LAFS.7.RI.3.7

Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
General Information
Subject Area: English Language Arts
Grade: 7
Strand: Reading Standards for Informational Text
Idea: Level 2: Basic Application of Skills & Concepts
Date Adopted or Revised: 12/10
Date of Last Rating: 02/14
Status: State Board Approved
Assessed: Yes
Test Item Specifications
  • Item Type(s): This benchmark may be assessed using: TM , EBSR , MS , MC , OR , GR , SHT item(s)
  • Assessed with: LAFS.7.SL.1.2 and LAFS.7.SL.1.3
  • Assessment Limits :
    Items must ask about the text version and its multimedia counterpart. Items should focus on the unique techniques of each medium. The multimedia source does not have to be a “version” of the text but can simply involve similar subject matter. Items may focus on the effectiveness of the adaptation.Written transcripts, excerpts, and/or direct quotations from an audio clip should not be provided in item stems or answer options.
  • Text Types :
    Items assessing these standards may be used with one or more grade-appropriate informational texts and audio ormultimedia versions. Texts may vary incomplexity.
  • Response Mechanisms :
    The Technology-Enhanced Item Descriptions section on pages 3 and 4 provides a list of Response Mechanisms that may be used to assess these standards (excluding the Editing Task Choice and Editing Task item types). The Sample Response Mechanisms may include, but are not limited to, the examples below.
  • Task Demand and Sample Response Mechanisms :

    Task Demand

    Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject.

    Sample Response Mechanisms

    Selectable Hot Text

    • Requires the student to select words or phrases from the text that provide explicit support for a comparison of the two sources.
    • Requires the student to select a comparison of the two sources and then to select an analysis of the comparison.
    • Requires the student to select words or phrases from the text to support a comparison of the two sources and then to select an analysis of the comparison. 

    EBSR

    • Requires the student to select an analysis of the main idea presented in diverse media formats and then select details to support the analysis.

    Multiple Choice

    • Requires the student to select an analysis or comparison of the two sources.
    • Requires the student to select explicit or implicit details that support an analysis or comparison of the two sources. 

    Multiselect

    • Requires the student to select multiple explicit or implicit details that support an analysis or comparison of the two sources.
    • Requires the student to select multiple analyses or comparisons of the two sources. 

    Open Response

    • Requires the student to compare or contrast the portrayal of a subject in a written text with a multimedia version. 

    GRID

    • Requires the student to analyze a written text and its multimedia equivalent by dragging descriptions of each medium’s portrayal of a subject into a graphic organizer. 

    Table Match

    • Requires the student to complete a table by comparing and contrasting a text and its multimedia equivalent, analyzing each medium’s portrayal of a subject.

    Task Demand

    Analyze the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study.

    Sample Response Mechanisms

    Selectable Hot Text

    • Requires the student to select the main idea and supporting details in order to show how the author clarifies a topic. 

    Multiple Choice

    • Requires the student to select an explanation for how a source clarifies a topic. 

    Multiselect

    • Requires the student to select multiple supporting details to show how an author clarifies a topic. 

    Open Response

    • Requires the student to explain how the author clarifies a topic. 

    GRID

    • Requires the student to move main ideas and supporting details into a graphic organizer to show how the author clarifies a topic. 

    Table Match

    • Requires the student to complete a table by analyzing ideas and details presented in diverse media or formats and explaining how the ideas clarify a topic, text, or issue.

    Task Demand

    Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

    Sample Response Mechanisms

    Selectable Hot Text

    • Requires the student to analyze a speaker’s argument and specific claims and then determine relevant or sufficient evidence to support the claim(s). 

    EBSR

    • Requires the student to analyze a speaker’s argument and specific claims and then select relevant or sufficient evidence to support the claim(s). 

    Multiple Choice

    • Requires the student to evaluate the soundness of the reasoning, relevance, or sufficiency of the evidence. 

    Multiselect

    • Requires the student to select several pieces of relevant evidence to support a stated or implied claim from the text. 

    Table Match

    • Requires the student to complete a table by analyzing a speaker’s argument and specific claims, evaluating the extent to which the claims are supported.

Related Courses

This benchmark is part of these courses.
0500010: M/J Personal, Career, and School Development Skills 2 (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
0500012: M/J Personal, Career, School Development Skills 2 & Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022 (current), 2022 and beyond)
1000000: M/J Intensive Language Arts (MC) (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 and beyond (current))
1000010: M/J Intensive Reading 1 (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 and beyond (current))
1000020: M/J Intensive Reading and Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 and beyond (current))
1001040: M/J Language Arts 2 (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
1001050: M/J Language Arts 2 Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 - 2023, 2023 and beyond)
1002010: M/J Language Arts 2 Through ESOL (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
1002180: M/J English Language Development (MC) (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022 (current), 2022 and beyond)
1006010: M/J Journalism 2 (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
1007010: M/J Speech and Debate 2 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 and beyond (current))
1008040: M/J Reading 2 (Specifically in versions: 2014 - 2015, 2015 - 2021 (course terminated))
1008050: M/J Reading 2, Advanced (Specifically in versions: 2013 - 2015, 2015 - 2021 (course terminated))
1700100: M/J Critical Thinking, Problem Solving, and Learning Strategies (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
7810012: Access M/J Language Arts 2  (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022 (current), 2022 - 2023, 2023 and beyond)
1002181: M/J Developmental Language Arts Through ESOL (Reading) (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.
LAFS.7.RI.3.AP.7a: Compare/contrast how two or more authors write or present about the same topic.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Lesson Plans

A Christmas Memory:

In this lesson, students will read the autobiographical story "A Christmas Memory" by Truman Capote and watch a film version, determining what was emphasized in each account. Students will then write an extended paragraph comparing how the content is addressed through the different mediums of print and film. This activity will develop students' analytical reading and viewing skills, including evaluating the author's / director's craft and purpose.

Type: Lesson Plan

Battling for Liberty: Tecumseh's and Patrick Henry's Language of Resistance:

In this lesson, students will compare and contrast the "Give Me Liberty or Give Me Death!" speech by Patrick Henry with two speeches by Chief Tecumseh of the Shawnee. This lesson extends the study of Patrick Henry's speech to demonstrate the ways Native Americans also resisted oppression through rhetoric. By examining these three speeches, students can develop a new respect for the Native Americans' politically effective and poetic use of language. Students are challenged to recognize the rhetorical devices used by both men and their own emotional responses to the two speeches, in addition to translating a portion of Henry's speech to emulate the style of Tecumseh.

Type: Lesson Plan

Student Resources

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Parent Resources

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