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Grade 4 - Claim 1 - Target 11

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English Language Arts

Target 11

Reasoning & Evidence

Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., events, procedures, ideas, or concepts; firsthand and secondhand accounts of events or topics; use of information presented in charts/graphs/diagrams/timelines/animations; reasoning and evidence to support points) and use supporting evidence as justification/explanation.

Sample Item

Grade 4

Test

Claim 1

Reading

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

Grade

Grade 4

Standards

RI-1RI-3RI-6RI-7RI-8RI-9

Standards

  • RI-1

    Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

  • RI-3

    Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

  • RI-6

    Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

  • RI-7

    Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text...

  • RI-8

    Explain how an author uses reasons and evidence to support particular points in a text.

  • RI-9

    Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Clarifications

Items require students to analyze a text (or texts) by making inferences or drawing conclusions about relationships between events, procedures, ideas, or concepts; author’s line of reasoning, etc. Additionally, students will apply reasoning to...

Range Achievement Level Descriptors

Evidence Required

  • 1

    The student will make an inference about an informational text or texts and identify evidence within the text or texts that support that inference.

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

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

Stimuli

  • Passages

    Each text must include explicitly and implicitly stated details that can be used to make inferences and provide conclusions. 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

    Evidence-based Select Response, two-part multiple choice response (EBSR);

  • Depth of Knowledge

    R-DOK3

Target Evidence Statement

  • The student will make an inference about an informational text or texts and identify evidence within the text or texts that support that inference.

Task Description

This item has two parts. The item stem of PART A will prompt the selection of a statement that requires the student to make an inference OR draw a conclusion about the text. The answer...

Appropriate Stems

Lead-in: This question has two parts. First, answer part A. Then, answer part B. Appropriate Stems for PART A: Which of these inferences about the [provide example of author’s use of information/point of view/purpose] is supported...

Appropriate Stems for Dual-Stimuli

PART A: Read the [sentence(s)/paragraph(s)] from [title text #2]. [excerpt from text] Based on this information, [what inference can be made/what can a reader infer] about [provide example of the author’s use of information/point of view/purpose] in...

Scoring Rules

Correct response for both parts: 1 point; Incorrect response for either or both parts: 0 points