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Grade 4 - Claim 2 - Target 2

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English Language Arts

Target 2

Compose Full Texts

Write full narrative texts using a complete writing process demonstrating narrative techniques (dialogue, sensory or concrete details, description), text structures, appropriate transitional strategies for coherence, and author’s craft appropriate to purpose (closure, detailing characters, plot, setting, and events).

Sample Item

Grade 4

Test

Claim 2

Writing

Students can produce effective writing for a range of purposes and audiences.

Grade

Grade 4

Standards

RI-1RI-6RI-7RI-9W-1bW-3aW-3bW-3cW-3dW-3eW-4W-5W-8W-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-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-9

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

  • W-1b

    Provide reasons that are supported by facts and details.

  • W-3a

    Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

  • W-3b

    Use dialogue and description to develop experiences and events or show the responses of characters to situations.

  • W-3c

    Use a variety of transitional words and phrases to manage the sequence of events.

  • W-3d

    Use concrete words and phrases and sensory details to convey experiences and events precisely.

  • W-3e

    Provide a conclusion that follows from the narrated experiences or events.

  • W-4

    Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

  • W-5

    With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

  • W-8

    Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

  • W-9

    Draw evidence from literary or informational texts to support analysis, reflection, and research.

Clarifications

Performance Task (PT): In general, the PT should allow students to demonstrate deeper thinking and allow more integration of information from resources. Choosing Sources: The sources in a narrative writing PT are not only meant...

Range Achievement Level Descriptors

Evidence Required

  • Evidence 1

    The student will write full narrative texts using a complete writing process demonstrating narrative techniques (dialogue, sensory or concrete details, description), text structures, appropriate transitional strategies for coherence, and author’s craft appropriate...

Item Guidelines

Depth of Knowledge

  • W-DOK4

    Higher-level thinking is central to Level 4. The standard at this level is a multi- paragraph composition that demonstrates synthesis and analysis of complex ideas or themes. There is evidence of a deep awareness of purpose and audience. For example,...

Allowable Item Types

  • Full Write

Stimuli

  • Passages

    Informational and literary nonfiction texts: Includes the subgenres of articles, essays, memoirs, speeches, interviews, primary and secondary accounts, how-to articles, and functional reading. Stimuli for research (three for Grade 4) should have some references and footnotes/in-text citations resembling authentic research sources. Stimuli...

  • Text Complexity

    PT stimuli should follow the guidelines in the Smarter Balanced Assessment Consortium: English Language Arts & Literacy Computer Adaptive Test (CAT) and Performance Task (PT) Stimulus Specifications; however, the complexity of the stimuli, taken as a whole, should be at...

Key/Construct Relevant Vocabulary

Please be sure to bracket or footnote all key vocabulary that cannot be understood through surrounding context. Brackets should be used for short definitions (fewer than three words) of a word or term whereas...

Allowable Tools

Word processing tools, including spell check

Accessibility

Students will be required to read short and long stimuli, interpret information from text and/or graphic sources, and use a mouse. Students with physical impairments may need to use an adapted mouse or a...

Development Notes

When there is more than one DOK listed, DOK 3 is for machine-scored items and DOK 4 is for short-text items.

Task Models

Task Model 13

  • Item Types

    Full Write

  • Depth of Knowledge

    W-DOK4

Target Evidence Statement

  • The student will write full narrative texts using a complete writing process demonstrating narrative techniques (dialogue, sensory or concrete details, description), text structures, appropriate transitional strategies for coherence, and author’s craft appropriate to purpose (closure, detailing characters, plot, setting, and...

Task Description

Narrative Writing: Create a narrative writing assignment that flows naturally from the research scenario given in the Student Directions (see “Task Description” above). A narrative assignment must provide the following information: A purpose for writing A conflict...

Scoring Rules

Click here for the Narrative Full Writes rubrics.