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Grade 6 - Claim 1 - Target 8

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English Language Arts

Target 8

Key Details

Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.

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-1RH-3RI-1RST-1

Standards

  • RH-1

    Cite specific textual evidence to support analysis of primary and secondary sources.

  • RH-3

    Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

  • RI-1

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

  • RST-1

    Cite specific textual evidence to support analysis of science and technical texts.

Clarifications

Students identify/select appropriate supporting text evidence for one or more GIVEN inferences or conclusions. The item stem must state an inference or conclusion drawn from the text, not merely quote words directly from the...

Range Achievement Level Descriptors

Evidence Required

  • 1

    The student will identify text evidence (explicit details and/or implicit information) to support a GIVEN inference or conclusion based on the text.

Item Guidelines

Depth of Knowledge

  • R-DOK2

    Level 2 includes the engagement of some mental processing beyond recalling or reproducing a response; it requires both comprehension and subsequent processing of text or portions of text. Intersentence analysis of inference is required. Some important concepts are covered but...

Allowable Item Types

  • Multiple Choice, single correct response
  • Multi-Select, multiple correct response
  • Hot Text, select text

Stimuli

  • Passages

    Texts will include sufficient detail, both stated and implied, to allow for the formation of inferences or 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

    Multiple Choice, single correct response

  • Depth of Knowledge

    R-DOK2

Target Evidence Statement

  • The student will identify text evidence (explicit details and/or implicit information) to support a GIVEN inference or conclusion based on the text.

Task Description

The item stem will make an inference or draw a conclusion based on the text and pose a question that requires the student to select the text evidence that supports the given inference or...

Appropriate Stems

Which [evidence/detail/sentence] from the text [indicates/best supports] [inference or conclusion based on the text]? [Inference or conclusion based on the text]. Which [evidence/detail/sentence] from the text best supports this [inference/conclusion] OR best shows [provide inference...

Appropriate Stems for Dual-Stimuli

Which [evidence/detail/sentence] from [title text #1] best shows that [provide inference or conclusion based on the two passages] is true of both texts? NOTE: This stem is only used with two informational passages. Based on...

Scoring Rules

Correct response: 1 point; Incorrect response: 0 points