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The student will compare and contrast elements in multiple texts (e.g., setting, characters, problems); and
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
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Item Type(s):
This benchmark may be assessed using:
MC
item(s)
- Clarification :
The student will identify similarities between elements within or across texts, or will identify differences between elements within or across texts. - Content Limits :
Grade-level appropriate texts should include elements that can be compared or contrasted and may include, but are not limited to, character, setting, subject, author’s purpose, author’s perspective, and main idea.When constructing compare-and-contrast items using literary text, situations involving one or more characters changing over time should be assessed under LA.4.2.1.2 and the content focus of character development.
When constructing a test question, similarities or differences is the preferred wording for this benchmark.
Similarities and differences should not be assessed together in a single item. - Content Focus :
Compare (similarities: Grades 4–5 within/across texts)
Contrast (differences: Grades 4–5 within/across texts) - Text Attributes :
Texts should be literary or informational.
Other stimuli may include, but are not limited to, illustrations with captions, graphics, and charts.
Texts must include elements that compare and/or contrast.
To assess this benchmark across texts, items should be based upon two related texts containing elements that can be compared or contrasted.
To assess this benchmark within a text, items should be based upon elements that can be compared or contrasted. - Distractor Attributes :
Distractors may include, but are not limited to
- incorrect comparison;
- incorrect contrast;
- similarities or differences that are drawn from the text but unrelated to the test item;
- facts and details drawn from the text but unrelated to the test item; and
- plausible but incorrect distractors based on the text.
Note: When constructing a comparison item, distractors should not contrast elements. In a contrast item, distractors should not compare elements.
Sample Test Items (2)
- Test Item #: Sample Item 1
- Question: The sample item below is based on “Across the Blue Mountains” on page H–9.
How is Miss Bilberry’s life at the new house SIMILAR to what it was before? - Difficulty: N/A
- Type: MC: Multiple Choice
- Test Item #: Sample Item 2
- Question: The sample item below is based on “Learning to Sing” on page G–11.
How is the article “Learning to Sing” DIFFERENT from the text box “Sing Like a Pro”?
- 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
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.
