Cause+and+Effect


 * ** Marzano’s Generic Scale ** ||
 * SCORE 5.0 || More complex content ||
 * SCORE 4.0 || Target learning Goal ||
 * SCORE 3.0 || Simpler content ||
 * SCORE 2.0 || With help, partial success of score 2.0, or basic or elemental content ||
 * SCORE 10 || Even with help, no success ||

**BENCHMARK LA.910.1.7.4 ** ||
 * = **CAUSE AND EFFECT SCALE – Expository Texts **
 * ===SCORE 5.0=== || ===In conceptually and syntactically challenging text or across multiple texts, the student can analyze and explain information in order to connect particular effects to a specific cause in expository texts, when the relationship is implied, by citing relevant textual evidence. === ||
 * ===SCORE 4.0=== || ===Student can analyze and explain information in order to connect particular effects to a specific cause in expository texts, when the relationship is implied, by citing relevant textual evidence. === ||
 * ===SCORE 3.0=== || ===Student can identify both explicit and implied cause/effect relationships in expository texts. === ||
 * ===SCORE 2.0=== || ===Student can recognize explicit cause/effect relationships, but has difficulty determining even implied cause/effect relationships in expository texts. === ||
 * ===SCORE 1.0=== || ===Student cannot recognize cause/effect relationships in expository texts. === ||

**B ****ENCHMARK ****LA.910.1.7.4. ** ||
 * = **CAUSE AND EFFECT SCALE – Narrative Texts **
 * ===SCORE 5.0 === ||< ===With conceptually and syntactically challenging texts, student can analyze and explain information in order to connect particular effects to a specific cause in a narrative, when the relationship is implied, by citing relevant textual evidence. === ||
 * ===SCORE 4.0 === || === ===

===Student can analyze and explain information in order to connect particular effects to a specific cause in a narrative, when the relationship is implied, by citing relevant textual evidence. === ||
 * ===<span style="font-family: 'Times New Roman','serif';">SCORE 3.0 === || ===<span style="font-family: 'Times New Roman','serif';">Student can identify both explicit and implied cause/effect relationships in narratives. === ||
 * ===<span style="font-family: 'Times New Roman','serif';">SCORE 2.0 === || ===<span style="font-family: 'Times New Roman','serif';">Student can recognize explicit cause/effect relationships, but has difficulty determining even implied cause/effect relationships in narratives. === ||
 * ===<span style="font-family: 'Times New Roman','serif';">SCORE 1.0 === || ===<span style="font-family: 'Times New Roman','serif';">Student cannot recognize cause/effect relationships in narratives === ||

**<span style="font-family: 'Times New Roman','serif';">Sample Item Cause and Effect __Low level 3.0__ **
<span style="font-family: 'Times New Roman','serif'; margin-bottom: 0pt;">According to the article, what is one reason for swing music losing its role as a major form of entertainment? **<span style="font-family: 'Times New Roman','serif';">A. **<span style="font-family: 'Times New Roman','serif';">Swing music fans began wearing unusual clothing. **<span style="font-family: 'Times New Roman','serif';">B. **<span style="font-family: 'Times New Roman','serif';">Young people chose to attend summer music camps. **<span style="font-family: 'Times New Roman','serif';">C. **<span style="font-family: 'Times New Roman','serif';">Swing music concerts started to attract unruly crowds. ★  **<span style="font-family: 'Times New Roman','serif';">D. **<span style="font-family: 'Times New Roman','serif';">People became interested in listening to individual singers.

**<span style="font-family: 'Times New Roman','serif';">Sample Item Cause and Effect __Target level 4.0__ **
<span style="font-family: 'Times New Roman','serif'; margin-bottom: 0pt;">The sample item below is based on “Cutting Off the World’s Roof ” on page H–15. <span style="border-collapse: collapse; font-family: 'Times New Roman','serif'; height: 23.95pt; margin-bottom: 0pt; margin-left: 6.75pt; margin-right: 6.75pt; width: 486.25pt;">What caused Nicholas Brozovic´ and his fellow geologists to first believe that glaciers influence the height of mountain ranges? **<span style="font-family: 'Times New Roman','serif';">A. **<span style="font-family: 'Times New Roman','serif';">models of mountain terrain **<span style="font-family: 'Times New Roman','serif';">B. **<span style="font-family: 'Times New Roman','serif';">analysis of prominent features **<span style="font-family: 'Times New Roman','serif';">C. **<span style="font-family: 'Times New Roman','serif';">pictures of Himalayan summits ★ **<span style="font-family: 'Times New Roman','serif';">D. **<span style="font-family: 'Times New Roman','serif';">measurements of various elevations