General Information
Subject Area: English Language Arts
Grade: 8
Strand: Reading Standards for Informational Text
Idea: Level 2: Basic Application of Skills & Concepts
Cluster: Integration of Knowledge and Ideas
Date Adopted or Revised: 12/10
Content Complexity Rating:
Level 2: Basic Application of Skills & Concepts
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More Information
Date of Last Rating: 02/14
Status: State Board Approved - Archived
Assessed: Yes
Test Item Specifications
- Requires the student to select words or phrases from the text to support an analysis of how the texts conflict or disagree.
- Requires the student to select words or phrases from the text that provide conflicting information.
- Requires the student to select an analysis of how the texts conflict or disagree and then to select words or phrases from the text to support the analysis selected.
- Requires the student to select an analysis of how the texts conflict or disagree and then to select another analysis of how the texts conflict or disagree.
- Requires the student to select an analysis of how the texts conflict or disagree and then to select words or phrases from the text to support the analysis selected.
- Requires the student to select an analysis of how the texts conflict or disagree.
- Requires the student to select explicit or implicit details that support an analysis of how the texts conflict or disagree.
- Requires the student to select explicit or implicit details that support an analysis of how the texts conflict or disagree.
- Requires the student to complete a table by contrasting texts that disagree on matters of fact or interpretation.
N/A
Assessment Limits :
Items should ask about both texts but may focus on one more than the other. Items should focus on key information, evidence, and facts. Items should focus on the differences between the two texts rather than the similarities.
Items should ask about both texts but may focus on one more than the other. Items should focus on key information, evidence, and facts. Items should focus on the differences between the two texts rather than the similarities.
Text Types :
Items assessing this standard may be used with two or more gradeappropriate informational texts. Texts may vary in complexity.
Items assessing this standard may be used with two or more gradeappropriate informational texts. Texts may vary in complexity.
Response Mechanisms :
The Technology-Enhanced Item Descriptions section on pages 3 and 4 provides a list of Response Mechanisms that may be used to assess this standard (excluding the Editing Task Choice and Editing Task item types). The Sample Response Mechanisms may include, but are not limited to, the examples below.
The Technology-Enhanced Item Descriptions section on pages 3 and 4 provides a list of Response Mechanisms that may be used to assess this standard (excluding the Editing Task Choice and Editing Task item types). The Sample Response Mechanisms may include, but are not limited to, the examples below.
Task Demand and Sample Response Mechanisms :
Task Demand
Contrast the ways in which the authors provide information, use facts, or interpret details.
Sample Response Mechanisms
Selectable Hot Text
EBSR
Multiple Choice
Multiselect
Table Match
Related Courses
| Course Number1111 | Course Title222 |
| 1000000: | M/J Intensive Language Arts (MC) (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 and beyond (current)) |
| 1000010: | M/J Intensive Reading 1 (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 and beyond (current)) |
| 1000020: | M/J Intensive Reading and Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 and beyond (current)) |
| 1001070: | M/J Language Arts 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1001080: | M/J Language Arts 3 Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1002020: | M/J Language Arts 3 Through ESOL (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1002180: | M/J English Language Development (MC) (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current)) |
| 1008070: | M/J Reading 3 (Specifically in versions: 2014 - 2015, 2015 - 2021 (course terminated)) |
| 1008080: | M/J Reading 3, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2021 (course terminated)) |
| 1100000: | M/J Library Skills/Information Literacy (MC) (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1700060: | M/J Career Research and Decision Making (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 7810013: | Access M/J Language Arts 3 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current)) |
| 1002181: | M/J Developmental Language Arts Through ESOL (Reading) (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1010000: | M/J Literacy through Film & Literature (Specifically in versions: 2016 and beyond (current)) |
| 1010010: | M/J Literacy through World Literature (Specifically in versions: 2016 and beyond (current)) |
Related Resources
Original Student Tutorial
| Name | Description |
| The Truth About Sugar? | Analyze the central idea in multiple texts in this interactive tutorial. You'll read several short texts in which authors disagree about the effects of sugar consumption. You'll practice identifying their different central ideas and the various types of evidence used to support them. |
Student Resources
Original Student Tutorial
| Name | Description |
| The Truth About Sugar?: | Analyze the central idea in multiple texts in this interactive tutorial. You'll read several short texts in which authors disagree about the effects of sugar consumption. You'll practice identifying their different central ideas and the various types of evidence used to support them. |