural Features of Informational Materials: S1,2 S1 S1 in identify the structural features of popular media (e.g., L1,3 2 I1 L2,4 I2,3 L/S/V 31, 52 1–4 newspapers, magazines, online information) and use L1 the features to obtain information I1 2.2 Structural Features of Informational Materials: 1 S2,3 analyze text that uses the compare-and-contrast S1,2 RT3 35 5–7 RT3 organizational pattern 2.3 Comprehension and Analysis of Grade-Level- S1,2 S2,3 7 – 9, Appropriate Text: connect and clarify main ideas by L1,2 L1,3,4 17, 19, 4 S3 L3 26, 42, 8 – 10 identifying their relationships to other sources and S1,2 I1 I3 L3 related topics 50 S All 2.4 Comprehension and Analysis of Grade-Level- S2,3 S3 RT1 I1,3 S1 S1,3,4 Appropriate Text: clarify an understanding of texts by 1 I3 RT1,2, 11, 44 11 – 13 I2,4 I2 creating outlines, logical notes, summaries, or reports 3 2.5 Comprehension and Analysis of Grade-Level- Appropriate Text: follow multiple-step instructions for I1 22, 23, preparing applications (e.g., for a public library card, 2 36, 37 14 – 16 L1 bank savings account, sports club, league membership) * Not assessable in multiple-choice format 2 California Department of Education CST Blueprint/modified/RUSD/ce/sb/6/16/10
  3. 3. DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT Elementary Education Department Grade 6 English Language Arts Suppl. CST Themes CST’09 Assess. CALIFORNIA CONTENT STANDARDS: READING # of Rel. Form A 1 2 3 4 5 6 Items Quest. Quest. S2,3 2.6 Expository Critique: determine the adequacy and RT 1,4 S2 S1 appropriateness of the evidence for an author’s 2 + 6, 33 17 – 19 + + conclusions +QAR= AM S 2,3 S All 2.7 Expository Critique: make reasonable assertions S All S1,2 RT 1 RT 2 S2,3 S1,2,4 20, 21, about a text through accurate, supporting citations 2 L 1,2 34, 51 20 – 22 + + RT 3 + QAR= TS RWW + S1 2.8 Expository Critique: note instances of unsupported S1 S1 I4 10, 24, RT 1 S1 27, 38, inferences, fallacious reasoning, persuasion, and 3 S1 (bias) (propa) (bias) 40, 41, 23 – 25 (propa) RT 3 propaganda in text RT 4 RT 1 46 3.0 LITERARY RESPONSE AND ANALYSIS: Students read and respond to historically or culturally significant works of literature that reflect and 12 enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. 3.1 Structural Features of Literature: identify the forms S1 of fiction and describe the major characteristics of each 1 RT1 FO RT3 30 1–3 RT1 form 3.2 Narrative Analysis of Grade-Level-Appropriate S 2,4 Text: analyze the effect of the qualities of the S-1,2 2 S-1,2 RT 3 4–6 character (e.g., courage or cowardice, ambition or RT3 laziness) on the plot and the resolution of the conflict * Not assessable in multiple-choice format 3 California Department of Education CST Blueprint/modified/RUSD/ce/sb/6/16/10
  4. 4. DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT Elementary Education Department Grade 6 English Language Arts Suppl. CST Themes CST’09 Assess. CALIFORNIA CONTENT STANDARDS: READING # of Rel. Form A 1 2 3 4 5 6 Items Quest. Quest. 3.3 Narrative Analysis of Grade-Level-Appropriate RT 1,3 Text: analyze the influence of setting on the problem 1 RT1 7–9 and its resolution 3.4 Narrative Analysis of Grade-Level-Appropriate Text: define how tone or meaning is conveyed in 4, 13, poetry through word choice, figurative language, 3 FO S2 L3 14, 15 10 – 12 sentence structure, line length, punctuation, rhythm, repetition, and rhyme 3.5 Narrative Analysis of Grade-Level-Appropriate Text: identify the speaker and recognize the difference S4 S1 1 S2 RT1 S1 1 13 – 15 between first-and third–person narration (e.g., RT4 RT1 autobiography compared with biography) 3.6 Narrative Analysis of Grade-Level-Appropriate S1 Text: identify and analyze features of themes 1 FO FO FO RT 1,3 3 16 – 18 conveyed through characters, actions, and images FO 3.7 Narrative Analysis of Grade-Level-Appropriate Text: explain the effects of common literary devices 2, 16, 2 FO S2 S3 29 19 – 21 (e.g., symbolism, imagery, metaphor) in a variety of fictional and nonfictional texts 3.8 Literary Criticism: critique the credibility of characterization and the degree to which a plot is 1 RT4 S1 18, 28 22 – 23 contrived or realistic (e.g., compare use of fact and fantasy in historical fiction) FO= Focus On S= Selection Theme 1=Poetry Theme 4= Myths RT= Revisiting the Text Theme 2=Plays Theme 5= Speeches + = QAR Strategies (using side margin questions) L= Link I= Informational Study Skills * Not assessable in multiple-choice format RWW= Reading Writing Workshop 4 California Department of Education CST Blueprint/modified/RUSD/ce/sb/6/16/10 F= Focus On
