General Information
Subject Area: X-Reading/Language Arts (former standards - 2008)
Grade: 3
Strand: Reading Process
Standard: Vocabulary Development - The student uses multiple strategies to develop grade appropriate vocabulary.
Date Adopted or Revised: 01/07
Status: State Board Approved - Archived
Assessed: Yes
Test Item Specifications
- correct meanings of the assessed word but inappropriate to the text;
- meanings drawn from the text but unrelated to the meaning of the assessed word or question;
- incorrect connotation of a word based on the use of the word in the text (use only to assess shades of meaning);
- words constructed similarly to the correct response; and
- plausible but incorrect distractors based on the text.
Item Type(s):
This benchmark may be assessed using:
MC
item(s)
Also Assesses:
LA.3.1.6.6 The student will identify shades of meaning in related words (e.g., blaring, loud).
LA.3.1.6.6 The student will identify shades of meaning in related words (e.g., blaring, loud).
Clarification :
The student will analyze words that have multiple meanings and determine the correct meanings of the words as used in the text.
For shades of meaning, the student will analyze the word to determine small, subtle differences in meaning between related words (e.g., glance, glare, and peek all refer to the concept of looking, but each one has a different meaning or connotation).
The student will analyze words that have multiple meanings and determine the correct meanings of the words as used in the text.
For shades of meaning, the student will analyze the word to determine small, subtle differences in meaning between related words (e.g., glance, glare, and peek all refer to the concept of looking, but each one has a different meaning or connotation).
Content Limits :
Grade-level appropriate texts should be used to assess words with multiple meanings or shades of meaning.
The words should be assessed using words below grade level, or on grade level.
Excerpted text should contain clear and sufficient context to determine the meaning of the assessed word.
Grade-level appropriate texts should be used to assess words with multiple meanings or shades of meaning.
The words should be assessed using words below grade level, or on grade level.
Excerpted text should contain clear and sufficient context to determine the meaning of the assessed word.
Content Focus :
Multiple Meanings
Analyze Words in Text
Shades of Meaning
Text Attributes :
Texts should be literary or informational.
Other stimuli may include, but are not limited to, illustrations with captions, graphics, and charts.
Texts must contain words with multiple meanings or shades of meaning and must provide clear and sufficient context for the student to determine the correct meaning.
Texts should be literary or informational.
Other stimuli may include, but are not limited to, illustrations with captions, graphics, and charts.
Texts must contain words with multiple meanings or shades of meaning and must provide clear and sufficient context for the student to determine the correct meaning.
Distractor Attributes :
Distractors may include, but are not limited to
Distractors may include, but are not limited to
Sample Test Items (5)
| Test Item # | Question | Difficulty | Type |
| Sample Item 1 | The sample item below is based on “Birds Do It! RECYCLE!” on page H–5. Read this sentence from the article. Keep your bird station away from places where cats hang out. Which meaning of the word station is the same one used in the sentence above? |
N/A | MC: Multiple Choice |
| Sample Item 2 | The sample item below is based on “Birds Do It! RECYCLE!” on page H–5. Read this sentence from the article. Scientists think that the white stuff reminds birds of cotton fluff they find in the wild. Which sentence uses the word wild the same as it is used in the sentence above? |
N/A | MC: Multiple Choice |
| Sample Item 3 | The sample item below is based on “Birds Do It! RECYCLE!” on page H–5. Read this sentence from the article. Even though birds can help us recycle some of our junk by using it to build nests, they also need to use lots of natural materials. What feeling does the word junk create? |
N/A | MC: Multiple Choice |
| Sample Item 4 | The sample item below is based on “Swim, Baby, Swim!” on page G-2. Read this sentence from the story. Now the little bird’s parents hopped around the cattails and called to their baby. Which sentence below uses the word called the same way it is used in the sentence above? |
N/A | MC: Multiple Choice |
| Sample Item 5 | The sample item below is based on “Swim, Baby, Swim!” on page G–2. Read this sentence from the story. One summer morning, a young blackbird clung to a cattail stem near his nest. Why does the author use the word clung instead of “held on” in the sentence above? |
N/A | MC: Multiple Choice |