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
- details that do not support the main idea;
- incorrect interpretations of the main idea that are too broad, too narrow, or are a specific fact;
- incorrect inferences or conclusions based on details found in the text;
- events that are drawn from the text and presented out of order; 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 determine the main idea (stated or implied), locate relevant details and facts, draw logical conclusions, or make appropriate inferences within or across grade-level appropriate texts. In addition, students will identify chronological order (sequencing of events).
The student will determine the main idea (stated or implied), locate relevant details and facts, draw logical conclusions, or make appropriate inferences within or across grade-level appropriate texts. In addition, students will identify chronological order (sequencing of events).
Content Limits :
Grade-level appropriate texts should include an identifiable main idea (stated or strongly implied) and relevant details from which students may draw logical conclusions or make inferences. In addition, a text may include a clear, identifiable chronological order (sequence of events).
Paraphrasing should not be assessed.
Grade-level appropriate texts should include an identifiable main idea (stated or strongly implied) and relevant details from which students may draw logical conclusions or make inferences. In addition, a text may include a clear, identifiable chronological order (sequence of events).
Paraphrasing should not be assessed.
Items may assess a student’s ability to identify a strongly stated main idea.
Content Focus :
Main Idea (stated or implied)
Relevant Details
Conclusions/Inferences
Chronological Order
Text Attributes :
Texts should be literary or informational.
Other stimuli may include, but are not limited to, illustrations with captions, graphics, and charts.
Texts should include a main idea (stated or strongly implied), relevant details, and an identifiable chronological order that will enable students to draw logical conclusions and make appropriate inferences.
Texts should be literary or informational.
Other stimuli may include, but are not limited to, illustrations with captions, graphics, and charts.
Texts should include a main idea (stated or strongly implied), relevant details, and an identifiable chronological order that will enable students to draw logical conclusions and make appropriate inferences.
Distractor Attributes :
Distractors may include, but are not limited to
Distractors may include, but are not limited to
Note: Multiple-choice items should not assess a student’s ability to identify details of least importance when assessing a main idea statement.
Note: A main idea should be stated in a complete sentence.
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. What is the MOST important lesson the young bird learns in this story? |
N/A | MC: Multiple Choice |
| Sample Item 2 | The sample item below is based on “Swim, Baby, Swim!” on page H–2. At the end of the story, where does the young bird land safely? |
N/A | MC: Multiple Choice |
| Sample Item 3 | The sample item below is based on “Swim, Baby, Swim!” on page H–2. What happens AFTER the baby bird falls into the pond but BEFORE he is noticed by the bass? |
N/A | MC: Multiple Choice |