  5. 5. DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT Elementary Education Department Grade 6 English Language Arts Suppl. CST Themes CST Assess. CALIFORNIA CONTENT STANDARDS: WRITING Form A # of Items 1 2 3 4 5 6 Rel. Quest. Quest. 1.0 WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak 16 with a command of standard English conventions appropriate to this grade level. 1.1 Sentence Structure: use simple, compound, and compound-complex sentences; use S2,3 77, 89, 98, 4 S 1,2,3 S1 S1,2 112, 113 1–4 effective coordination and subordination of RWW ideas to express complete thoughts 1.2 Grammar: identify and properly use indefinite pronouns and present perfect, past perfect, S 2,3 83, 99, 3 S 1,4 S All 114 5–7 and future perfect verb tenses; ensure that verbs agree with compound subjects 1.3 Punctuation: use colons after the salutation in business letters, semi-colons to connect S4 S4 68, 74, 97. independent clauses, and commas when 3 S 2,3 (business 111 8 – 10 linking two clauses with a conjunction in ltr) compound sentences RW S4 70, 73, 84, 1.4 Capitalization: use correct capitalization 2 S 2,4 RWW W RWW RWW 88, 104 11 – 13 S 1.5 Spelling: spell frequently misspelled words S All 67, 69, 72, All S All 4 RWW RWW RWW 93, 96, 14 – 16 correctly (e.g., their, they’re, there) RW RWW 102, 106 W S= Selection FO= Focus On Theme 1=Poetry Theme 4= Myths RT= Revisiting the Text Theme 2=Plays Theme 5= Speeches + = QAR Strategies (using side margin questions) * Not assessable in multiple-choice format L= Link 5 California Department of Education CST Blueprint/modified/RUSD/ce/sb/6/16/10 I= Informational Study Skills RWW= Reading Writing Workshop F= Focus On
  6. 6. DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT Elementary Education Department Grade 6 English Language Arts Suppl. CST Themes CST Assess. CALIFORNIA CONTENT STANDARDS: WRITING Rel. Form A # of Items 1 2 3 4 5 6 Quest. Quest. 1.0 WRITING STRATEGIES: Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of the audience and purpose. Essays contain formal introductions, supporting 17 evidence, and conclusions. Students progress through the stages of the writing process as needed. 1.1 Organization and Focus: choose the form of writing 63, 66, RWW RWW (e.g., personal letter, letter to the editor, review, poem, 2 S3 80, 81, report, narrative) that best suits the intended purpose S2 S2 105 1.2 Organization and Focus: create multiple-paragraph RWW RWW expository compositions S1 S3 S1,2 1) engage the interest of the reader and state a clear NA* S1 S3 NA* NA* purpose 65, 71, 2) develop the topic with supportive details and precise 76, 82, verbs, nouns, and adjectives to paint a visual image in 3 S1 S2 S3 90, 107, the mind of the reader 108 S2 3) conclude with a detailed summary linked to the 79, 85, purpose of composition 2 S1 RWW S1,2 S3 100 1.3 Organization and Focus: use a variety of effective and coherent organizational patterns, including comparison L1 RWW RWW RWW RWW and contrast; organization by categories; and 1 95 arrangement of spatial order, order of importance, or S3 I1 climactic order 1.4 Research and Technology: use organizational RWW features of electronic text (e.g., bulletin boards, RWW 64, 75, 2 I 1,2,4 1–3 databases, keyword searches, e-mail addresses) to 101, 110 locate information I2 * Not assessable in multiple-choice format 6 California Department of Education CST Blueprint/modified/RUSD/ce/sb/6/16/10
  7. 7. DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT Elementary Education Department Grade 6 English Language Arts 1.5 Research and Technology: compose documents with appropriate formatting by using word-processing skills RWW NA* I2 NA* NA* and principles of design (e.g., margins, tabs, spacing, columns, page orientation) 78, 86, 1.6 Evaluation and Revision: revise writing to improve RWW RWW RWW RWW 87, 91, organization and consistency of ideas within and 7 S3 92, 94, between paragraphs 103, 109 TOTALS 75 FO= Focus On S= Selection Theme 1=Poetry Theme 4= Myths RT= Revisiting the Text Theme 2=Plays Theme 5= Speeches + = QAR Strategies (using side margin questions) L= Link I= Informational Study Skills RWW= Reading Writing Workshop F= Focus On * Not assessable in multiple-choice format 7 California Department of Education CST Blueprint/modified/RUSD/ce/sb/6/16/10
