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
- incorrect meanings of assessed words;
- meanings of the assessed words that are correct but are not appropriate for the context;
- words constructed similarly to the correct response (e.g., same affix, same tense);
- words and details drawn from the text but unrelated to the assessed word or test item; and
- plausible but incorrect distractors based on the text.
Item Type(s):
This benchmark may be assessed using:
MC
item(s)
N/A
Clarification :
The student will use antonyms and synonyms to determine the meaning of a word within a text. Simple analysis and/or direct inference may be required to comprehend the meaning of the word.
The student will use antonyms and synonyms to determine the meaning of a word within a text. Simple analysis and/or direct inference may be required to comprehend the meaning of the word.
Content Limits :
Grade-level appropriate texts should be used to assess antonyms and synonyms.
Homophones and homographs should not be assessed.
Contractions (e.g., they’re, it’s) should not be assessed.
The terms synonym and antonym should not be used in the stem construction. Wording should be similar to means almost the same as or has the opposite meaning of.
Grade-level appropriate texts should be used to assess antonyms and synonyms.
Homophones and homographs should not be assessed.
Contractions (e.g., they’re, it’s) should not be assessed.
The terms synonym and antonym should not be used in the stem construction. Wording should be similar to means almost the same as or has the opposite meaning of.
Content Focus :
Antonyms
Synonyms
Antonyms
Synonyms
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 be literary or informational.
Other stimuli may include, but are not limited to, illustrations with captions, graphics, and charts.
Texts should contain appropriate words to assess knowledge of synonyms and antonyms at grade level.
Distractor Attributes :
Distractors may include, but are not limited to
Distractors may include, but are not limited to
Note: When constructing answer choices using word pairs, the words within the pair should be the same part of speech.
Sample Test Items (2)
| Test Item # | Question | Difficulty | Type |
| Sample Item 1 | The sample item below is based on “Swim, Baby, Swim!” on page H–2. Which pair of words from the story has almost the SAME meaning? |
N/A | MC: Multiple Choice |
| Sample Item 2 | The sample item below is based on “Swim, Baby, Swim!” on page H–2. Read this sentence from the story. Now his parents circled wildly above him, squawking and shrieking. Which word has the OPPOSITE meaning of the word wildly? |
N/A | MC: Multiple Choice |