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Grade 4 - Claim 2 - Target 9

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English Language Arts

Target 9

Edit

Apply or edit grade-appropriate grammar usage, capitalization, punctuation, and spelling to clarify a message and edit narrative, informational, and opinion 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-1L-2L-3b

Standards

  • L-1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • L-2

    Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

  • L-3b

    Choose punctuation for effect.

Clarifications

Target focus: Items assess knowledge of conventions—how to edit text to correct an error or errors. Therefore, items do not always require the identification of an audience and purpose. In addition, the item format, including...

Range Achievement Level Descriptors

Evidence Required

  • 1

    New-to-grade conventions (Every item MUST assess at least one new-to-grade skill.) The student will identify, edit to correct, and/or edit for correct use of relative pronouns. relative adverbs. progressive verb tenses. modal auxiliaries to convey various conditions. order...

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

    Requirements for stimuli are dependent on the skill being assessed. Specifically, assessing some skills requires some context and therefore a longer stimulus. For example, a stimulus of several sentences might be needed to assess parallel structure (grade 7), but a...

  • Text Complexity

    The stimulus must be appropriately complex for the skill being assessed. The stimulus will read as would authentic good student writing for the targeted grade. That is, the content, language/ vocabulary, and sentence structure of each stimulus should be similar to...

Accessibility

Students will be required to read brief grade-level narrative, informational, or opinion. Students with physical impairments may need to use an adapted mouse or a computer with eye-scanning capabilities. Students who are visually impaired...

Development Notes

Note: Few conventions items are DOK 2, especially at grade 4. However, items requiring true analysis (DOK 2) could include (for example) agreement items, especially those for which the student must analyze the number...

Task Models

Task Model 1

  • Item Types

    Multiple Choice, single correct response

  • Depth of Knowledge

    W-DOK1, W-DOK2

Target Evidence Statement

  • New-to-grade conventions (Every item MUST assess at least one new-to-grade skill.) The student will identify, edit to correct, and/or edit for correct use of relative pronouns. relative adverbs. progressive verb tenses. modal auxiliaries to convey various conditions. order adjectives within a sentence according to conventional patterns. inappropriate...

Task Description

Items assess editing—how to edit text to correct an error or errors. All Target 9 items must name both the category of error (grammar usage, spelling, capitalization, punctuation) and the number of errors. Task...

Stimulus

Do not include a stimulus if the answer choices repeat the exact text from the stimulus. If a stimulus is used, text should be grade level. Text will be brief—the stimulus should be no longer...

Appropriate Stems

ITEMS WITH LEAD-IN, STIMULUS, AND STEM LEAD-IN (when context is helpful): A student [is writing a (story/report, etc.) and] wants to correct errors in [name category of error: grammar usage, punctuation*]. Read the [sentence(s)/paragraph/lines, etc.] and...

Scoring Rules

Correct = 1 point; other = 0 points.