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Grade 6 - 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., how a key individual, event, or idea is introduced, illustrated, and elaborated in a text; author’s point of view/purpose; use of media or formats; trace and evaluate the argument and specific claims) and use supporting evidence as justification/explanation.

Sample Item

Grade 6

Test

Claim 1

Reading

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

Grade

Grade 6

Standards

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

Standards

  • RH-6

    Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

  • RH-8

    Distinguish among fact, opinion, and reasoned judgment in a text.

  • RI-1

    Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

  • RI-3

    Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

  • RI-6

    Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

  • RI-7

    Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

  • RI-8

    Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

  • RI-9

    Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

  • RST-6

    Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

  • RST-8

    Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

Clarifications

Items require students to analyze a text (or texts) by making inferences or drawing conclusions about the author’s inclusion of key individuals, events, or ideas; point of view or purpose, etc. Additionally, students will...

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...

  • R-DOK4

    Higher order thinking is central and knowledge is deep at Level 4. The standard or assessment item at this level will probably be an extended activity, with extended time provided. The extended time period is not a distinguishing factor if...

Allowable Item Types

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

Stimuli

  • Passages

    Text may be of low to high complexity at grade level; each text must include explicitly and implicitly stated details that can be used to make inferences and provide conclusions. Refer to Smarter Balanced Consortium: English Language Arts & Literacy Computer...

  • 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.

Development Notes

Short Text (Constructed Response) will always be DOK 3.

Task Models

Task Model 1

  • Item Types

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

  • Depth of Knowledge

    R-DOK3, R-DOK4

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 how the [provide key individual/event/or idea is introduced/illustrated/elaborated; OR author’s point of...

Appropriate Stems for Dual-Stimuli

PART A: Read the [sentence(s)/paragraph(s)/section(s)] from [title text #2]. [Provide excerpt from text] Based on this information, [what inference can be made/what can a reader infer] about how the [provide key individual/event/or idea is introduced/illustrated/elaborated OR author’s...

Scoring Rules

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