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Grade 11 - Claim 2 - Target 6a

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English Language Arts

Target 6a

Write Brief Texts

Apply a variety of strategies when writing one or more paragraphs of text that express arguments about topics or sources: establishing and supporting a precise claim, organizing and citing supporting evidence and counterclaims using credible sources, providing appropriate transitional strategies for coherence, using appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.

Sample Item

Grade 11

Test

Claim 2

Writing

Students can produce effective writing for a range of purposes and audiences.

Grade

Grade 11

Standards

W-1aW-1bW-1cW-1dW-1eW-8W-9

Standards

  • W-1a

    Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

  • W-1b

    Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level,...

  • W-1c

    Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence,...

  • W-1d

    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-1e

    Provide a concluding statement or section that follows from and supports the argument presented.

  • 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 (argument), and context/task. Organization items focus on the student’s ability to compose a brief text (one to two paragraphs) by providing a...

Range Achievement Level Descriptors

Evidence Required

  • Evidence 1

    (Organization) The student will use information provided in a stimulus to organize arguments by providing an opening...

  • Evidence 2

    (Elaboration) The student will use information provided in a stimulus 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 6a will be brief argumentative 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 6b 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 argumentative 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 arguments by providing an opening that establishes a precise claim and context for argument organizing reasons and evidence to support claims, so as to build a logical argument providing appropriate transitional...

  • (Elaboration) The student will use information provided in a stimulus to develop or elaborate on a designated part of an argumentative text by referencing and/or integrating relevant and credible evidence to support claims/counterclaims acknowledging/addressing alternate or opposing claims establishing and maintaining a formal...

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 should be a model of good writing. Text will be information that the student will use in composing...

Appropriate Stems

ORGANIZATION ITEMS LEAD-IN: A student is writing a[n] <writing form> about <topic> for the [principal/school board/newspaper, political/legislative body, etc.]. Read the draft of the <writing form> and complete the task that follows. [Insert stimulus @ 250-300...

Scoring Rules

<a href=”https://portal.smarterbalanced.org/library/en/brief-write-rubrics.pdf” target=”_blank” rel=”noopener”>Click here for Brief Writes rubrics.</a>