Grade 7 - Claim 2 - Target 7
Back to ResultsEnglish Language Arts
Target 7
Compose Full Texts
Sample Item
Grade 7Test
Claim 2
Writing
Standards
RH-1
Cite specific textual evidence to support analysis of primary and secondary sources.
RH-2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
RH-7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
RH-8
Distinguish among fact, opinion, and reasoned judgment in a text.
RH-9
Analyze the relationship between a primary and secondary source on the same topic.
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-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-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-1
Cite specific textual evidence to support analysis of science and technical texts.
RST-2
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
RST-7
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
RST-8
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
RST-9
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
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-4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W-5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
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.
WHST-1a
Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
WHST-1b
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
WHST-1c
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
WHST-1d
Establish and maintain a formal style.
WHST-1e
Provide a concluding statement or section that follows from and supports the argument presented.
WHST-4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
WHST-5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience...
WHST-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...
WHST-9
Draw evidence from informational texts to support analysis, reflection, and research.
Clarifications
Performance Task (PT): In general, the PT should allow students to demonstrate deeper thinking and allow more integration of information from resources. Sources should cover the subject sufficiently enough to allow students to form...
Range Achievement Level Descriptors
Evidence Required
Evidence 1
The student will write full arguments about topics using the complete writing process attending to purpose and audience: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources;...
Item Guidelines
Depth of Knowledge
W-DOK4
Higher-level thinking is central to Level 4. The standard at this level is a multi- paragraph composition that demonstrates synthesis and analysis of complex ideas or themes. There is evidence of a deep awareness of purpose and audience. For example,...
Allowable Item Types
- Full Write
Stimuli
Passages
Informational and literary nonfiction texts: Includes the subgenres of articles, essays, memoirs, speeches, interviews, primary and secondary accounts, how-to articles, and functional reading. Stimuli should be presented as a set of sources that students might authentically find through a search, in...
Text Complexity
PT stimuli should follow the guidelines in the Smarter Balanced Assessment Consortium: English Language Arts & Literacy Computer Adaptive Test (CAT) and Performance Task (PT) Stimulus Specifications; however, the complexity of the stimuli, taken as a whole, should be at...
Key/Construct Relevant Vocabulary
Please be sure to bracket or footnote all key vocabulary that cannot be understood through surrounding context. Brackets should be used for short definitions (fewer than three words) of a word or term whereas...
Allowable Tools
Word processing tools including spell check
Accessibility
Students will be required to read short and long stimuli, interpret information from text and/or graphic sources, and use a mouse. Students with physical impairments may need to use an adapted mouse or a...
Development Notes
When there is more than one DOK listed, DOK 3 is for machine-scored items and DOK 4 is for short-text items.
Task Models
Task Model 11
Item Types
Full WriteDepth of Knowledge
W-DOK4
Target Evidence Statement
The student will write full arguments about topics using the complete writing process attending to purpose and audience: establish and support a claim; organize, elaborate, and cite supporting evidence from credible sources; provide appropriate transitional strategies for coherence; and develop...
Task Description
Argumentative Writing: Create an argumentative writing assignment that flows naturally from the research scenario given in the Student Directions (see “Task Description” above). An argumentative assignment must provide the following information: A purpose for writing A description...