LA.3.2.1.2Archived Standard

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The student will identify and explain the elements of story structure, including character/character development, setting, plot, and problem/resolution in a variety of fiction;
General Information
Subject Area: X-Reading/Language Arts (former standards - 2008)
Grade: 3
Strand: Literary Analysis
Standard: Fiction - The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection.
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 and interpret elements of story structure within a text. The student will also identify and interpret other literary elements, such as character development, character point of view, setting, and plot within a text. In addition, the student identifies how story events in the text contribute to problem/resolution.

    Note: In Grade 3, students are required to work within only one text.
  • Content Limits :
    Texts should be grade-level appropriate and contain identifiable literary elements (e.g., character development/character point of view, setting, plot development, problem/resolution).

    Students should not be tested on exposition or theme. (Theme is tested under LA.3.1.7.6.)

  • Content Focus :

    Character Development,
    Character Point of View,
    Setting,
    Plot Development,
    Problem/Resolution

  • Text Attributes :
    Texts should be literary and may include, but are not limited to, fiction, nonfiction (e.g., biographies, diary entries), poetry, and drama.

    Other stimuli may include, but are not limited to, illustrations with captions, graphics, and charts.

    To assess this benchmark, items should be based on one text that contains a variety of literary elements.
  • Distractor Attributes :
    Distractors may include, but are not limited to
    • details that may contribute to but do not significantly support plot, character development, and problem/resolution;
    • facts, details, or ideas drawn from the text but unrelated to the test item;
    • inaccurate interpretations of character, point of view, plot development, setting, or problem/resolution; and
    • plausible but incorrect distractors based on the text.
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 young bird’s MAIN problem in the 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.

    Which word BEST describes the parents in this story?
  • 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. 

     

    How do the parents change from BEFORE the baby bird falls into the pond to AFTER he lands on the shore? 

  • Difficulty: N/A
  • Type: MC: Multiple Choice

Related Access Points

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

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