Skip to content
Smarter Content Explorer

Grade 7 - Claim 1 - Target 11

Back to Results

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., interaction between individuals, events and ideas; 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 7

Test

Claim 1

Reading

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

Grade

Grade 7

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

  • RI-3

    Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

  • RI-6

    Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

  • RI-7

    Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact...

  • RI-8

    Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

  • RI-9

    Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

  • RST-6

    Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

  • 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 interactions between events, ideas, or individuals; author’s point of view/purpose, etc. Additionally, students will apply reasoning to justify...

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

    Each text must include explicitly and implicitly stated details that can be used to make inferences and provide 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.

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 the [provide interaction between individuals, events and ideas/author’s line of reasoning/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 [provide interaction between individuals, events and ideas/author’s line of reasoning/point...

Scoring Rules

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