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Grade 4 - Claim 2 - Target 8

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English Language Arts

Target 8

Language and Vocabulary Use

Strategically use language and vocabulary (including academic or domain-specific vocabulary) appropriate to the purpose and audience when revising or composing texts.

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-3aL-6W-2dW-3d

Standards

  • L-3a

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

  • L-6

    Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to...

  • W-2d

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

  • W-3d

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

Clarifications

The more precise, descriptive, effective and/or domain-specific word choices assessed in this target should not be above the assessed grade level. Items for this target DO require an audience/purpose/context setup (Lead-in) statement. This is a word/language...

Range Achievement Level Descriptors

Evidence Required

  • 1

    The student will identify and use the best on- or below-grade-level academic domain-specific construct-relevant word(s)/phrase (e.g., Tier 2 words, not Tier 3 vocabulary exclusive to science or social studies) to inform or...

  • 2

    The student will identify and use the best concrete words and phrases.

  • 3

    The student will identify and use effective sensory details to convey experiences and events.

  • 4

    The student will identify and use the best word(s)/phrase to convey ideas in a text precisely.

Item Guidelines

Depth of Knowledge

  • W-DOK1

    Level 1 requires the student to write or recite simple facts. This writing or recitation does not include complex synthesis or analysis but basic ideas. The students are engaged in listing ideas or words as in a brainstorming activity prior...

  • 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 this target may be brief (three sentences to one or two paragraphs) narrative, informational, or opinion texts in order for students to determine language that is specific to audience and purpose.

  • 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 should provide words/phrases to get at evidence statements 1, 2, and...

Accessibility

Students will be required to read brief narrative, informational, or opinion texts (three sentences to one to two short paragraphs). Students with physical impairments may need to use an adapted mouse or a computer...

Task Models

Task Model 1

  • Item Types

    Multiple Choice, single correct response

  • Depth of Knowledge

    W-DOK1, W-DOK2

Target Evidence Statement

  • The student will identify and use the best on- or below-grade-level academic domain-specific construct-relevant word(s)/phrase (e.g., Tier 2 words, not Tier 3 vocabulary exclusive to science or social studies) to inform or explain to audience.

  • The student will identify and use the best concrete words and phrases.

  • The student will identify and use effective sensory details to convey experiences and events.

  • The student will identify and use the best word(s)/phrase to convey ideas in a text precisely.

Task Description

Target 8 items pose a question about how to improve writing through more effective and grade-appropriate word choices or phrasing. Item lead-in/stems should convey the writing purpose and form such as informational report or...

Stimulus

Text should be grade level. Text will be brief—varying from three sentences to one to two short paragraphs, depending on the needs of the task.

Appropriate Stems

LEAD-IN: A student is writing a <writing form> about <topic>. Read the draft of the <writing form> and complete the task that follows. [Insert short stimulus with underlined target word/phrase] STEMS: The student wants to replace...

Scoring Rules

Correct answer =1 point; other = 0 points.