LA.6.1.7.2Archived Standard

loading spinner
Export Print
The student will analyze the authors purpose (e.g., to persuade, inform, entertain, or explain) and perspective in a variety of texts and understand how they affect meaning;
General Information
Subject Area: X-Reading/Language Arts (former standards - 2008)
Grade: 6
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 author’s purpose or perspective. The student will analyze the impact of the author’s purpose or perspective within or across texts.
  • Content Limits :
    Grade-level appropriate texts used in assessing author’s purpose should contain an identifiable author’s purpose for writing, including, but not limited to, persuading, entertaining, conveying a particular tone or mood, informing, or expressing an opinion. The author’s perspective will be recognizable within or across texts.
  • Content Focus :
    Author’s Purpose (within/across texts)
    Author’s Perspective (within/across texts)
    Author’s Bias (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 may include, but are not limited to, persuasive articles, essays, editorials, and informational articles.
  • Distractor Attributes :
    Distractors may include, but are not limited to 
    • facts and details that do not support the author’s purpose or represent the author’s perspective or bias; 
    • incorrect interpretations of the author’s purpose, perspective, or bias; 
    • incorrect analysis or evaluation of the impact of the author’s purpose, perspective, or bias; and 
    • plausible but incorrect distractors based on the text. 

    Note: Distractors should not be a list of general categories (e.g., to inform, to persuade) 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 “Ben’s Harmonica” on page H–2.

    What is most likely the author’s purpose for writing this article?
  • Difficulty: N/A
  • Type: MC: Multiple Choice
  • Test Item #: Sample Item 2
  • Question: The sample item below is based on “New Kid” on page H–4.

    Read this excerpt from the passage.

    Michael’s main problem was not knowing when to go for the kill shot. He also got confused when Kayla gave him a loop shot.

    In the excerpt above, the author lists specific shots in order to

  • 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.