General Information
Subject Area: X-Reading/Language Arts (former standards - 2008)
Grade: 4
Strand: Literary Analysis
Standard: Fiction - The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection.
Date Adopted or Revised: 01/07
Status: State Board Approved - Archived
Assessed: Yes
Test Item Specifications
- two texts with related literary elements; or
- one text that contains a variety of literary elements.
- details that may contribute to but do not significantly support plot, character development, and problem/resolution;
- facts, details, or ideas drawn from the text but unrelated to the test item;
- inaccurate interpretations of character, point of view, plot development, setting, or problem/resolution; 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 identify and interpret elements of plot development within or across texts. The student will also identify and interpret other literary elements, such as setting, character development, and character point of view within and across texts. In addition, the student will identify how plot events in the text contribute to problem/resolution.
The student will identify and interpret elements of plot development within or across texts. The student will also identify and interpret other literary elements, such as setting, character development, and character point of view within and across texts. In addition, the student will identify how plot events in the text contribute to problem/resolution.
Content Limits :
Texts should be grade-level appropriate and contain identifiable literary elements (e.g., character development/character point of view, setting, plot development, problem/resolution).
Students should not be tested on exposition or theme. (Theme is tested under LA.4.1.7.6.)
Texts should be grade-level appropriate and contain identifiable literary elements (e.g., character development/character point of view, setting, plot development, problem/resolution).
Students should not be tested on exposition or theme. (Theme is tested under LA.4.1.7.6.)
Content Focus :
Character Development,
Character Point of View,
Setting,
Plot Development,
Problem/Resolution
Character Development,
Character Point of View,
Setting,
Plot Development,
Problem/Resolution
Text Attributes :
Texts should be literary and may include, but are not limited to, fiction, nonfiction (e.g., biographies and diary entries), poetry, and drama.
Other stimuli may include, but are not limited to, illustrations with captions, graphics, and charts.
To assess this benchmark across texts, items may be based on
Texts should be literary and may include, but are not limited to, fiction, nonfiction (e.g., biographies and diary entries), poetry, and drama.
Other stimuli may include, but are not limited to, illustrations with captions, graphics, and charts.
To assess this benchmark across texts, items may be based on
Distractor Attributes :
Distractors may include, but are not limited to
Distractors may include, but are not limited to
Sample Test Items (4)
| Test Item # | Question | Difficulty | Type |
| Sample Item 1 | The sample item below is based on “Across the Blue Mountains” on page H–9. What happens when Miss Bilberry and her animals get lost in the tall flowers? |
N/A | MC: Multiple Choice |
| Sample Item 2 | The sample item below is based on “Across the Blue Mountains” on page G–8. Which sentence from the story BEST explains what Chester thought about moving? |
N/A | MC: Multiple Choice |
| Sample Item 3 | The sample item below is based on “Across the Blue Mountains” on page G–8. At the end of the passage, what bothers Miss Bilberry? |
N/A | MC: Multiple Choice |
| Sample Item 4 | The sample item below is based on “Across the Blue Mountains” on page G–8. Why is the setting important to the main problem in the passage? |
N/A | MC: Multiple Choice |