LA.3.1.6.7Archived Standard

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The student will use meaning of familiar base words and affixes (prefixes and suffixes) to determine meanings of unfamiliar complex words;
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
  • Item Type(s): This benchmark may be assessed using: MC item(s)

  • Clarification :
    The student will identify familiar base words with prefixes and/or suffixes to determine the meanings of complex words in a text. Simple analysis and/or direct inference may be required.
  • Content Limits :
    Grade-level appropriate texts should contain vocabulary for assessing prefixes (e.g., re-, un-, pre-, dis-, mis-, in-, non-), suffixes (e.g., -er, -est, -ful, -less, -able, -ly, -or, -ness), and base words.

    Assessed words should be no more than two grade levels above the tested grade.

    Contractions (e.g., they’re, it’s) should not be assessed.

    Excerpted text should contain the assessed word to provide clear and sufficient context.
  • Content Focus :
    Base Words
    Affixes
  • 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 appropriate words to assess knowledge of base words or affixes.
  • Distractor Attributes :
    Distractors may include, but are not limited to
    • incorrect meanings of words;
    • words with construct similar to the correct response (e.g., same affix, same tense); and 
    • plausible but incorrect distractors based on the text.
Sample Test Items (2)
  • Test Item #: Sample Item 1
  • Question:

    The sample item below is based on “Birds Do It! RECYCLE!” on page H–5.

    Read this sentence from the article.

    You can make a collection box of stuff to leave for birds so they can help themselves.

    Which word has the same base word as collection?
  • Difficulty: N/A
  • Type: MC: Multiple Choice
  • Test Item #: Sample Item 2
  • Question: The sample item below is based on “Swim, Baby, Swim!” on page H–2.

    Read this sentence from the story.

    The little brown bird held tightly to a stem and flapped his wings.

    If tight means “firm,” what does tightly mean?
  • 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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