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
- incorrect comparison;
- incorrect contrast;
- similarities or differences that are drawn from the text but unrelated to the test item;
- facts and details drawn from the text but unrelated to the test item; 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 similarities between elements within one text or will identify differences between elements within one text (e.g., between two settings, characters, and problems).
Note: In Grade 3, students are required to work within only one text.
The student will identify similarities between elements within one text or will identify differences between elements within one text (e.g., between two settings, characters, and problems).
Note: In Grade 3, students are required to work within only one text.
Content Limits :
Grade-level appropriate texts should include elements that can be compared or contrasted and may include, but are not limited to, character, setting, subject, author’s purpose, author’s perspective, and main idea.
When constructing compare-and-contrast items using literary text, situations involving one or more characters changing over time should be assessed under LA.3.2.1.2 and the content focus of character development.
When constructing a test question, alike or different is the preferred wording for this benchmark; however, in Grade 3, those words should appear in all capital letters.
Grade-level appropriate texts should include elements that can be compared or contrasted and may include, but are not limited to, character, setting, subject, author’s purpose, author’s perspective, and main idea.
When constructing compare-and-contrast items using literary text, situations involving one or more characters changing over time should be assessed under LA.3.2.1.2 and the content focus of character development.
When constructing a test question, alike or different is the preferred wording for this benchmark; however, in Grade 3, those words should appear in all capital letters.
Similarities and differences should not be assessed together in a single item.
Content Focus :
Compare (similarities: Grade 3 within one text)
Contrast (differences: Grade 3 within one text)
Compare (similarities: Grade 3 within one text)
Contrast (differences: Grade 3 within one text)
Text Attributes :
Texts should be literary or informational.
Other stimuli may include, but are not limited to, illustrations with captions, graphics, and charts within one text.
Texts must include elements that compare or contrast.
To assess this benchmark within a text, items should be based upon elements that can be compared or contrasted.
Texts should be literary or informational.
Other stimuli may include, but are not limited to, illustrations with captions, graphics, and charts within one text.
Texts must include elements that compare or contrast.
To assess this benchmark within a text, items should be based upon elements that can be compared or contrasted.
Distractor Attributes :
Distractors may include, but are not limited to
Distractors may include, but are not limited to
Note: When constructing a comparison item, distractors should not contrast elements. In a contrast item, distractors should not compare elements.
Sample Test Items (2)
| Test Item # | Question | Difficulty | Type |
| Sample Item 1 | The sample item below is based on “Birds Do It! RECYCLE!” on page H–5. Read the sentence from the article “Birds Do It! RECYCLE!” Yarn is big on an oriole’s shopping list when nest building. What is the author comparing an oriole to in the above sentence? |
N/A | MC: Multiple Choice |
| Sample Item 2 | The sample item below is based on “Swim, Baby, Swim!” on page H–2. How do the parents change from BEFORE the baby bird falls into the pond to AFTER he lands on the shore? |
N/A | MC: Multiple Choice |