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The material links reading claims to specific standards (RL and RI) and provides evidence statement examples describing what students produce, such as answering questions with text support, identifying central ideas, recounting key details, describing characters and relationships, referencing story parts, distinguishing point of view, interpreting illustrations, and comparing themes, settings, and plots. 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Evidence statements describe how students answer questions, recount stories, analyze characters, and support understanding using the text.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which skills are emphasized for reading informational texts in Grade 3?",{"text":118,"@type":114},"Students determine main ideas, recount key details, explain relationships using time/sequence/cause-effect, use text features and search tools, and demonstrate understanding by connecting illustrations to words in the text.",{"name":120,"@type":111,"acceptedAnswer":121},"How do the evidence statements connect standards to measurable student responses?",{"text":122,"@type":114},"Each RL/RI standard is followed by evidence statements that specify what students provide (e.g., questions and answers, statements of central ideas, explanations of how details support meaning) and the textual basis for those responses.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},537063,1791693564,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","| Grade: 3 |  |  |\n| --- | --- | --- |\n| Claim: Reading Literature: Students read and demonstrate comprehension of grade-level complex literary text. |  |  |\n| Items designed to measure this claim may address the standards and evidences listed below: |  |  |\n| Standards: | Evidence Statements: |  |\n| RL 1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. | • Provides questions and/or answers that show understanding of a text, referring explicitly to the text as the basis for the answers. (1) |  |\n| RL 2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. | • Provides a recounting of stories, including fables, folktales, and myths from diverse cultures. (1)\u003Cbr>• Provides a statement of the central message, lesson, or moral in a text.(2)\u003Cbr>• Provides an explanation of how a central message, lesson, or moral is conveyed through details in a text. (3) |  |\n| RL 3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. | • Provides a description of characters in a story (e.g., their traits, motivations, or feelings) . (1)\u003Cbr>• Provides an explanation of how characters’ actions contribute to the sequence of events. (2) |  |\n| RL 5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. | • Provides references to parts of stories, dramas, and poems when writing about a text, using terms such as chapter, scene, and stanza.(1)\u003Cbr>• Provides a description of how each successive part of a text builds on earlier sections. (2) |  |\n| RL 6: Distinguish their own point of view from that of the narrator or those of the characters. | • Provides the points of view of the narrator or those of the characters in a story or drama. (1) |  |\n| RL 7: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) . | • Provides an explanation of how a specific aspect of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize an aspect of a character or setting) . (1) |  |\n| RL 9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series) . | • Provides a comparison and contrast of the themes of stories written by the same author about the same or similar characters (e.g., in books from a series) . (1)\u003Cbr>• Provides a comparison and contrast of the settings of stories written by the same author about the same or similar characters (e.g., in books from a series) . (2)\u003Cbr>• Provides a comparison and contrast of the plots of stories written by the same author about the same or similar characters (e.g., in books from a series) . (3) |  |\n\n\n| Grade: 3 |  |  |\n| --- | --- | --- |\n| Claim: Reading Information: Students read and demonstrate comprehension of grade-level complex informational texts. |  |  |\n| Items designed to measure this claim may address the standards and evidences listed below: |  |  |\n| Standards: | Evidence Statements: |  |\n| RI 1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. | • Provides questions and answers that show understanding of a text, referring explicitly to the text as the basis for the answers. (1) 1 |  |\n| RI 2: Determine the main idea of a text; recount the key details and explain how they support the main idea. | • Provides a statement of the main idea of a text. (1)\u003Cbr>• Provides a recounting of key details in a text. (2)\u003Cbr>• Provides an expl","cbCaivWzenbFays7","https://ap.wps.com/l/cbCaivWzenbFays7","pdf",257249,"English","# Reading Literature: Grade 3\n## RL Standards and Evidence Statements\n# Reading Information: Grade 3\n## RI Standards and Evidence Statements","[{\"question\":\"What claim does the document use for reading literature in Grade 3?\",\"answer\":\"Students read and demonstrate comprehension of grade-level complex literary text. Evidence statements describe how students answer questions, recount stories, analyze characters, and support understanding using the text.\"},{\"question\":\"Which skills are emphasized for reading informational texts in Grade 3?\",\"answer\":\"Students determine main ideas, recount key details, explain relationships using time/sequence/cause-effect, use text features and search tools, and demonstrate understanding by connecting illustrations to words in the text.\"},{\"question\":\"How do the evidence statements connect standards to measurable student responses?\",\"answer\":\"Each RL/RI standard is followed by evidence statements that specify what students provide (e.g., questions and answers, statements of central ideas, explanations of how details support meaning) and the textual basis for those responses.\"}]","Grade 3 - Evidence Statements | PDF",1791603872,13]