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Grade 7 - Claim 2 - Target 6b

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English Language Arts

Target 6b

Revise Brief Texts

Apply a variety of strategies when revising one or more paragraphs of text that express arguments about topics or sources: establishing and supporting a claim, organizing and citing supporting evidence using credible sources, providing appropriate transitional strategies for coherence, appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.

Sample Item

Grade 7

Test

Claim 2

Writing

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

Grade

Grade 7

Standards

W-1aW-1bW-1cW-1dW-1eW-8W-9

Standards

  • W-1a

    Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

  • W-1b

    Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

  • W-1c

    Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

  • W-1d

    Establish and maintain a formal style.

  • W-1e

    Provide a concluding statement or section that follows from and supports the argument presented.

  • W-8

    Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while...

  • W-9

    Draw evidence from literary or informational texts to support analysis, reflection, and research.

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, except for transitional words and phrases. Items asking for students...

Range Achievement Level Descriptors

Evidence Required

  • Evidence 1

    (Organization) The student will revise arguments by identifying improved organizational elements such as providing an opening that...

  • Evidence 2

    (Elaboration) The student will revise arguments by identifying the best use of elaboration techniques such as referencing...

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 target 6a will be brief argumentative texts (one to three paragraphs, ranging between 200 and 250 words, excluding student notes, which should range between 70 and 80 words in length). Stimuli for target 6b can be shorter and...

  • 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 argumentative texts (one to two paragraphs) 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 revise arguments by identifying improved organizational elements such as providing an opening that establishes a clear claim and context for the argument organizing reasons and evidence to support the claim, building a logical argument* providing appropriate transitional strategies for...

  • (Elaboration) The student will revise arguments by identifying the best use of elaboration techniques such as referencing and/or integrating relevant and credible evidence to support claims acknowledging alternate or opposing viewpoints establishing/addressing and maintaining a formal style and tone (including appropriate sentence variety...

Task Description

Target 6b items pose a question about a revision to the stimulus that improves some specified (underlined) aspect of the text’s development or organization. No notes are used for target 6b items. The Lead-in...

Stimulus

Text should be at grade level, as if written by a good student. Text should be a model of good writing. Text will be brief—one to two paragraphs. Complexity may be low to high...

Appropriate Stems

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

Scoring Rules

Correct = 1 point, other = 0 points.