LA.5.2.2.1Archived Standard

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The student will locate, explain, and use information from text features (e.g., table of contents, glossary, index, transition words/phrases, headings, subheadings, charts, graphs, illustrations);
General Information
Subject Area: X-Reading/Language Arts (former standards - 2008)
Grade: 5
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.
  • 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 a variety of text features. 

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

  • Content Focus :
    Text Features (e.g., titles, subtitles, headings, subheadings, charts, graphs, diagrams, illustrations, captions, maps, keys/legends, stanzas, and 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 texts may include titles, subtitles, headings, subheadings, italicized text, sections, tables, charts, graphs, diagrams, illustrations, captions, maps, and text boxes. 

  • Distractor Attributes :
    Distractors may include, but are not limited to
    • facts and details or other information drawn from text features but unrelated to the test item;
    • incorrect analysis and interpretation of 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 or captions), options can be developed from other areas of the text but should be parallel and balanced.

Sample Test Items (1)
  • Test Item #: Sample Item 1
  • Question: The sample item below is based on “The Great Garden Experiment” on page H–20.

    The illustrations are important to the passage because they
  • 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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