General Information
Subject Area: X-Reading/Language Arts (former standards - 2008)
Grade: 3
Strand: Reading Process
Standard: Reading Comprehension - The student uses a variety of strategies to comprehend grade level text.
Date Adopted or Revised: 01/07
Status: State Board Approved - Archived
Assessed: Yes
Test Item Specifications
- facts and details that do not support the author’s purpose or represent the author’s perspective;
- incorrect interpretations of the author’s purpose or perspective;
- incorrect analysis or evaluation of the impact of the author’s purpose or perspective on the text; and
- plausible but incorrect distractors based on the text.
Item Type(s):
This benchmark may be assessed using:
MC
item(s)
N/A
Clarification :
The student will identify the author’s purpose or perspective. The student will analyze the impact of the author’s purpose or perspective within a text.
The student will identify the author’s purpose or perspective. The student will analyze the impact of the author’s purpose or perspective within a text.
Content Limits :
Grade-level appropriate texts used in assessing author’s purpose should contain an identifiable author’s purpose for writing, including, but not limited to, informing, telling a story, conveying a particular mood, entertaining, or explaining. The author’s perspective should be recognizable within texts.
Grade-level appropriate texts used in assessing author’s purpose should contain an identifiable author’s purpose for writing, including, but not limited to, informing, telling a story, conveying a particular mood, entertaining, or explaining. The author’s perspective should be recognizable within texts.
Content Focus :
Author’s Purpose
Author’s Perspective
Author’s Purpose
Author’s Perspective
Text Attributes :
Texts should be literary or informational.
Other stimuli may include, but are not limited to, illustrations with captions, graphics, and charts.
Texts may include, but are not limited to, persuasive articles, diaries, and informational articles.
Texts should be literary or informational.
Other stimuli may include, but are not limited to, illustrations with captions, graphics, and charts.
Texts may include, but are not limited to, persuasive articles, diaries, and informational articles.
Distractor Attributes :
Distractors may include, but are not limited to
Distractors may include, but are not limited to
Note: Distractors should not be a list of general categories (e.g., to inform, to persuade) but should include specific examples related to the text.
Sample Test Items (3)
| Test Item # | Question | Difficulty | Type |
| Sample Item 1 | The sample item below is based on “Swim, Baby, Swim!” on page H–2. Why did the author MOST LIKELY write the story “Swim, Baby, Swim!”? |
N/A | MC: Multiple Choice |
| Sample Item 2 | The sample item below is based on “Birds Do It! RECYCLE!” on page H–5. With which statement would the author of this article MOST LIKELY agree? |
N/A | MC: Multiple Choice |
| Sample Item 3 | The sample item below is based on “The Better Birdhouse!” on page G–7. With which statement would the author MOST LIKELY agree? |
N/A | MC: Multiple Choice |