Reading Competencies Tested on the GACE
The GACE reading test contains three general objectives which define the knowledge and skills that Georgia educators must possess. Each objective is expanded upon by descriptive statements. Descriptive statements provide examples of the range, type, and level of content that may appear on the test for questions measuring the objective.
An outline showing these objective and descriptive statements is shown below.
Subarea I: Key Ideas and Details
- Read closely to determine what a text says explicitly and to make logical inferences from it; connect insights gained from specific details to an understanding of the text as a whole; attend to important distinctions the author makes and to any gaps or inconsistencies in the account; determine where the text leaves matters uncertain
- Draw inferences and implications from the directly stated content of a reading selection
- Determine central ideas or themes of a text and analyze their development; identify accurate summaries of key supporting details and ideas
- Identify summaries or paraphrases of the main idea or primary purpose of a reading selection
- Identify summaries or paraphrases of the supporting ideas and specific details in a reading selection
- Identify how and why individuals, events, or ideas interact within a text; determine how an idea or detail informs an author's argument
Subarea II: Craft, Structure, and Language Skills
- Interpret words and phrases as they are used in a text and recognize how specific word choices shape meaning or tone
- Determine the author's attitude toward material discussed in a reading selection
- Analyze the structure of a text, including how specific parts of a text relate to each other and to the whole to contribute to meaning
- Identify key transition words and phrases in a reading selection and how they are used
- Identify how a reading selection is organized in terms of cause/effect, compare/contrast, problem/solution, etc.
- Assess how point of view or purpose shapes the content and style of a text
- Determine the role that an idea, reference, or piece of information plays in an author's discussion or argument
- Apply knowledge of language to understand how language functions in different contexts and to comprehend more fully when reading
- Determine whether information presented in a reading selection is presented as fact or opinion
- Determine the meaning of unknown and multiple-meaning words and phrases by using context clues
- Identify the meanings of words as they are used in the context of a reading selection
- Understand figurative language and nuances in word meanings
- Understand a range of words and phrases sufficient for reading at the college - and career - readiness level
Subarea III: Integration of Knowledge and Ideas
- Analyze content presented in diverse media and formats, including visually and quantitatively, as well as in words
- Answer questions about texts that include visual representations
- Identify and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence
- Identify the relationship among ideas presented in a reading selection
- Determine whether evidence strengthens, weakens, or is relevant to the arguments in a reading selection
- Determine the logical assumptions upon which an argument or conclusion is based
- Draw conclusions from material presented in a reading selection
- Analyze how two or more texts address similar themes or topics in order to build knowledge and/or compare the approaches the authors take
- Recognize or predict ideas or situations that are extensions of or similar to what has been presented in a reading selection
- Apply ideas presented in a reading selection to other situations
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