LA.3.2.1.7Archived Standard

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The student will identify and explain an authors use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects; and
General Information
Subject Area: X-Reading/Language Arts (former standards - 2008)
Grade: 3
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 and interpret the author’s use of descriptive or figurative language and will determine how the author’s use of language impacts meaning in grade-appropriate texts.

  • Content Limits :
    Grade-level appropriate texts should contain clear examples of descriptive language (e.g., mood, imagery) and figurative language (e.g., simile, metaphor, personification).

    Common idioms and symbolism should not be assessed.
  • Content Focus :
    Descriptive Language (e.g., mood, imagery)
    Figurative Language (e.g., simile, metaphor, personification)
  • Text Attributes :
    Texts should be literary and may include, but are not limited to, fiction, nonfiction (e.g., biographies, diary entries), poetry, and drama.

    Other stimuli may include, but are not limited to, illustrations with captions, graphics, and charts.
  • Distractor Attributes :
    Distractors may include, but are not limited to
    • examples of descriptive language or figurative language drawn from the text but unrelated to the test item;
    • inaccurate interpretations of descriptive language or figurative language; and
    • plausible but incorrect distractors based on the text.

    Note: If two descriptive language distractors are used, they must be balanced with two figurative language distractors. The correct answer determines the content focus for the item.

    Note: Distractors may also include all descriptive language examples or all figurative language examples.

    Note: When assessing the author’s mood (e.g., happy, sad, angry) in a text, whenever possible, distractors should not be a list of words 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 “Swim, Baby, Swim!” on page H–2.

    Read these sentences from the story.

    Meanwhile, the bird’s frantic parents were watching from the willow tree. They shrieked and screamed and darted about in the branches while the young bird swam on.

    What mood does the author create by writing that the bird’s parents shrieked and screamed?

  • Difficulty: N/A
  • Type: MC: Multiple Choice
  • Test Item #: Sample Item 2
  • Question: The sample item below is based on “Swim, Baby, Swim!” on page H–2.

    How is the author comparing the little bird’s parents to humans?
  • 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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