LA.5.2.1.7Archived Standard

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The student will identify and explain an author's use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects;
General Information
Subject Area: X-Reading/Language Arts (former standards - 2008)
Grade: 5
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
  • Item Type(s): This benchmark may be assessed using: MC item(s)

  • Clarification :
    The student will identify and interpret the author’s use of descriptive or figurative language and will determine how the author’s use of language impacts meaning in grade-level appropriate texts.
  • Content Limits :
    Grade-level appropriate texts should contain clear examples of descriptive language (e.g., mood, imagery) and figurative language (e.g., simile, metaphor, personification). 

    Idioms and symbolism should not be assessed.

  • Content Focus :
    Descriptive Language (e.g., mood, imagery)
    Figurative Language (e.g., simile, metaphor, personification)
  • Text Attributes :
    Texts should be literary and may include, but are not limited to, fiction, nonfiction (e.g., biographies, diary entries), poetry, or drama.

    Other stimuli may include, but are not limited to, illustrations with captions, graphics, and charts.
  • Distractor Attributes :
    Distractors may include, but are not limited to
    • examples of descriptive language or figurative language drawn from the text but unrelated to the test item;
    • inaccurate interpretations of descriptive language or figurative language; and
    • plausible but incorrect distractors based on the text.
    Note: If two descriptive language distractors are used, they must be balanced with two figurative language distractors. The correct answer determines the content focus for the item. 

    Note: Distractors may also include all descriptive language examples or all figurative language examples. 

    Note: When assessing the author’s mood (e.g., happy, sad, angry) in a text, whenever possible, distractors should not be a list of words but should include specific examples related to the text.

Sample Test Items (2)
  • Test Item #: Sample Item 1
  • Question: The sample item below is based on “The Great Garden Experiment” on page H–20.

    Read the sentence from the passage.

    Mom and Dad rummaged through the racks of seeds like kids in a toy store.

    What characteristic applies to Mom and Dad and the kids in a toy store?

  • Difficulty: N/A
  • Type: MC: Multiple Choice
  • Test Item #: Sample Item 2
  • Question: The sample item below is based on “The Great Garden Experiment” on page H–20.

    Read the sentence from the passage.

    We stared at the zucchini patch. An army of green monsters gleamed in the sun.

    Why does the author compare the zucchini patch to an army of green monsters?

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

Related Access Points

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

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