Grade 11 - Claim 2 - Target 3a
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Target 3a
Write Brief Texts
Sample Item
Grade 11Test
Claim 2
Writing
Standards
W-2a
Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures,...
W-2b
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
W-2c
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
W-2d
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
W-2e
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
W-2f
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
W-8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information...
W-9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Clarifications
Items for this target must have a setup (Lead-in) that establishes audience, purpose (explanatory), and context/task. Organization items focus on the student’s ability to compose a brief text (one to two paragraphs) by providing introductions,...
Range Achievement Level Descriptors
Evidence Required
Evidence 1
(Organization) The student will use information provided in a stimulus to organize explanatory text by introducing complex...
Evidence 2
(Elaboration) The student will select from information/evidence provided in order to develop or elaborate on a...
Item Guidelines
Depth of Knowledge
W-DOK3
Level 3 requires some higher level mental processing. Students are engaged in developing compositions that include multiple paragraphs. These compositions may include complex sentence structure and may demonstrate some synthesis and analysis. Students show awareness of their audience and purpose...
Allowable Item Types
- Short Text, constructed response (WR)
Stimuli
Passages
Stimuli for target 3a will be brief informational texts (one to three paragraphs, ranging between 250 and 300 words, excluding student notes, which should range between 90 and 100 words in length). Stimuli for target 3b can be shorter and...
Text Complexity
The stimulus must be appropriately complex for the skill being assessed. The stimulus must be consistent with the purpose and intent of the target and standard being measured. The stimulus will read as would authentic student writing for the targeted grade....
Accessibility
Students will be required to read brief explanatory texts (one to two paragraphs) and write one or more paragraphs. Students with physical impairments may need to use an adapted mouse or a computer with...
Task Models
Task Model 1
Item Types
Short Text, constructed response (WR)Depth of Knowledge
W-DOK3
Target Evidence Statement
(Organization) The student will use information provided in a stimulus to organize explanatory text by introducing complex topics and subtopics organizing complex ideas, concepts, and information so that each element builds on that which precedes it to create a unified whole providing appropriate...
(Elaboration) The student will select from information/evidence provided in order to develop or elaborate on a designated part of an explanatory text by selecting the most significant and relevant supporting evidence (e.g., facts, extended definitions, concrete details, quotations, examples...
Task Description
The Lead-in will provide information about the stimulus and the composing task. The Stem will explain how the stimulus information is to be used (e.g., compose a story beginning; develop details) within the body...
Stimulus
Text should be grade level and content appropriate, as if written by a good student. Text will be information that the student will use in composing a response. Complexity may be low-to-high within a...
Appropriate Stems
ORGANIZATION ITEMS LEAD-IN: A student is writing a[n] <writing form> [for/to] the [class/newspaper/website, etc.] about <topic>. Read the draft of the <writing form> and complete the task that follows. [Insert stimulus @ 250-300 words – no...