LA.4.1.7.4Archived Standard

loading spinner
Export Print
The student will identify cause-and-effect relationships in text;
General Information
Subject Area: X-Reading/Language Arts (former standards - 2008)
Grade: 4
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 and/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.4.2.1.2 and the content focus of character development and/or character point of view
Sample Test Items (2)
  • Test Item #: Sample Item 1
  • Question: The sample item below is based on “Learning to Sing” on page H–12.

    Why did Carol Vaness MOST likely decide to become a music teacher?
  • Difficulty: N/A
  • Type: MC: Multiple Choice
  • Test Item #: Sample Item 2
  • Question: The sample item below is based on “Across the Blue Mountains” on page G–8. 

    Why does Miss Bilberry want to move?

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

Related Access Points

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

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.