Chronological Order
LA. A. 2. 2. 1.
The student constructs meaning from a
wide range of texts.
FCAT Testing Cluster 2
• Main Idea, Plot, and Purpose
– LA. A. 2. 2. 1.
• Main idea or essential message
• Supporting details and facts
• Chronological order or other sequence of
events
Chronological Order
• An arrangement of events in the
order of the time of their occurrence
• Events described in the order they
happened in time. Sequence of
events: gives the order of action in a
narrative or details in nonfiction.
LA. A. 2. 2. 1.
• The student reads text and
determines the main idea or
essential message, identifies
relevant supporting details and
facts, and arranges events in
chronological order from text
and identifies supporting
information.
Time Lines
• A graphic arrangement of events in
the sequence of time.
– Example:
• Sequence of life stages of a frog
– Eggs
– Tadpoles
– Frog
Words that show time
•
•
•
•
•
•
•
•
•
•
•
•
About
Afterward
At
During
First
Later
Next
Second
Then
Till
Tomorrow
When
After
As soon as
Before
Finally
Immediately
Meanwhile
Next week
Soon
Third
Today
Until
Yesterday
Useful Graphic Organizers
• Story Map
• Time Line
• Flow Map
Key Questions
• Tell the big events of the story in the
order they happened.
• List the key events in order.
• What happened in each part of the
story?
• What happened just before the
event? …just after?
• What words tell what happened
before or after?
Key Questions, Continued
• What are the steps in the process?
• Trace the journey of the person or
animal from location to location.
• Name one important thing that
happens early in the story or article.
• What is the next important thing?
• Tell 3 important events in the life
story of…
Key Questions, Continued
• What did _______ do to solve his/her
problems, step by step?
• Where does the climax of the story
come?
• What did _________ do to become a
hero?
Response Attribute
• 3rd Grade and 5th Grade
• Multiple Choice Questions are worth 1
point each.
• Distractors may include but are not limited
to the following:
– Events that are drawn from the passage and
presented out of order
– Plausible but incorrect responses based on
the text
Response Attributes
• 4th Grade
• Multiple Choice
– Distractors may include but are not
limited to:
• Events that are drawn from the passage and
are presented out of order
• Inferences not supported by the text
• Plausible but incorrect responses based on
the text
Short Response Attributes
• Items will be scored with a holistic rubric that defines the
performance criteria for each score point
2 Points
The response indicates that the student has a complete
understanding of the reading concept embodied in the task. The
student has provided a response that is accurate and complete
and fulfills all the requirements of the task. Necessary support
and/or examples are included, and the information given is
clearly text based.
1 Point
The response indicates that the student has a partial understanding
of the reading concept embodied in the task. The student is
provided a response that includes information that is essentially
correct and text-based, but the information is too general or too
simplistic. Some of the support and/or examples may be
incomplete or omitted.
0 Points
The response is inaccurate, confused, and/or irrelevant, or the
student has failed to respond to the task.
Key Words for Short Response
•
•
•
•
•
•
What happened FIRST?
What happened NEXT?
What happened AFTER?
What step is LAST?
How do you …
What steps are taken to …
Example of a Short Response
Question
• Describe how a beaver builds a dam.
Use details and information from the
article in your description.
Extended Response Rubric
4 Points
The response indicates that the student has a thorough understanding of the
reading concept embodied in the task. The student has provided a response
that is accurate and complete and fulfills all the requirements of the task.
Necessary support and/or examples are included, and the information given
is clearly text-based.
3 Points
The response indicates that the student has an understanding of the reading
concept embodied in the task. The student has provided a response that is
accurate and fulfills all the requirements of the task, but the required support
and/or details are not complete or are not clearly text-based.
2 Points
The response indicates that the student has a partial understanding of the
reading concept embodied in the task. The student has provided a response
that includes information that is essentially correct and text-based, but the
information is too general or too simplistic. Some of the support and/or
examples and requirements of the task may be incomplete or omitted.
1 Point
The response indicates that the student has very limited understanding of the
reading concept embodied in the task. The response is incomplete, may
exhibit many flaws, and may not address all requirements of the task.
O Points
The response is inaccurate, confused and/or irrelevant, or the student has failed
to respond to the task.
Sample Questions
What happens after Mrs. Whipple brings
Chili Bones to Jordy’s house?
A. Mrs. Whipple asks to have her slipper back.
B. Bloocher takes Jordy’s shoe away from him.
C. Jordy thinks that Bloocher might be allowed
to stay.
D. Jordy’s mother thinks she might send
Bloocher away.