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Grade 4 - Claim 1 - Target 6

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English Language Arts

Target 6

Text Structures & Features

Relate knowledge of text structures (e.g., differences between poem, drama, prose) to explain information within the text.

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

RL-1RL-5

Standards

  • RL-1

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

  • RL-5

    Explain major differences between poems, drama, and prose, and refer to the structural elements of poems...

Clarifications

Item require students to analyze the structure or features of a passage. This could refer to an author’s decisions about the structure of the passage (for example, a series of flashbacks or the use...

Range Achievement Level Descriptors

Evidence Required

  • 1

    The student will determine how the overall structure of a text impacts its meaning.

  • 2

    The student will analyze or interpret why the author structured elements within the text in a...

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
  • Multi-Select, multiple correct response

Stimuli

  • Passages

    Texts may be of low to high complexity at grade level. Texts must be rich with external text structures (i.e., flashbacks, chronology, general poem structure) and internal structures (i.e., introduction, conclusion, structure of dialogue, setting, or events) in order to...

  • Dual-Text Stimuli

    When a dual-text set contains one literary and one informational text, the literary text (text #1) is the primary focus, and the set of items must include items from the literary 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-DOK2, R-DOK3

Target Evidence Statement

  • The student will determine how the overall structure of a text impacts its meaning.

  • The student will analyze or interpret why the author structured elements within the text in a certain manner and the impact of that structure on meaning.

Task Description

The item stem will prompt the selection of a statement that requires the student to analyze, interpret, or connect ideas regarding text structure or features. The answer choices will present four options of similar structure....

Appropriate Stems

How does the use of [provide text structure/format/feature/etc.] help the [reader’s understanding of/reader understand] [provide element affected by structure, such as main idea, characters, setting, dialogue, plot, etc.]? What is the most likely reason the...

Appropriate Stems for Dual-Stimuli

The author used [provide passage structure/format/feature] in [title text #2] to [provide purpose]. What does that tell the reader about [provide element affected by structure] in [title text #1]? How might have the information in...

Scoring Rules

Correct response: 1 point; Incorrect response: 0 points