LA.7.1.7.2Archived Standard

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The student will analyze the authors purpose (e.g., to persuade, inform, entertain, explain) and perspective in a variety of texts and understand how they affect meaning;
General Information
Subject Area: X-Reading/Language Arts (former standards - 2008)
Grade: 7
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
  • Item Type(s): This benchmark may be assessed using: MC item(s)

  • 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 or across texts.
  • 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, persuading, entertaining, conveying a particular tone or mood, informing, or expressing an opinion. The author’s purpose, perspective, and bias should be recognizable within or across texts.
  • Content Focus :
    Author's Purpose (within/across texts)
    Author's Perspective (within/across texts)
    Author's Bias (within/across texts)
  • 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, essays, editorials, and informational articles.

  • Distractor Attributes :
    Distractors may include, but are not limited to 
    • facts and details that do not support the author’s purpose or represent the author’s perspective or bias; 
    • incorrect interpretations of the author’s purpose, perspective, or bias; 
    • incorrect analysis or evaluation of the impact of the author’s purpose, perspective, or bias; and 
    • plausible but incorrect distractors based on the text. 

    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 (2)
  • Test Item #: Sample Item 1
  • Question: The sample item below is based on “Poppa and the Spruce Tree” on page H–9.

    Read this excerpt from the essay.

    Maybe he was five feet six if his heels were not worn. Maybe he weighed 155 pounds if he had a good meal. Maybe he could see a block away if his glasses were clean.

    Why does the author describe Poppa’s appearance in this way?

  • Difficulty: N/A
  • Type: MC: Multiple Choice
  • Test Item #: Sample Item 2
  • Question: The sample item below is based on “Poppa and the Spruce Tree” on page H–9.

    The father is viewed by the author as
  • Difficulty: N/A
  • Type: MC: Multiple Choice

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.

Related Resources

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Student Resources

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Parent Resources

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