General Information
Test Item Specifications
- Requires the student to select a correct explanation of what an illustration contributes to the text.
- Requires the student to select all applicable words or phrases that describe what an illustration contributes to the text.
- Requires the student to complete a table by matching specific aspects of illustration/s with descriptions of their contributions to the passage.
*LAFS.3.SL.1.2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
*LAFS.3.SL.1.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Items may require the student to explain how an illustration relates to the text. Items may ask the student to consider how illustrations affect the meaning of the text. *There will be no audio administered on paper-based assessments.
The items assessing these standards may be used with two or more grade-appropriate literary texts and other media. Passages may consist of text, visuals, or multimedia. Texts may vary in complexity.
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.
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in the story.
Sample Response Mechanisms
Multiple Choice
Related Courses
| Course Number1111 | Course Title222 |
| 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)) |
| 5001040: | Art – Intermediate 1 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 5011030: | Library Skills/Information Literacy Grade 3 (Specifically in versions: 2016 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 7701035: | Access Art Grade 3 (Specifically in versions: 2018 - 2019, 2019 - 2023, 2023 and beyond (current)) |
Related Resources
Lesson Plans
| Name | Description |
| A River of Words: Chronological Text Structure | In this lesson, students will work with the teacher and in cooperative groups to read and summarize A River of Words: The Story of William Carlos Williams by Jen Bryant. Through the reading of the text, students will sequence the events and use text features and text structure to understand the text. Students will then write to summarize William Carlos Williams' story. |
| 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. |
| Close Reading of The Raft by Jim LaMarche | In this lesson, students will engage in reading The Raft by Jim LaMarche. Through several close readings and discussions, students will analyze and synthesize how key details and characters' actions and motivations help to determine the author's central message. The lesson begins with a strong "hook" that will also bring closure to the reading and reinforce the students' understanding of the central idea. |
| How to Find a Princess: A Study of The Real Princess by Hans Christian Anderson | This short text, "The Real Princess," originally told by Hans Christian Anderson, will require students to think deeply, make inferences based on text evidence and learn several new vocabulary words. Students will discuss the components of a fairy tale, play a vocabulary game, and compose an opinion piece of writing about the theme of the story. |
| A Reading of The Junkyard Wonders by Patricia Polacco | In this reading of Patricia Polacco's story The Junkyard Wonders, students will identify and analyze character development to help determine the theme, or underlying message, the author wants readers to understand. |
| Character Traits with 14 Cows for America | The following lesson centers around the book 14 Cows for America. This story is a recount of the events on September 11 told through the eyes of a young man in his village in Kenya. Students will think deeply about the main character and his character traits in the story. A series of discussion questions are provided along with an expository writing prompt. |
| Identifying Character Development in Children's Literature | Students will determine the traits, feelings, and motivations of a character based on a read aloud, Giraffes Can't Dance, written by Gildes Andreae. Students will use the character's traits, feelings, and motivations to discuss the character’s development throughout the story. |