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Grade 8 - Claim 2 - Target 3b

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English Language Arts

Target 3b

Revise Brief Texts

Apply a variety of strategies when revising one or more paragraphs of explanatory text: organizing ideas by stating and maintaining a focus (thesis)/tone, providing appropriate transitional strategies for coherence, developing a topic including relevant supporting evidence/vocabulary and elaboration, or providing a conclusion that is appropriate to purpose and audience and related to the information or explanation presented.

Sample Item

Grade 8

Test

Claim 2

Writing

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

Grade

Grade 8

Standards

W-2aW-2bW-2cW-2dW-2eW-2fW-8W-9

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

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 explanatory text by identifying improved organizational elements such as introducing...

  • Evidence 2

    (Elaboration) The student will revise explanatory text by identifying the best use of elaboration techniques such...

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 3b can be shorter and should not exceed 200 words.
    • Explanatory text provides explanations via thoughtful analysis/synthesis appropriate for the subject/audience.
    • Do not add a title to any stimulus.

  • 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 2

  • Item Types

    Multiple Choice, single correct response

  • Depth of Knowledge

    W-DOK2

Target Evidence Statement

  • (Organization) The student will revise explanatory text by identifying improved organizational elements such as introducing and clearly stating a focus (thesis) previewing what is to follow maintaining a clear focus* organizing ideas/concepts strategically and into broader categories (e.g., using definition, classification, comparison/contrast,...

  • (Elaboration) The student will revise explanatory text by identifying the best use of elaboration techniques such as referencing and /or integrating relevant supporting evidence (e.g., facts, definitions, concrete details, quotations, and examples) appropriate for the required form (essay, report, etc.) using precise...

Task Description

Target 3b 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 3b items. The Lead-in...

Stimulus

Text should be grade level. Text will be brief—one to two paragraphs. Complexity will depend upon the type of revision being assessed. Text will be a model of good writing. Text should reflect a...

Appropriate Stems

Note: all stimuli/stems should indicate that students are revising a draft for a specified reason (e.g., to introduce a thesis, to conclude the report, to elaborate by adding supporting evidence). ORGANIZATION ITEMS LEAD-IN: A student is writing...

Scoring Rules

All correct = 1 point, other = 0 points.