Skip to content
Smarter Content Explorer

Grade 7 - Claim 1 - Target 13

Back to Results

English Language Arts

Target 13

Text Structures & Features

Relate knowledge of text structures (e.g. organization of a text) or text features to analyze or compare the impact of those choices on meaning or presentation.

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-5RI-1RI-5RI-7RST-5

Standards

  • RH-5

    Describe how a text presents information (e.g., sequentially, comparatively, causally).

  • 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-5

    Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

  • 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...

  • RST-5

    Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

Clarifications

Item require students to analyze the structure or features of a text. This could refer to an author’s decisions about the structure of the text (for example, use of sections or chronological order)....

Range Achievement Level Descriptors

Evidence Required

  • 1

    The student will determine how the overall structure of a text impacts its meaning.

  • 2

    The student will analyze or interpret why the author structured elements within the text in a...

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...

  • 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...

Allowable Item Types

  • Multiple Choice, single correct response
  • Multi-Select, multiple correct response

Stimuli

  • Passages

    Texts must be rich with external text structures (i.e., sections, chronology, general passage structure) and internal structures (i.e., introduction, conclusion, presentation of facts or events) in order to support meaningful analysis. Refer to Smarter Balanced Assessment Consortium: English Language Arts &...

  • 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, R-DOK3

Target Evidence Statement

  • The student will determine how the overall structure of a text impacts its meaning.

  • The student will analyze or interpret why the author structured elements within the text in a certain manner and the impact of that structure on meaning.

Task Description

The item stem will prompt the selection of a statement that requires the student to analyze, interpret, or connect ideas regarding the text structure or features. The answer choices will present four options of similar...

Appropriate Stems

What effect does [provide text structure/organization of text/format/feature/etc.] have on the meaning of the text OR reader’s understanding of [provide element affected by structure, such as the structure of the central idea, presentation of...

Appropriate Stems for Dual-Stimuli

The author used [provide passage structure/format/feature] in [title text #2] to [provide purpose]. What does that tell the reader about [provide element affected by structure] in [title text #1]? How might have the information in...

Scoring Rules

Correct response: 1 point; Incorrect response: 0 points