Skip to content
Smarter Content Explorer

Grade 6 - Claim 2 - Target 1b

Back to Results

English Language Arts

Target 1b

Revise Brief Texts

Apply narrative techniques (e.g., dialogue, description) and appropriate text structures and transitional strategies for coherence when revising one or more paragraphs of narrative text (e.g., closure, introduce narrator, or use dialogue when describing an event).

Sample Item

Grade 6

Test

Claim 2

Writing

Students can produce effective writing for a range of purposes and audiences.

Grade

Grade 6

Standards

L-3aL-3bW-3aW-3bW-3cW-3dW-3e

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

This target asks students to revise, not edit, which is Target 9. Items for this target focus on revision at the sentence or paragraph level. Items asking for students to replace or add words/phrases for...

Range Achievement Level Descriptors

Evidence Required

  • Evidence 1

    (Organization) The student will use information provided in a stimulus to revise organized narratives that engage...

  • Evidence 2

    (Elaboration) The student will use information provided in a stimulus to revise well-developed narratives that apply...

Item Guidelines

Depth of Knowledge

  • W-DOK2

    Level 2 requires some mental processing. At this level students are engaged in first draft writing or brief extemporaneous speaking for a limited number of purposes and audiences. Students are beginning to connect ideas using a simple organizational structure. For...

Allowable Item Types

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

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 2

  • Item Types

    Multiple Choice, single correct response

  • Depth of Knowledge

    W-DOK2

Target Evidence Statement

  • (Organization) The student will use information provided in a stimulus to revise organized 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...

  • (Elaboration) The student will use information provided in a stimulus to revise well-developed narratives that apply narrative techniques such as including dialogue to convey events/experiences including descriptive details and sensory language to convey events/experiences using precise language to narrate events identifying details that should...

Task Description

Target 1b items pose a question about a revision to the stimulus that improves some specified (underlined) aspect of the text’s development or organization. The Lead-in will provide information about the stimulus and the...

Stimulus

Text should be grade level. Text will be brief– one to two paragraphs. Complexity will depend upon the type of revision being assessed. Text will be a model of good writing. Text should not...

Appropriate Stems

ORGANIZATION ITEMS LEAD-IN: A student is writing a <writing form> about <topic> for the [teacher/class, etc.]. The student wants to revise the draft to improve the organization. Read the draft of the <writing form> and...

Scoring Rules

All correct = 1 point; other = 0 points