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Grade 5 - Claim 1 - Target 11

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English Language Arts

Target 11

Reasoning & Evidence

Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare texts (e.g., relationships or interactions between individuals, events, ideas, or concepts; points of view; use of information from multiple print; reasoning and evidence to support points) and use supporting evidence as justification/explanation.

Sample Item

Grade 5

Test

Claim 1

Reading

Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

Grade

Grade 5

Standards

RI-1RI-3RI-6RI-7RI-8RI-9

Standards

  • RI-1

    Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

  • RI-3

    Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

  • RI-6

    Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

  • RI-7

    Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

  • RI-8

    Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

  • RI-9

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

Clarifications

Items require students to analyze a text (or texts) by making inferences or drawing conclusions about relationships between individuals, events, ideas, or concepts; the author’s line of reasoning or point of view, etc. Additionally,...

Range Achievement Level Descriptors

Evidence Required

  • 1

    The student will make an inference about an informational text or texts and identify evidence within the text or texts that support that inference.

Item Guidelines

Depth of Knowledge

  • R-DOK3

    Deep knowledge becomes more of a focus at Level 3. Students are encouraged to go beyond the text; however, they are still required to show understanding of the ideas in the text. Students may be encouraged to explain, generalize, or...

Allowable Item Types

  • Evidence-based Select Response, two-part multiple choice response (EBSR);
  • Hot Text, select text
  • Short Text, constructed response (WR)

Stimuli

  • Passages

    Each text must include explicitly and implicitly stated details that can be used to make inferences and provide conclusions. Refer to Smarter Balanced Assessment Consortium: English Language Arts & Literacy Computer Adaptive Test (CAT) and Performance Task (PT) Stimulus Specifications for...

  • Dual-Text Stimuli

    When a dual-text set contains one literary and one informational text, the informational text (text #1) is the primary focus, and the set of items must include items from the informational stimulus as well as items written across both texts....

Accessibility

Refer to the Smarter Balanced Assessment Consortium: Usability, Accessibility, and Accommodations Guidelines for information on accessibility.

Task Models

Task Model 1

  • Item Types

    Evidence-based Select Response, two-part multiple choice response (EBSR);

  • Depth of Knowledge

    R-DOK3

Target Evidence Statement

  • The student will make an inference about an informational text or texts and identify evidence within the text or texts that support that inference.

Task Description

This item has two parts. The item stem of PART A will prompt the selection of a statement that requires the student to make an inference OR draw a conclusion about the text. The answer...

Appropriate Stems

Lead-in: This question has two parts. First, answer part A. Then, answer part B. Appropriate Stems for PART A: Which of these inferences about the [provide example of relationships or interactions between individuals, events, ideas, or...

Appropriate Stems for Dual-Stimuli

PART A: Read the [sentence(s)/paragraph(s)/section(s)] from [title text #2]. [excerpt from text] Based on this information, [what inference can be made/what can a reader infer] about [provide example of the relationships or interactions between individuals, events, ideas,...

Scoring Rules

Correct response for both parts: 1 point; Incorrect response for either or both parts: 0 points