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Grade 4 - Claim 1 - Target 12

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English Language Arts

Target 12

Analysis Within or Across Texts

Interpret and explain how information is presented within or across texts (e.g., events, procedures, ideas, concepts) or compare/contrast the author's point of view within or across texts.

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-6

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.

Clarifications

Item will focus on the analysis of information or author’s point of view within one text or between two texts. All items should require students to cite specific textual evidence to support conclusions drawn from...

Range Achievement Level Descriptors

Evidence Required

  • 1

    The student will interpret how information is presented (e.g., events, procedures, ideas, concepts) within a text.

  • 2

    The student will compare or contrast the author’s point of view within a text.

  • 3

    The student will interpret how information is presented (e.g., events, procedures, ideas, concepts) across two texts.

  • 4

    The student will compare or contrast the author’s point of view across two texts.

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...

  • R-DOK4

    Higher order thinking is central and knowledge is deep at Level 4. The standard or assessment item at this level will probably be an extended activity, with extended time provided. The extended time period is not a distinguishing factor if...

Allowable Item Types

  • Multiple Choice, single correct response
  • Multi-Select, multiple correct response
  • Evidence-based Select Response, two-part multiple choice response (EBSR);
  • Hot Text, select text

Stimuli

  • Passages

    Each text must include explicitly and implicitly stated details that can be used to make comparisons within one text or to other texts. Refer to Smarter Balanced Assessment Consortium: English Language Arts & Literacy Computer Adaptive Test (CAT) and Performance Task...

  • 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

    Multiple Choice, single correct response

  • Depth of Knowledge

    R-DOK3, R-DOK4

Target Evidence Statement

  • The student will interpret how information is presented (e.g., events, procedures, ideas, concepts) within a text.

  • The student will compare or contrast the author’s point of view within a text.

  • The student will interpret how information is presented (e.g., events, procedures, ideas, concepts) across two texts.

  • The student will compare or contrast the author’s point of view across two texts.

Task Description

The item stem will pose a question that requires the student to analyze the interaction of information within a text or across two texts OR how information within a text or across two texts...

Appropriate Stems

How does the author’s use of [provide events/procedures/ideas/concepts/etc.] add to the building of information in the passage? How do [provide events/procedures/ideas/concepts/etc.] develop in the passage? What do(es) [provide events/procedures/ideas/concepts/etc.] show about [the development/provide idea/content]? How do(es) the...

Appropriate Stems for Dual-Stimuli

Which statement best describes how [provide events/procedures/ideas/concepts/etc.] is [similar/different] in both passages? Read the [sentence/paragraph] from [title text #2]. [excerpt from text] How does that information help the reader understand [provide events/procedures/ideas/concepts/etc.] in [title text #1]? How do...

Scoring Rules

Correct response: 1 point; Incorrect response: 0 points