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Grade 11 - Claim 1 - Target 12

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English Language Arts

Target 12

Analysis Within or Across Texts

Analyze and explain how connections are made within or across texts (individuals, ideas, events), or how information within or across texts reveals author's point of view or purpose.

Sample Item

Grade 11

Test

Claim 1

Reading

Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

Grade

Grade 11

Standards

RI-1RI-3RI-6

Standards

  • RI-1

    Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

  • RI-3

    Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

  • RI-6

    Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the...

Clarifications

Item will focus on the analysis of information or author’s point of view or purpose within one text or between two texts. All items should require students to cite specific textual evidence to support conclusions...

Range Achievement Level Descriptors

Evidence Required

  • 1

    The student will analyze how connections are made (e.g., individuals, ideas, events) within a text.

  • 2

    The student will analyze how information reveals the author’s point of view or purpose within a text.

  • 3

    The student will analyze how connections are made (e.g., individuals, ideas, events) across two texts.

  • 4

    The student will analyze how information reveals the author’s point of view or purpose across two texts.

Item Guidelines

Depth of Knowledge

  • R-DOK3

    Deep knowledge becomes more of a focus at Level 3. Students are encouraged to go beyond the text; however, they are still required to show understanding of the ideas in the text. Students may be encouraged to explain, generalize, or...

  • R-DOK4

    Higher order thinking is central and knowledge is deep at Level 4. The standard or assessment item at this level will probably be an extended activity, with extended time provided. The extended time period is not a distinguishing factor if...

Allowable Item Types

  • Multiple Choice, single correct response
  • Multi-Select, multiple correct response
  • Evidence-based Select Response, two-part multiple choice response (EBSR);
  • Hot Text, select text

Stimuli

  • Passages

    Each text must include explicitly and implicitly stated details that can be used to make comparisons within one text or to other texts. Refer to Smarter Balanced Assessment Consortium: English Language Arts & Literacy Computer Adaptive Test (CAT) and Performance Task...

  • Dual-Text Stimuli

    When a dual-text set contains one literary and one informational text, the informational text (text #1) is the primary focus, and the set of items must include items from the informational stimulus as well as items written across both texts....

Accessibility

Refer to the Smarter Balanced Assessment Consortium: Usability, Accessibility, and Accommodations Guidelines for information on accessibility.

Task Models

Task Model 1

  • Item Types

    Multiple Choice, single correct response

  • Depth of Knowledge

    R-DOK3, R-DOK4

Target Evidence Statement

  • The student will analyze how connections are made (e.g., individuals, ideas, events) within a text.

  • The student will analyze how information reveals the author’s point of view or purpose within a text.

  • The student will analyze how connections are made (e.g., individuals, ideas, events) across two texts.

  • The student will analyze how information reveals the author’s point of view or purpose across two texts.

Task Description

The item stem will pose a question that requires the student to analyze the interaction of information within a text or across two texts OR how information within a text or across two texts...

Appropriate Stems

How does the author’s inclusion of [individuals/ideas/events/etc.] add to the development of the text? How do [individuals/ideas/events/etc.] develop over the course of the text? What does [provide individuals/ideas/events, etc.] show about [the development/description of idea/content]? How does...

Appropriate Stems for Dual-Stimuli

Which statement best describes how [provide individuals/ideas/events, etc.] affects both texts? Which statement best describes how [provide individuals/ideas/events, etc.] is similar/different in both texts? Read the [sentence/paragraph] from [title text #2]. [Provide excerpt from text] How does that...

Scoring Rules

Correct response: 1 point; Incorrect response: 0 points