Grade 4 - Claim 2 - Target 6a
Back to ResultsEnglish Language Arts
Target 6a
Write Brief Texts
Sample Item
Grade 4Test
Claim 2
Writing
Standards
W-1a
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
W-1b
Provide reasons that are supported by facts and details.
W-1c
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
W-1d
Provide a concluding statement or section related to the opinion 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
Items for this target must have a setup (Lead-in) that establishes audience, purpose (opinion), and context/task. Organization items focus on the student’s ability to compose a brief text (one to two paragraphs) by providing an...
Range Achievement Level Descriptors
Evidence Required
Evidence 1
(Organization) The student will use information provided in a stimulus to organize opinion text by providing an...
Evidence 2
(Elaboration) The student will use information provided in a stimulus to develop or elaborate on a...
Item Guidelines
Depth of Knowledge
W-DOK3
Level 3 requires some higher level mental processing. Students are engaged in developing compositions that include multiple paragraphs. These compositions may include complex sentence structure and may demonstrate some synthesis and analysis. Students show awareness of their audience and purpose...
Allowable Item Types
- Short Text, constructed response (WR)
Stimuli
Passages
Stimuli for target 6a will be brief opinion 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 6b 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 opinion 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 1
Item Types
Short Text, constructed response (WR)Depth of Knowledge
W-DOK3
Target Evidence Statement
(Organization) The student will use information provided in a stimulus to organize opinion text by providing an opening that states an opinion about a topic providing an opening that establishes a context organizing supporting evidence/reasons and elaboration using transition words and phrases to connect...
(Elaboration) The student will use information provided in a stimulus to develop or elaborate on a designated part of an opinion text by developing the opinion with supporting evidence/reasons and elaboration (from notes provided) Note: Items aligned to organization present details that...
Task Description
The Lead-in will provide information about the stimulus and the composing task. The Stem will explain how the stimulus information is to be used (e.g., compose a story beginning; develop details) within the body...
Stimulus
Text should be grade level and content appropriate, as if written by a good student. Text should be a model of good writing. Text will be information that the student will use in composing...
Appropriate Stems
ORGANIZATION ITEMS LEAD-IN: A student is writing an opinion <writing form> [for/to] the [teacher/class/principal, etc.] about <topic>. Read the draft of the <writing form> and complete the task that follows. [Insert stimulus @ 150-200 words –...