Standard #: LAFS.3.RL.2.6 (Archived Standard)


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Distinguish their own point of view from that of the narrator or those of the characters.


General Information

Subject Area: English Language Arts
Grade: 3
Strand: Reading Standards for Literature
Cluster: Craft and Structure
Date Adopted or Revised: 12/10
Content Complexity Rating: Level 3: Strategic Thinking & Complex Reasoning - More Information
Date of Last Rating: 02/14
Status: State Board Approved - Archived
Assessed: Yes

Test Item Specifications

    Item Type(s): This benchmark may be assessed using: TM , EBSR , ST , MC item(s)
    N/A

    Assessment Limits :
    Items may ask the student to evaluate the point of view of the narrator or the characters in a text. Items should not ask the student to identify the narrator in a text in isolation. Instead, items should ask the student to provide support for the identification of the narrator. Items should not ask the student to identify first and third person point of view
    Text Types :
    The items assessing this standard may be used with one or more grade-appropriate literary 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

    Identify and evaluate the narrator or character’s point of view in the text.

    Sample Response Mechanisms

    Multiple Choice

    • Requires the student to identify and evaluate the narrator or a character’s point of view of a text.
    Selectable Text 
    • Requires the student to identify evidence from the text that illustrates the narrator’s or a character’s point of view. 
    EBSR 
    • Requires the student to identify the narrator of the passage and then to select evidence from the text to support the answer. 
    Table Match
    • Requires the student to complete a table by matching characters with descriptions of their points of view.


Related Courses

Course Number1111 Course Title222
5008050: Health - Grade 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024 (current), 2024 and beyond)
5010010: English for Speakers of Other Languages-Elementary (Specifically in versions: 2014 - 2015, 2015 - 2022 (course terminated))
5010020: Basic Skills in Reading-K-2 (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 and beyond (current))
5010044: Language Arts - Grade Three (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
7710014: Access Language Arts - Grade 3 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
7708030: Access Health Grade 3 (Specifically in versions: 2020 - 2023, 2023 and beyond (current))


Related Resources

Lesson Plans

Name Description
Point of View: A Reading of Two Bad Ants

In this reading lesson, students will work with the teacher and in cooperative groups to read and comprehend Two Bad Ants by Chris Van Allsburg. Students will determine and analyze the point of view of the text, sequence the key events, and answer discussion questions. Students will also rewrite the story from a human's point of view.

Point of View: Two Bad Ants by Chris Van Allsburg

During these lessons, students will delve deep into the text Two Bad Ants by Chris Van Allsburg. After identifying the point of view in the story, they will answer comprehension questions about the story by playing a small group game. Students will have the opportunity to rewrite the story from a completely different point of view.

Identifying the First Person Point of View

In this lesson, students will identify and describe the first person point of view. The featured text for this lesson is White Socks Only by Evelyn Coleman.

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