Grade 8 - Claim 2 - Target 3a
Back to ResultsEnglish Language Arts
Target 3a
Write Brief Texts
Sample Item
Grade 8Test
Claim 2
Writing
Standards
W-2a
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension....
W-2b
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
W-2c
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
W-2d
Use precise language and domain-specific vocabulary to inform about or explain the topic.
W-2e
Establish and maintain a formal style.
W-2f
Provide a concluding statement or section that follows from and supports the information or explanation 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
Items for this target must have a setup (Lead-in) that establishes audience, purpose (explanatory), and context/task. Organization items focus on the student’s ability to compose a brief text (one to two paragraphs) by providing introductions,...
Range Achievement Level Descriptors
Evidence Required
Evidence 1
(Organization) The student will use information provided in a stimulus to organize explanatory text by introducing and...
Evidence 2
(Elaboration) The student will select from information/evidence provided in order to develop or elaborate on a...
Item Guidelines
Depth of Knowledge
W-DOK3
Level 3 requires some higher level mental processing. Students are engaged in developing compositions that include multiple paragraphs. These compositions may include complex sentence structure and may demonstrate some synthesis and analysis. Students show awareness of their audience and purpose...
Allowable Item Types
- Short Text, constructed response (WR)
Stimuli
Passages
Stimuli for target 3a will be brief informational texts (one to two paragraphs, ranging between 200 and 250 words, excluding student notes, which should range between 70 and 80 words in length). Explanatory text provides explanations via thoughtful analysis/synthesis appropriate for...
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 explanatory 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 1
Item Types
Short Text, constructed response (WR)Depth of Knowledge
W-DOK3
Target Evidence Statement
(Organization) The student will use information provided in a stimulus to organize explanatory text by introducing and clearly stating a focus (thesis) previewing what is to follow maintaining a clear focus (Note: Details that are out of order are organization—1b: details that do...
(Elaboration) The student will select from information/evidence provided in order to develop or elaborate on a designated part of an explanatory text by integrating relevant supporting evidence (e.g., facts, definitions, concrete details, quotations, examples from notes provided) appropriate for the required...
Task Description
The Lead-in will provide information about the stimulus and the composing task. The Stem will explain how the stimulus information is to be used (e.g., compose a story beginning; develop details) within the body...
Stimulus
Text should be grade level and content appropriate, as if written by a good student. Text will be information that the student will use in composing a response. Complexity may be low-to-high within a...
Appropriate Stems
ORGANIZATION ITEMS LEAD-IN: A student is writing a(n) <writing form> [for/to] the [teacher/principal/mayor, etc.; or a class project/website, etc.] about <topic>. Read the draft of the <writing form> and complete the task that follows. [Insert stimulus...