Grade 6 - Claim 2 - Target 1a
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Target 1a
Write Brief Texts
Sample Item
Grade 6Test
Claim 2
Writing
Standards
L-3a
Vary sentence patterns for meaning, reader/listener interest, and style.
L-3b
Maintain consistency in style and tone.
W-3a
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
W-3b
Use narrative techniques such as dialogue, pacing, and description to develop experiences, events, and/or characters.
W-3c
Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another.
W-3d
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
W-3e
Provide a conclusion that follows from the narrated experiences or events.
Clarifications
Items for this target must have a setup (Lead-in) that states audience, purpose (narrative), and context/task. Organization items focus on the student’s ability to compose a brief text by providing beginnings, transitions, and/or endings appropriate...
Range Achievement Level Descriptors
Evidence Required
Evidence 1
(Organization) The student will use information provided in a stimulus to organize narratives that engage and...
Evidence 2
(Elaboration) The student will use information provided in a stimulus to develop narratives that apply narrative...
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 this target will be brief narrative texts (@200‒250 words); stimuli for target 1b can be shorter, not exceeding 200 words. The main purpose of narrative text is to entertain or tell a story. Text that relates a series of...
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 narrative texts (200 - 250 words) 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 narratives that engage and orient the reader by providing an opening that establishes a context and/or setting providing an opening that introduces a narrator and character(s) organizing narrative with a logical...
(Elaboration) The student will use information provided in a stimulus to develop narratives that apply narrative techniques such as
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including dialogue to convey events/experiences
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including descriptive details and sensory language to convey events/experiences
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using precise language to narrate events
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Task Description
The Lead-in will provide information about the stimulus and the composing task. The Stem will explain how the stimulus information is to be used (e.g., compose a story beginning; develop details within the body...
Stimulus
Text should be grade level, as if written by a student. Text should be a model of good writing. Text will be information that the student will use in composing a narrative. Complexity may...
Appropriate Stems
ORGANIZATION ITEMS LEAD-IN: A student is writing a [narrative/story] for the [teacher/class website/school magazine, etc.] about <topic>. Read the draft of the [narrative/story] and complete the task that follows. [Insert stimulus @ 200-250 words] STEMS: The student’s...