LA.6.2.1.2Archived Standard

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The student will locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, conflict/resolution, and theme in a variety of fiction;
General Information
Subject Area: X-Reading/Language Arts (former standards - 2008)
Grade: 6
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, analyze, and interpret elements of plot development (foreshadowing, flashback, theme, and setting) within or across texts. The student will also identify, analyze, and interpret other literary elements, such as character development, character point of view, and conflict and resolution within or across texts. In addition, the student will identify, analyze, and interpret how plot events in the text contribute to conflict and resolution within or across texts.
  • Content Limits :
    Texts should be grade-level appropriate and contain identifiable literary elements (e.g., theme, character development, character point of view, setting, plot development, conflict, resolution).
  • Content Focus :
    Plot Development
    Setting
    Character Development
    Character Point of View
    Theme
    Conflict (e.g., internal or external)
    Resolution
  • Text Attributes :
    Texts should be literary and may include, but are not limited to, fiction, nonfiction (e.g., biographies, autobiographies, personal and historical essays, diary entries, memoirs), poetry, and drama. 

    When assessing theme, the text must have a strongly implied theme. 

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

    To assess this benchmark within or across texts, items should be based on 

    • one text that contains a variety of literary elements; or 
    • two texts with related literary elements (e.g., theme, character development, character point of view, setting, plot development, conflict, resolution).
  • Distractor Attributes :
    Distractors may include, but are not limited to
    • details that may contribute to but do not significantly support the conflict, plot, theme, etc.;
    • facts, details, or ideas drawn from the text but unrelated to the test item;
    • inaccurate interpretations of character development, character point of view, plot development, setting, conflict, or theme, etc.;
    • a summary statement that is unrelated to the overall theme; and
    • plausible but incorrect distractors based on the text.

    Note: Theme is neither the plot nor the story’s topic expressed in a word or phrase (e.g., the strength of love, the importance of nature, childhood, friendship). A theme should be stated in a complete sentence. For example, rather than a phrase such as the rewards of old age, this phrase should be in the form of a sentence Old age can be a time of great satisfaction.

Sample Test Items (5)
  • Test Item #: Sample Item 1
  • Question: The sample item below is based on “New Kid” on page H–4.

    Why does Kayla offer to play pool with Michael?
  • 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.

    How does Kayla change Michael’s opinion about table tennis?
  • Difficulty: N/A
  • Type: MC: Multiple Choice
  • Test Item #: Sample Item 3
  • Question: The sample item below is based on “Ben’s Harmonica” on page H–2.

    Why is the setting at the beginning of the passage important?
  • Difficulty: N/A
  • Type: MC: Multiple Choice
  • Test Item #: Sample Item 4
  • Question: The sample item below is based on “New Kid” on page G–4. 

    Why does Michael think that table tennis is less challenging than basketball?

  • Difficulty: N/A
  • Type: MC: Multiple Choice
  • Test Item #: Sample Item 5
  • Question: The sample item below is based on "New Kid" on page G-4.

    If the passage were written from Michael's point of view, the reader would know

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

Related Access Points

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

Related Resources

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Student Resources

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Parent Resources

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