-
Item Type(s):
This benchmark may be assessed using:
TM
,
EBSR
,
ST
,
MC
item(s)
- Assessment Limits :
Items may ask the student to use explicit and implicit details from the text to describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures. Items may ask the student how these affect other events in the text. The items may require the student to identify language in the text used to convey time and/or sequence - Text Types :
The items assessing this standard may be used with one or more grade-appropriate informational 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
Describe the relationships between a series of events, ideas or concepts, or steps in a procedure using language that pertains to time.
Sample Response Mechanisms
Multiple Choice
- Requires the student to select a correct relationship between events, concepts, or steps.
- Requires the student to select either words or phrases from the text that provide details to describe a relationship between events, concepts orsteps.
- Requires the student to select from the choices the correct descriptions about relationships between events, concepts, or steps and to select words or phrases from the text that provide support for these relationships.
- Requires the student to complete a table by matching events, ideas, and/or procedures with explanations of their relationships related to time, sequence, and/or cause/effect.
Related Courses
Related Access Points
Related Resources
Lesson Plans
Original Student Tutorial
Student Center Activities
Text Resource
STEM Lessons - Model Eliciting Activity
Students are selected to develop procedures for conducting a study on plant fertilizers. They are given data to determine which fertilizer is best for school gardens based on growth rate, size of vegetables, amount of vegetables, taste, and color. They will reassess these fertilizers during the twist incorporating safety ratings.
Students may arrange the criteria based on their team's interpretation of most important to least important. Students may have to make trade-offs based on these interpretations.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
Original Student Tutorials for Language Arts - Grades K-5
Learn how to identify the sequence of events or ideas in a text and make connections between the events or ideas.
Student Resources
Original Student Tutorial
Learn how to identify the sequence of events or ideas in a text and make connections between the events or ideas.
Type: Original Student Tutorial