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Grade 11 - Claim 1 - Target 13

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English Language Arts

Target 13

Text Structures & Features

Relate knowledge of text structures (e.g. key sentences, paragraphs) or text features to analyze and evaluate the impact (e.g., multiple sources with diverse formats) of those choices on meaning or presentation.

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

RH-5RH-7RI-1RI-5RI-7RST-5RST-7

Standards

  • RH-5

    Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

  • RH-7

    Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

  • 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-5

    Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

  • RI-7

    Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

  • RST-5

    Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

  • RST-7

    Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

Clarifications

Item require students to analyze the structure or features of a text. This could refer to an author’s decisions about the structure of the text (for example, use of sections or chronological order)....

Range Achievement Level Descriptors

Evidence Required

  • 1

    The student will determine how the overall structure of a text impacts its meaning.

  • 2

    The student will analyze or interpret why the author structured elements within the text in a...

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

Stimuli

  • Passages

    Texts must be rich with external text structures (i.e., sections, chronology, general passage structure) and internal structures (i.e., introduction, conclusion, presentation of facts or events) in order to support meaningful analysis. Refer to Smarter Balanced Assessment Consortium: English Language Arts &...

  • 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 determine how the overall structure of a text impacts its meaning.

  • The student will analyze or interpret why the author structured elements within the text in a certain manner and the impact of that structure on meaning.

Task Description

The item stem will prompt the selection of a statement that requires the student to analyze, interpret, or connect ideas regarding the text structure or features. The answer choices will present four options of similar...

Appropriate Stems

What effect does [provide text structure/key sentence(s)/key paragraph(s)/format/feature/etc.] have on the meaning of the text OR reader’s understanding of [provide element affected by structure, such as the structure of the central idea, presentation of...

Appropriate Stems for Dual-Stimuli

The author used [provide passage structure/format/feature] in [title text #2] to [provide purpose]. What does that tell the reader about [provide element affected by structure] in [title text #1]? How might have the information in...

Scoring Rules

Correct response: 1 point; Incorrect response: 0 points