LA.3.1.7.3Archived Standard

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The student will determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, strongly implied message and inference, and chronological order of events;
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
  • Item Type(s): This benchmark may be assessed using: MC item(s)

  • 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).
  • 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.

    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.
  • Distractor Attributes :
    Distractors may include, but are not limited to
    • 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.

    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 #: Sample Item 1
  • Question: 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?
  • 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.

    At the end of the story, where does the young bird land safely?
  • Difficulty: N/A
  • Type: MC: Multiple Choice
  • Test Item #: Sample Item 3
  • Question: 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?
  • Difficulty: N/A
  • Type: MC: Multiple Choice

Related Access Points

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

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Student Resources

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Parent Resources

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