  8. 8. DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT Elementary Education Department Grade 6 English Language Arts Suppl. CST Themes CST Assess. CALIFORNIA CONTENT STANDARDS: WRITING Rel. Form A # of Items 1 2 3 4 5 6 Quest. Quest. 2.0 WRITING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS) Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words NA NA NA in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. 2.1 Using the writing strategies of grade six outlined in Writing Standard 1.0, students: NA NA NA Write narratives: a. Establish and develop a plot and setting and present a point of view that is appropriate to the NA S2 NA NA stories. b. Include sensory details and concrete RWW language to develop plot and character. NA FO NA NA S3 c. Use a range of narrative devices (e.g., NA FO RT2 NA NA dialogue, suspense). 2.2 Using the writing strategies of grade six outlined in Writing Standard 1.0, students: RWW S4 Write expository compositions (e.g., description, NA RWW S1,3 RWW NA NA S1 RWW explanation, comparison and contrast, problem and solution): a. State the thesis or purpose. S4 NA S4 S1,3 RWW NA NA RWW b. Explain the situation. S4 NA S4 S1,3 RWW NA NA RWW * Not assessable in multiple-choice format 8 California Department of Education CST Blueprint/modified/RUSD/ce/sb/6/16/10
  9. 9. DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT Elementary Education Department Grade 6 English Language Arts Suppl. CST Themes CST Assess. CALIFORNIA CONTENT STANDARDS: WRITING Rel. Form A # of Items 1 2 3 4 5 6 Quest. Quest. c. Follow an organizational pattern appropriate to S4 NA S4 S1,3 RWW NA NA the type of composition. RWW d. Offer persuasive evidence to validate NA S4 S1,3 RWW RWW NA NA arguments and conclusions as needed. 2.3 Using the writing strategies of grade six outlined in Writing Standard 1.0, students: NA NA NA Write research reports: a. Pose relevant questions with a scope narrow NA RWW NA NA enough to be thoroughly covered. b. Support the main idea or ideas with facts, details, examples, and explanations from NA L2 RWW NA NA multiple authoritative sources (e.g., speakers, periodicals, online information searches). c. Include a bibliography. NA RWW NA NA 2.4 Write responses to literature: NA NA NA a. Develop an interpretation exhibiting careful NA FO NA NA reading, understanding, and insight. b. Organize the interpretation around several NA FO NA NA clear ideas, premises, or images. c. Develop and justify the interpretation through I4 NA FO NA NA sustained use of examples and textual evidence 2.5 Write persuasive compositions: NA NA NA a. State a clear position on a proposition or S4 NA RWW RWW NA NA proposal. RWW b. Support the position with organized and S4 NA RWW RWW NA NA relevant evidence. c. Anticipate and address reader concerns and S4 NA RWW RWW NA NA counterarguments. * Not assessable in multiple-choice format 9 California Department of Education CST Blueprint/modified/RUSD/ce/sb/6/16/10
  10. 10. DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT Elementary Education Department Grade 6 English Language Arts Suppl. CST Themes CST CALIFORNIA CONTENT STANDARDS: Assess. LISTENING AND SPEAKING Rel. Form A # of Items 1 2 3 4 5 6 Quest. Quest. 1.0 LISTENING AND SPEAKING STRATEGIES Students deliver focused, coherent presentations that convey ideas clearly and NA NA NA relate to the background and interests of the audience. They evaluate the content of oral communication. 1.1 Comprehension Relate the speaker’s verbal communication (e.g., word choice, pitch, feeling, S1 S1 in NA FO FO NA NA tone) to the nonverbal message (e.g., posture, S3 L/S/V gesture). 1.2 Comprehension Identify the tone, mood, and S1 in NA S All FO RT4 FO NA NA emotion conveyed in the oral communication. L/S/V 1.3 Comprehension Restate and execute multiple- S2 in NA S1 RT4 FO NA NA step oral instructions and directions. L/S/V 1.4 Organization and Delivery of Oral Communication Select a focus, an S3 S4 in S1 in S1 in organizational structure, and a point of view, NA FO NA NA S4 L/S/V L/S/V L/S/V matching the purpose, message, occasion, and vocal modulation to the audience. 1.5 Organization and Delivery of Oral Communication Emphasize salient points to S3 S4 in NA NA NA assist the listener in following the main ideas and S4 L/S/V concepts. 1.6 Organization and Delivery of Oral S1 in Communication Support opinions with detailed S3 S4 in L/S/V NA FO NA NA evidence and with visual or media displays that S4 L/S/V I3 use appropriate technology. * Not assessable in multiple-choice format 10 California Department of Education CST Blueprint/modified/RUSD/ce/sb/6/16/10
