LAFS.3.RI.3.7Archived Standard

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Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
General Information
Subject Area: English Language Arts
Grade: 3
Strand: Reading Standards for Informational Text
Idea: Level 2: Basic Application of Skills & Concepts
Cluster: Integration of Knowledge and Ideas
Date Adopted or Revised: 12/10
Content Complexity Rating: Level 2: Basic Application of Skills & Concepts - 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 , ST , MC item(s)
    • Also assesses:
    *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.
  • Assessment Limits :
    Items may ask the student to determine what information is gained from both the illustrations and the text. *There will be no audio administered on paper-based assessments.
  • Text Types :
    The items assessing these standards may be used with two or more grade-appropriate informational texts and other media. Passages may consist of text, visuals, or multimedia selections. 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

    Use information gained from illustrations and the words in a text to demonstrate understanding.

    Sample Response Mechanisms

    Selectable Text 

    • Requires the student to answer a question where the answer is determined by using information from both illustrations and the text. Then, the student must select textual evidence from excerpted text. 
    Multiple Choice 
    • Requires the student to answer a question where the answer is determined by using information from both illustrations and the text. 
    Table Match 
    • Requires the student to complete a table by matching information from the text and illustrations with related conclusions about key events.

Related Courses

This benchmark is part of these courses.
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))
5021050: Social Studies Grade 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 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))
7721014: Access Social Studies - Grade 3 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 and beyond (current))
5011030: Library Skills/Information Literacy Grade 3 (Specifically in versions: 2016 - 2022, 2022 - 2023, 2023 and beyond (current))

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Lesson Plans

Understanding Chronological Order:

In this lesson, students will learn how to effectively read a timeline text feature and understand its purpose within a text. Students will also be able to create a timeline by extracting relevant details from a grade-level text on a given topic.

Type: Lesson Plan

States of Water Part 2:

Students will be able to describe water as it changes state through boiling, evaporation, and condensation.

Type: Lesson Plan

Exploring the States of Water:

This is a week long lesson which helps children explore the three states of water: solid, liquid, and gas. Students will explore examples of where and what conditions the states of matter occur and investigate how to collect observations on the various states of water.

Type: Lesson Plan

Using Text Features to Learn About Reptiles:

In this lesson, students will identify and use text features to learn about reptiles while reading the book REPTILES by Melissa Stewart. As the students practice identifying and using text features, they will also identify relevant details in the text. Using the text features and relevant details, students will identify the central idea. The students will then create a Reptile Poster using central ideas, relevant details, and text features. This lesson will use the text Reptiles by Melissa Stewart. However, this lesson can be done with any reptile-based book.

Type: Lesson Plan

Understanding an Author's use of Text Features in a Non-Fiction Text:

This lesson focuses on helping students identify text features in order to better understand author’s purpose. Students will apply this knowledge to understand the informational text Great Migrations Elephants by Laura Marsh.

Type: Lesson Plan

Student Center Activity

Comprehension: Text Feature Find:

In this activity, students will locate text features and explain how they help the reader understand the text.

Type: Student Center Activity

Teaching Ideas

Native American Living Then and Now:

This teaching idea describes a project third grade students participated in after studying Native Americans. Students created their own illustration page and described the artwork with descriptive paragraphs.

Type: Teaching Idea

National Symbols:

This teaching idea from the California Court's "California on My Honor" lesson plan program supports the introduction of national symbols, landmarks and monuments and what they stand for. The teaching idea calls for students to be given the task of developing a flag to represent their classroom.once they begin to understand the abstract representation of symbols.

Type: Teaching Idea

Unit/Lesson Sequence

Using Science Texts to Teach the Organizational Features of Nonfiction:

Science captures even the most reluctant readers and writers. Students are naturally drawn to the colorful photographs and layouts of nonfiction science texts. This lesson supports students in grade 3 as they explore the organizational features of nonfiction texts, such as labels, captions, headings, fonts, and so on. Students then have an opportunity to work together with their classmates to create a two-page spread using those features to present information about their local environment.

Type: Unit/Lesson Sequence

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.