LA.3.1.7.4Archived Standard

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The student will identify cause-and-effect relationships in text;
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 identify cause-and-effect relationships within text. Additionally, the student may need to discern a causal relationship implied in the text through the assimilation of facts and details provided.
  • Content Limits :
    Grade-level appropriate texts used in assessing cause-and-effect relationships should contain identifiable causal relationships embedded in the text and/or contain sufficient facts and details to assist students in discerning implied causal relationships.
  • Content Focus :
    Cause and Effect
  • 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 an identifiable cause-and-effect relationship that may be stated or implied.
  • Distractor Attributes :
    Distractors may include, but are not limited to

    • incorrect causal relationships based on the text;
    • incorrect rationales and/or interpretations of implied causal relationships; and
    • plausible but incorrect distractors based on the text.
    Note: When constructing cause-and-effect items using literary texts, it is preferred that interactions and situations between characters be attributed to Benchmark LA.3.2.1.2 and the content focus of character development and/or character point of view.
Sample Test Items (3)
  • Test Item #: Sample Item 1
  • Question: The sample item below is based on “Birds Do It! RECYCLE!” on page H–5.

    Birds probably choose white yarn over other colors because the white yarn
  • 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.

    Why does the little bird fall in the pond?
  • 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 G-2. 

    Why do the young bird’s parents call and scream AFTER he makes it to the shore?

  • 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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