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Grade 8 - Claim 1 - Target 5

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English Language Arts

Target 5

Analysis Within or Across Texts

Analyze relationships among literary elements (e.g., dialogue, advancing action, character actions/interactions) within or across texts or analyze differences in point of view within or across texts.

Sample Item

Grade 8

Test

Claim 1

Reading

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

Grade

Grade 8

Standards

RL-1RL-3RL-6

Standards

  • RL-1

    Cite the textual evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text.

  • RL-3

    Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

  • RL-6

    Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Clarifications

Item will focus on the analysis of the relationship and/or development of literary elements within one text or between two texts. All items should require students to cite specific textual evidence to support conclusions drawn...

Range Achievement Level Descriptors

Evidence Required

  • 1

    The student will analyze relationships among literary elements (e.g., dialogue, advancing action, character actions/interactions) within one text.

  • 2

    The student will analyze differences in point of view within one text.

  • 3

    The student will analyze relationships among literary elements (e.g., dialogue, advancing action, character actions/interactions) across different texts.

  • 4

    The student will analyze differences in point of view across different texts.

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

  • Multiple Choice, single correct response
  • Multi-Select, multiple correct response
  • Evidence-based Select Response, two-part multiple choice response (EBSR);
  • Hot Text, select text

Stimuli

  • Passages

    Each text must include explicitly and implicitly stated details that can be used to make comparisons within one text or to other texts. Refer to Smarter Balanced Assessment Consortium: English Language Arts & Literacy Computer Adaptive Test (CAT) and Performance Task...

  • Dual-Text Stimuli

    When a dual-text set contains one literary and one informational text, the literary text (text #1) is the primary focus, and the set of items must include items from the literary 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-DOK3, R-DOK4

Target Evidence Statement

  • The student will analyze relationships among literary elements (e.g., dialogue, advancing action, character actions/interactions) within one text.

  • The student will analyze differences in point of view within one text.

  • The student will analyze relationships among literary elements (e.g., dialogue, advancing action, character actions/interactions) across different texts.

  • The student will analyze differences in point of view across different texts.

Task Description

The item stem will pose a question that requires the student to analyze the development of literary elements within one text or across two texts OR analyze the differences in point of view within...

Appropriate Stems

How does the title of the text [shape/reflect/connect/contribute] [on/to] the [meaning/purpose] of the text? How does the [plot/conflict] develop over the course of the text? How do(es) the [provide character’s actions/characters’ interactions] develop over the course...

Appropriate Stems for Dual-Stimuli

How do(es) the development(s) of [provide character’s name(s)] in [title text #1] resemble(s) [provide character’s name] in [title text #2]? How does [provide character’s name]’s point of view in [title text #1] differ from [provide...

Scoring Rules

Correct response: 1 point; Incorrect response: 0 points