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Grade 3 - Claim 1 - Target 9

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English Language Arts

Target 9

Central Ideas

Identify or determine a main idea and the key details that support it.

Sample Item

Grade 3

Test

Claim 1

Reading

Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

Grade

Grade 3

Standards

RI-1RI-2

Standards

  • RI-1

    Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as...

  • RI-2

    Determine the main idea of a text; recount the key details and explain how they support...

Clarifications

Items may assess a main idea in the text and the details that support it in the text. Items will not ask students to summarize the entire text. All items should require students to cite specific...

Range Achievement Level Descriptors

Evidence Required

  • 1

    The student will determine a main idea or key details in a text using supporting evidence.

Item Guidelines

Depth of Knowledge

  • R-DOK2

    Level 2 includes the engagement of some mental processing beyond recalling or reproducing a response; it requires both comprehension and subsequent processing of text or portions of text. Intersentence analysis of inference is required. Some important concepts are covered but...

  • 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
  • Evidence-based Select Response, two-part multiple choice response (EBSR);
  • Hot Text, select text
  • Short Text, constructed response (WR)

Stimuli

  • Passages

    Texts will develop a central idea, key events, and/or procedure(s).
    Refer to Smarter Balanced Assessment Consortium: English Language Arts & Literacy Computer Adaptive Test (CAT) and Performance Task (PT) Stimulus Specifications for more information on informational text types.

  • 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.

Development Notes

Short Text (Constructed Response) will always be DOK 3.

Task Models

Task Model 1

  • Item Types

    Multiple Choice, single correct response

  • Depth of Knowledge

    R-DOK2

Target Evidence Statement

  • The student will determine a main idea or key details in a text using supporting evidence.

Task Description

The item stem will pose a question that requires the student to determine a main idea or key details in a text using supporting evidence. The answer choices will present four options of similar structure....

Appropriate Stems

Which sentence best [tells/shows/describes] the main idea of the passage? Which sentence best [tells/shows/describes] the main problem in the passage? Which sentence best [tells/shows/describes] the [author’s message/main idea] in [provide section of the passage]? Read the [sentences/paragraphs]...

Appropriate Stems for Dual-Stimuli

What main idea can be found in both [title text #1] and [title text#2]? NOTE: This stem can only be used with two informational passages. What main idea from [title text #1] is made clear...

Scoring Rules

Correct response: 1 point; Incorrect response: 0 points