LA.6.2.2.1Archived Standard

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The student will locate, use, and analyze specific information from organizational text features (e.g., table of contents, headings, captions, bold print, italics, glossaries, indices, key/guide words);
General Information
Subject Area: X-Reading/Language Arts (former standards - 2008)
Grade: 6
Strand: Literary Analysis
Standard: Nonfiction - The student identifies, analyzes, and applies knowledge of the elements of a variety of nonfiction, informational, and expository texts to demonstrate an understanding of the information presented.
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, analyze, and determine meaning from a variety of text features (e.g., headings, subheadings, titles, subtitles, captions, bold or italicized text, charts and graphs, illustrations, text boxes, maps, diagrams, stanzas) found within a text.
  • Content Limits :
    Text features should be assessed within grade-level appropriate literary nonfiction texts (e.g., biographies, autobiographies, diary entries, memoirs) or literary fictional texts when appropriate. 

    Texts should include a single, identifiable text feature or should contain a variety of text features. 

    Tables of contents, glossaries, indices, bold text, and key/guide words should not be assessed.

  • Content Focus :
    Text Features (e.g., headings, subheadings, titles, subtitles, sections, captions, italicized text, charts, tables, graphs, illustrations, maps, diagrams, text boxes)
  • Text Attributes :
    Literary nonfiction texts are more suited than literary fictional texts toward item development for this benchmark; however, a literary text may occasionally be appropriate. 

    Stimuli found in text may include headings, subheadings, titles, subtitles, sections, captions, italicized text, charts, tables, graphs, illustrations, maps, diagrams, and text boxes.

  • Distractor Attributes :
    Distractors may include, but are not limited to
    • facts, details, or other information drawn from the text features but unrelated to the test item;
    • incorrect analysis and interpretation of the text features;
    • incorrect or irrelevant information drawn from text features; and
    • plausible but incorrect distractors based on the text.

    Note: Items should not ask the student for literal references, such as

    • On what page would you find...?;
    • In which chapter would you find...?; or
    • In what kind of reference book would you find information about...?
    Note: When assessing a text feature (e.g., subheadings/captions), answer choices may be developed from other areas of the text but should be parallel and balanced. 

    Note: When assessing a text feature in a fiction or literary nonfiction passage, Benchmark LA.6.2.2.1 should be used. When assessing a text feature in an informational/expository nonfiction article or in a functional selection (how-to documents, webpages, etc.), Benchmark LA.6.6.1.1 should be used.

Sample Test Items (1)
  • Test Item #: Sample Item 1
  • Question: The sample item below is based on “New Kid” on page H–4 and references the illustration on page H–6.

    Based on the passage, which sentence would best serve as a caption for the illustration on page __ ?
  • 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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