LA.4.1.7.5Archived Standard

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The student will identify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning 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 the text structures/organizational patterns and determine how they impact meaning within texts.
  • Content Limits :

    Text structures found within grade-level appropriate texts should be identifiable and may include, but are not limited to, comparison/contrast, cause/effect, and sequence of event (chronological order).

    Text features should not be assessed in this benchmark but will be assessed in LA.4.2.2.1 for literary text and LA.4.6.1.1 for informational text.
  • Content Focus :
    Text Structures/Organizational Patterns (e.g., comparison/contrast, cause/effect, sequence of events, definition/explanation, question/answer, listing/ description)
  • Text Attributes :
    Texts should be literary or informational. 

    Informational texts are more suited than literary texts toward item development for this benchmark; however, a literary text may occasionally be appropriate (e.g., one that utilizes sequence of events, comparison/contrast, or cause/effect). 

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

    Text structures must be clearly evident as indicated by signal words and phrases. 

    Texts should contain an identifiable organizational pattern.

  • Distractor Attributes :
    Distractors may include, but are not limited to
    • incorrect interpretations of text structures/organizational patterns;
    • incorrect relationships (e.g., cause/effect, comparison/contrast) within the organizational pattern;
    • incorrect details drawn from text;
    • incorrect sequence of events (chronological order); and
    • plausible but incorrect distractors based on the text.

    Note: Distractors should include a brief elaboration on how the organizational pattern impacts meaning in the text and should not be a list of general categories (e.g., sequence of events [chronological order], compare/contrast, cause/effect).

Sample Test Items (3)
  • Test Item #: Sample Item 1
  • Question: The sample item below is based on “Learning to Sing” on page H–12.

    The author organized the section “Sing Like a Pro” to
  • Difficulty: N/A
  • Type: MC: Multiple Choice
  • Test Item #: Sample Item 2
  • Question: The sample item below is based on “Play a Game” on page H–14.

    How does the author help readers to BETTER understand how to play the license plate games?
  • Difficulty: N/A
  • Type: MC: Multiple Choice
  • Test Item #: Sample Item 3
  • Question: The sample item below is based on “Across the Blue Mountains” on page G–8. 

    At the end of the passage, why does the author repeat her description of the house?

  • 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.

Unit/Lesson Sequence

Exploring Compare and Contrast Structure in Expository Texts:

This lesson focuses on identifying and analyzing the compare and contrast text structure within expository texts. First, students are introduced to the terms compare and contrast and asked to find similarities and differences between two common items. Next, students work in small groups to identify texts that are comparing and contrasting information. Students are then introduced to the Venn diagram as a tool that demonstrates similarities and differences and aids in learning new material.

Type: Unit/Lesson Sequence

Student Resources

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Parent Resources

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