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Grade 4 - Claim 2 - Target 3b

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English Language Arts

Target 3b

Revise Brief Texts

Revise one or more informational paragraphs demonstrating ability to organize ideas by stating a focus (main idea), including appropriate transitional strategies for coherence, or supporting evidence and elaboration, or writing body paragraphs, or a conclusion that is appropriate to purpose and audience and related to the information or explanation presented.

Sample Item

Grade 4

Test

Claim 2

Writing

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

Grade

Grade 4

Standards

L-3aW-2aW-2bW-2cW-2dW-2eW-8W-9

Standards

  • L-3a

    Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

  • W-2a

    Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

  • W-2b

    Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

  • W-2c

    Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

  • W-2d

    Use precise language and domain-specific vocabulary to inform about or explain the topic.

  • W-2e

    Provide a concluding statement or section related to the information or explanation presented.

  • 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

This target asks students to revise, not edit, which is Target 9. Items for this target focus on revision at the sentence or paragraph level, except for transitional words and phrases. Items asking for students...

Range Achievement Level Descriptors

Evidence Required

  • Evidence 1

    (Organization) The student will revise informational text by identifying improved organizational elements such as: stating a focus...

  • Evidence 2

    (Elaboration) The student will revise complex informational text by identifying the best use of elaboration techniques...

Item Guidelines

Depth of Knowledge

  • W-DOK2

    Level 2 requires some mental processing. At this level students are engaged in first draft writing or brief extemporaneous speaking for a limited number of purposes and audiences. Students are beginning to connect ideas using a simple organizational structure. For...

Allowable Item Types

  • Multiple Choice, single correct response
  • Multi-Select, multiple correct response
  • Hot Text, select text

Stimuli

  • Passages

    Stimuli for target 3a will be brief informational texts (one to two paragraphs, ranging between 150 and 200 words, excluding student notes, which should range between 50 and 60 words in length). Stimuli for target 3b can be shorter and...

  • Text Complexity

    The stimulus must be appropriately complex for the skill being assessed. The stimulus must be consistent with the purpose and intent of the target and standard being measured. The stimulus will read as would authentic student writing for the targeted grade....

Accessibility

Students will be required to read brief informational texts (one to two paragraphs) and write one or more paragraphs. Students with physical impairments may need to use an adapted mouse or a computer with...

Task Models

Task Model 2

  • Item Types

    Multiple Choice, single correct response

  • Depth of Knowledge

    W-DOK2

Target Evidence Statement

  • (Organization) The student will revise informational text by identifying improved organizational elements such as: stating a focus (main idea) writing in body paragraphs* using transition words and phrases to link ideas including a conclusion that is appropriate to the audience and related to the...

  • (Elaboration) The student will revise complex informational text by identifying the best use of elaboration techniques such as: developing and elaborating the focus (main idea) using supporting evidence using precise language and domain specific vocabulary to inform or explain deleting details that do...

Task Description

Target 3b items pose a question about a revision to the stimulus that improves some specified (underlined) aspect of the text’s development or organization. No notes are used for target 3b items. The Lead-in...

Stimulus

Text should be at grade level. Text will be brief—one to two paragraphs. Complexity will depend upon the type of revision being assessed. Text will be a model of good writing. Text should reflect...

Appropriate Stems

ORGANIZATION ITEMS LEAD-IN: A student is writing a(n) <writing form> about <topic> [for/to] the [teacher/principal/class, etc.]. The student wants to revise the draft to improve the organization. Read the draft of the <writing form> and...

Scoring Rules

Correct response = 1 point; other = 0 points.