Grade 5 - Claim 2 - Target 3a
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Target 3a
Write Brief Texts
Sample Item
Grade 5Test
Claim 2
Writing
Standards
L-3a
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
W-2a
Introduce a topic clearly, provide a general observation and group related information logically; 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 and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
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; summarize or paraphrase information in notes and finished work, 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 (informational), and context/task. Organization items focus on the student’s ability to compose a brief text (one to two paragraphs) by providing introductions,...
Range Achievement Level Descriptors
Evidence Required
Evidence 1
(Organization) The student will use information provided in a stimulus to organize informational text by introducing a...
Evidence 2
(Elaboration) The student will select from information/evidence provided in order 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 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 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 informational text by introducing a topic clearly making general observations grouping related information using transition words, phrases and clauses to link ideas including a conclusion or section related to the information or explanation presented Note:...
(Elaboration) The student will select from information/evidence provided in order to develop or elaborate on a designated part of an informational text by integrating relevant supporting evidence (e.g., facts, definitions, concrete details, quotations, examples from notes provided) appropriate for the required...
Task Description
The Lead-in will provide information about the stimulus and the composing task. No notes are used for target 3b items. The Stem will explain how the stimulus information is to be used (e.g., compose...
Stimulus
Text should be grade level and content appropriate, as if written by a good student. Text will be information that the student will use in composing a response. Complexity may be low-to-high within a...
Appropriate Stems
ORGANIZATION ITEMS LEAD-IN: A student is writing a <writing form> [for/to] the [teacher/principal/class, etc.] about <topic>. Read the draft of the <writing form> and complete the task that follows. [Insert stimulus @ 150-200 words – no...