  11. 11. DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT Elementary Education Department Grade 6 English Language Arts Suppl. CST Themes CST CALIFORNIA CONTENT STANDARDS: Assess. LISTENING AND SPEAKING Rel. Form A # of Items 1 2 3 4 5 6 Quest. Quest. 1.7 Organization and Delivery of Oral S3 S2,3 Communication Use effective rate, volume, S4 in S1 in NA S4 in FO NA NA pitch, and tone and align nonverbal elements to L/S/V L/S/V S1 L/S/V sustain audience interest and attention. 1.8 Analysis and Evaluation of Oral and Media S2,3 Communications Analyze the use of rhetorical NA in NA NA devices (e.g., cadence, repetitive patterns, use L/S/V of onomatopoeia) for intent and effect. 1.9 Analysis and Evaluation of Oral and Media Communications Identify persuasive and I3 NA NA NA propaganda techniques used in television and identify false and misleading information. FO= Focus On S= Selection Theme 1=Poetry Theme 4= Myths Theme 2=Plays Theme 5= Speeches RT= Revisiting the Text + = QAR Strategies (using side margin questions) L= Link *Standards listed with an “S” (in this section only) are from the Listening /Speaking/Viewing I= Informational Study Skills [L/S/V] lessons within the Green Strand only. RWW= Reading Writing Workshop F= Focus On * Not assessable in multiple-choice format 11 California Department of Education CST Blueprint/modified/RUSD/ce/sb/6/16/10
  12. 12. DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT Elementary Education Department Grade 6 English Language Arts Suppl. CST Themes CST CALIFORNIA CONTENT STANDARDS: LISTENING Assess. AND SPEAKING Rel. Form A # of Items 1 2 3 4 5 6 Quest. Quest. 2.0 SPEAKING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS) Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, NA NA NA description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. 2.1 Using the speaking strategies of grade six outlined in Listening and Speaking Standard NA NA NA 1.0, students: Deliver narrative presentations: a. Establish a context, plot, and point of view. NA S1 FO NA NA b. Include sensory details and concrete language FO NA S1 FO NA NA to develop the plot and character. RT2 c. Use a range of narrative devices (e.g., NA S1 FO NA NA dialogue, tension, or suspense). S1 in S2 in 2.2 Deliver informative presentations: NA NA NA L/S/V L/S/V a. Pose relevant questions sufficiently limited in S1 in S2 in scope to be completely and thoroughly NA L2 NA NA L/S/V L/S/V answered. b. Develop the topic with facts, details, examples, and explanations from multiple authoritative S1 in S2 in NA L2 NA NA sources (e.g., speakers, periodicals, online L/S/V L/S/V information). * Not assessable in multiple-choice format 12 California Department of Education CST Blueprint/modified/RUSD/ce/sb/6/16/10
  13. 13. DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT Elementary Education Department Grade 6 English Language Arts Suppl. CST Themes CST CALIFORNIA CONTENT STANDARDS: LISTENING Assess. AND SPEAKING Rel. Form A # of Items 1 2 3 4 5 6 Quest. Quest. 2.3 Deliver oral responses to literature: NA NA NA a. Develop an interpretation exhibiting careful FO FO NA FO FO NA NA reading, understanding, and insight. S3 b. Organize the selected interpretation around NA FO FO FO FO NA NA several clear ideas, premises, or images. c. Develop and justify the selected interpretation through sustained use of examples and NA FO FO FO FO NA NA textual evidence. S3 2.4 Deliver persuasive presentations: NA FO NA NA RWW S3 a. Provide a clear statement of the position. NA FO NA NA RWW S3 b. Include relevant evidence. NA FO NA NA RWW S3 c. Offer a logical sequence of information. NA FO NA NA RWW d. Engage the listener and foster acceptance of S3 NA FO NA NA the proposition or proposal. RWW FO= Focus On S= Selection Theme 1=Poetry Theme 4= Myths Theme 2=Plays Theme 5= Speeches RT= Revisiting the Text + = QAR Strategies (using side margin questions) L= Link *Standards listed with an “S” (in this section only) are from the Listening /Speaking/Viewing [L/S/V] I= Informational Study Skills lessons within the Green Strand only. RWW= Reading Writing Workshop F= Focus On * Not assessable in multiple-choice format 13 California Department of Education CST Blueprint/modified/RUSD/ce/sb/6/16/10

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