LA.3.6.1.1Archived Standard

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The student will read informational text (e.g., graphs, charts, manuals) and organize information for different purposes, including but not limited to being informed, following multi-step directions, making a report, conducting interviews, preparing to take a test, and performing a task.
General Information
Subject Area: X-Reading/Language Arts (former standards - 2008)
Grade: 3
Strand: Information and Media Literacy
Standard: Informational Text - The student comprehends the wide array of informational text that is part of our day to day experiences.
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 determine meaning from a variety of text features.

    Note: In Grade 3, students are required to work within only one text.
  • Content Limits :
    Text features should be assessed within grade-level appropriate texts that may include, but are not limited to, functional reading materials (e.g., consumer documents, how-to articles, brochures, fliers, websites, other real-world documents).

    Texts should include a single, identifiable text feature or a variety of text features.

    Making a report, conducting interviews, preparing to take a test, and performing a task should not be assessed.
  • Content Focus :
    Locate, Interpret, Organize Information
    Text Features (e.g., titles, subtitles, headings, subheadings, charts, graphs, diagrams, illustrations, captions, maps, keys/legends, text boxes)
  • Text Attributes :
    Texts should be informational.

    Stimuli found in texts may include titles, headings, subheadings, charts, graphs, diagrams, illustrations, captions, maps, keys/legends, and text boxes.

    Texts may include, but are not limited to, functional reading materials (e.g., consumer documents, how-to articles, brochures, fliers, websites, other real-world documents).
  • Distractor Attributes :
    Distractors may include, but are not limited to
    • facts and details or other information drawn from text features but unrelated to the test item;
    • incorrect analysis and interpretation of text features;
    • incorrect or irrelevant information drawn from text features; and
    • plausible but incorrect distractors based on the text.

    Items should not ask the student for literal references, such as

    • On what page would you find...?;
    • In which chapter would you find...?; or
    • In what kind of reference book would you find information about...?
    Note: When assessing a text feature (e.g., subheadings/captions), answer choices may be developed from other areas of the text but should be parallel and balanced.
Sample Test Items (2)
  • Test Item #: Sample Item 1
  • Question: The sample item below is based on “Birds Do It! RECYCLE!” on page H–5.

    Under which heading would you MOST LIKELY find information on materials birds find in the wild?
  • Difficulty: N/A
  • Type: MC: Multiple Choice
  • Test Item #: Sample Item 2
  • Question: The sample item below is based on “The Better Birdhouse!” on page H–7.

    Based on the article, what is the purpose for the twigs, grass, and moss listed in the “Materials you will need” section?
  • 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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