Grade 11 - Claim 2 - Target 8
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Target 8
Language and Vocabulary Use
Strategically use precise language and vocabulary (including academic and domain-specific vocabulary and figurative language) and style appropriate to the purpose and audience when revising or composing texts.
Sample Item
Grade 11Test
Claim 2
Writing
Standards
L-6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when...
W-2d
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
W-3d
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Clarifications
The more precise, descriptive, effective and/or domain-specific word choices assessed in this target should not be above the assessed grade level. Items for this target DO require an audience/purpose/context setup (Lead-in) statement. This is a word/language...
Range Achievement Level Descriptors
Evidence Required
1
The student will identify and use a better word or words to make vague language in text more precise. Note: For items addressing evidence statement 1, stimulus words/phrases should be grade appropriate and...
2
The student will identify and use the best on- or below-grade-level academic domain-specific construct-relevant word(s)/phrase (e.g., Tier 2 words, not Tier 3 vocabulary exclusive to science or social studies) to convey...
3
The student will identify and use precise words or phrases (including figurative/sensory language and telling details) to convey a vivid picture of setting, character, events, experiences or ideas in a text in...
4
The student will identify and use the best general academic or domain-specific word or words to use in a text to convey precisely actions, emotions, or states of being that are basic...
Item Guidelines
Depth of Knowledge
W-DOK1
Level 1 requires the student to write or recite simple facts. This writing or recitation does not include complex synthesis or analysis but basic ideas. The students are engaged in listing ideas or words as in a brainstorming activity prior...
W-DOK2
Level 2 requires some mental processing. At this level students are engaged in first draft writing or brief extemporaneous speaking for a limited number of purposes and audiences. Students are beginning to connect ideas using a simple organizational structure. For...
Allowable Item Types
- Multiple Choice, single correct response
- Multi-Select, multiple correct response
- Hot Text, select text
Stimuli
Passages
Stimuli for this target may be brief (three sentences to one to two short paragraphs.) narrative, informational, or argumentative texts in order for students to determine language that is specific to audience and purpose.
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 should provide words/phrases to get at evidence statements 2, 3, and...
Accessibility
Students will be required to read brief narrative, informational/explanatory, or argumentative texts (three sentences to one to two short paragraphs) and write one or more paragraphs. Students with physical impairments may need to use...
Task Models
Task Model 1
Item Types
Multiple Choice, single correct responseDepth of Knowledge
W-DOK1, W-DOK2
Target Evidence Statement
The student will identify and use a better word or words to make vague language in text more precise. Note: For items addressing evidence statement 1, stimulus words/phrases should be grade appropriate and avoid recycling the same hackneyed, vague and/or obvious...
The student will identify and use the best on- or below-grade-level academic domain-specific construct-relevant word(s)/phrase (e.g., Tier 2 words, not Tier 3 vocabulary exclusive to science or social studies) to convey the precise or intended meaning of a text,...
The student will identify and use precise words or phrases (including figurative/sensory language and telling details) to convey a vivid picture of setting, character, events, experiences or ideas in a text in narrative writing.
The student will identify and use the best general academic or domain-specific word or words to use in a text to convey precisely actions, emotions, or states of being that are basic to a particular topic and specific to a...
Task Description
Target 8 items pose a question about how to improve writing through more effective and grade-appropriate word choices or phrasing. Item lead-in/stems should convey the writing purpose and form such as informational report or...
Stimulus
Text should be at grade level. Text will be brief—varying from three sentences to one to two short paragraphs, depending on the needs of the task.
Appropriate Stems
LEAD-IN: A student is writing a <writing form> for the [principal/school board/literary magazine/student newspaper, etc.] about <topic>. Read the draft of the <topic> and complete the task that follows. [Insert short stimulus with underlined target word/phrase] STEMS:...
Scoring Rules
Correct answer = 1 point; other = 0 points.