Grade 11 - Claim 1 - Target 14
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Target 14
Language Use
Interpret understanding of figurative language, word relationships, nuances of words and phrases, or figures of speech (e.g., euphemism, oxymoron, hyperbole, paradox) used in context and analyze the impact of those word choices on meaning.
Sample Item
Grade 11Test
Claim 1
Reading
Standards
L-5a
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text....
RI-1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as...
Clarifications
Items should NOT ask students to identify the type of figurative language that is being used but rather interpret its meaning and impact on meaning (i.e., “Which of the following is an example of...
Range Achievement Level Descriptors
Evidence Required
1
The student will interpret the meaning of figurative words and phrases used in context and analyze its impact on meaning.
2
The student will interpret the intent and use of a literary device and analyze its impact on meaning.
3
The student will interpret figures of speech (e.g., euphemism, oxymoron, hyperbole, paradox) used in context and analyze the impact of those word choices on meaning.
4
The student will analyze the impact of word choice on reader interpretation of meaning.
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...
Allowable Item Types
- Multiple Choice, single correct response
- Multi-Select, multiple correct response
Stimuli
Passages
Each text must include the use of figurative language and literary devices that have a discernible impact on meaning. Refer to Smarter Balanced Assessment Consortium: English Language Arts & Literacy Computer Adaptive Test (CAT) and Performance Task (PT) Stimulus Specifications for...
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 responseDepth of Knowledge
R-DOK3
Target Evidence Statement
The student will interpret the meaning of figurative words and phrases used in context and analyze its impact on meaning.
The student will interpret the intent and use of a literary device and analyze its impact on meaning.
The student will interpret figures of speech (e.g., euphemism, oxymoron, hyperbole, paradox) used in context and analyze the impact of those word choices on meaning.
The student will analyze the impact of word choice on reader interpretation of meaning.
Task Description
The item stem will prompt the selection of a statement that requires the student to interpret figurative language or literary devices and analyze their impact on meaning. The answer choices will present four options of...
Appropriate Stems
(Note: In this automated version of the item specification, underlined text appears in italics.) Read the [sentence(s)/paragraph(s)]. [Provide directly quoted sentence(s)/paragraph(s)] from text, with targeted word or phrase underlined] What does the [word/phrase] [targeted word/“targeted phrase”] suggest...
Appropriate Stems for Dual-Stimuli
(Note: In this automated version of the item specification, underlined text appears in italics.) Read the [sentence(s)/paragraph(s)] from [title text #1]. [Provide directly quoted sentence(s)/paragraph(s) from text, with targeted word or phrase underlined] Based on the information...
Scoring Rules
Correct response: 1 point; Incorrect response: 0 points