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Item Type(s):
This benchmark may be assessed using:
MC
item(s)
- Clarification :
The student will determine the main idea (stated or implied), identify a correct summary statement, locate relevant details and facts, draw logical conclusions, make appropriate inferences, and use details to make predictions beyond a text within or across grade-level appropriate texts. - Content Limits :
Grade-level appropriate texts should include an identifiable main idea (stated or implied) and relevant details from which students may draw logical conclusions or make inferences within or across texts.Paraphrasing should not be assessed.
Items may assess a student’s ability to identify a correct summary statement.
- Content Focus :
Main Idea (stated or implied)
Summary Statement
Relevant Details
Conclusions/Inferences
Predictions - Text Attributes :
Texts should be literary or informational.Other stimuli may include, but are not limited to, illustrations with captions, graphics, and charts.
The text should include a main idea (stated or implied) with relevant details, which will enable students to draw logical conclusions and make appropriate inferences.
- Distractor Attributes :
Distractors may include, but are not limited to- details that do not support the main idea;
- incorrect interpretations of the main idea that are too broad, too narrow, or are a specific fact;
- incorrect inferences, conclusions, or predictions based on details found in the text;
- incorrect summary statements; and
- plausible but incorrect distractors based on the text.
Note: Items should not assess a student’s ability to identify details of least importance when assessing a summary or main idea statement.
Note: A main idea should be stated in a complete sentence.
Note: A summary statement should be expressed in a complete sentence.
Note: When the main idea is assessed in a literary text, it should be assessed as a summary statement (e.g., “Which statement best summarizes the events in the passage?”). When the main idea is assessed in an informational text, it should be assessed as a main idea statement (e.g., “Which sentence best expresses the main idea of the article?”).
- Test Item #: Sample Item 1
- Question: Sample Question for Grade 9
The sample item below is based on “Swing Is the Thing!” on page H–6.
Which statement best expresses the main idea of the article? - Difficulty: N/A
- Type: MC: Multiple Choice
- Test Item #: Sample Item 2
- Question: Sample Question for Grade 9
The sample item below is based on “Swing Is the Thing!” on page H–6.
According to the article, which musician helped America rediscover swing music? - Difficulty: N/A
- Type: MC: Multiple Choice
- Test Item #: Sample Item 3
- Question: Sample Question for Grade 10
The sample item below is based on “Cutting Off the World’s Roof ” on page H–15.
From reading the article, the reader can infer that the “world’s roof ” will - Difficulty: N/A
- Type: MC: Multiple Choice
- Test Item #: Sample Item 4
- Question: Sample Question for Grade 10
The sample item below is based on “Walking” on page H–9.
According to the passage, the language of the Earth is - Difficulty: N/A
- Type: MC: Multiple Choice
- Test Item #: Sample Item 5
- Question: Sample Question for Grade 10
The sample item below is based on “Walking” on page H–9.
Based on the passage, which action will the narrator most likely take in the future? - Difficulty: N/A
- Type: MC: Multiple Choice
- Test Item #: Sample Item 6
- Question: The Grade 10 sample item below is based on “Cutting Off the World’s Roof ” on page G–18.
From reading the article, the reader can infer that the “world’s roof ” will
- Difficulty: N/A
- Type: MC: Multiple Choice
- Test Item #: Sample Item 7
- Question: The Grade 10 sample item below is based on “Walking” on page G–12.
Based on the essay, which action will the narrator most likely take in the future?
- Difficulty: N/A
- Type: MC: Multiple Choice
