Word (.docx)
Acrobat (.pdf)
-
Item Type(s):
This benchmark may be assessed using:
TM
,
EBSR
,
MS
,
ST
,
MC
item(s)
- Assessment Limits :
Items may ask the student to identify main ideas and use details from the text to support the main ideas identified. Main ideas may be explicitly or implicitly stated. Items should focus on more than one main idea. Items may also ask the student to summarize the text. - Text Types :
The items assessing this standard may be used with one or more grade-appropriate informational texts. Texts may vary in complexity - Response Mechanisms :
The Enhanced Item Descriptions section on page 3 provides a list of Response Mechanisms that may be used to assess this standard (excluding the Editing Task Choice item type). The Sample Response Mechanisms may include, but are not limited to, the examples below. - Task Demand and Sample Response Mechanisms :
Task Demand
Determine two or more main ideas of a text and explain how they are supported by key details.
Sample Response Mechanisms
Selectable Text
- Requires the student to select two or more main ideas from the choices and then to select words or phrases from the text to support the main ideas selected.
- Requires the student to select two or more main ideas from the choices and then to select words or phrases from the text to support the main ideas selected.
- Requires the student to complete a table to match two or more main ideas with details from the text that support them.
Task DemandProvide a correct summary of the text.
Sample Response Mechanisms
Selectable Text
- Requires the student to select sentences from the text that represent key details that should be addressed in a summary.
- Requires the student to select a correct summary of the text.
- Requires the student to select multiple details that should be included in a summary of the text.
Table Match
- Requires the student to complete a table that provides a summary of a text.
Related Courses
Related Access Points
Related Resources
Lesson Plans
Student Center Activities
Text Resource
Unit/Lesson Sequence
STEM Lessons - Model Eliciting Activity
In this Model Eliciting Activity, MEA, students work in teams to determine which store the client should use to buy beach equipment for a new beach rental business, after considering quality, replacement efficiency, and estimating the total price. After the students have created a proposal based on given data, a twist is added which may vary their results.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
This MEA asks students to assist Ms. Joy Ride who is creating a virtual TV series about extreme roller coasters. They work together to determine which roller coaster is most extreme and should be featured in the first episode. Students are presented with research of five extreme roller coasters and they must use their math skills to convert units of measurements while learning about force and motion.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
