Grade 8 - Claim 2 - Target 8
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Target 8
Language and Vocabulary Use
Strategically use precise language and vocabulary (including academic words, domain-specific vocabulary, and figurative language) and style appropriate to the purpose and audience when revising or composing texts.
Sample Item
Grade 8Test
Claim 2
Writing
Standards
L-3a
Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g. emphasizing the actor or the action; expressing uncertainty or describing a state...
L-6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
W-2d
Use precise language and domain-specific vocabulary to inform about or explain the topic.
W-3d
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
Clarifications
The more precise, descriptive, effective and/or domain-specific word choices assessed in this target should not be above the assessed grade level. Items for this target DO require an audience/purpose/context setup (Lead-in) statement. This is a word/language...
Range Achievement Level Descriptors
Evidence Required
1
The student will identify and use the best on- or below-grade-level academic domain-specific construct-relevant word(s)/phrase (e.g., Tier 2 words, not Tier 3 vocabulary exclusive to science or social studies) to convey...
2
The student will identify and use the best concrete or sensory word or words to convey experiences or events in a text precisely in narrative writing.
3
The student will identify and use the best word or words to precisely convey events, experiences, or ideas in a text and specific to a writing purpose. Note: For items addressing evidence statements...
4
The student will identify and use the best general academic or domain-specific word or words to use in a text to convey precisely actions, emotions, or states of being that are basic...
5
The student will identify and use precise and concise general academic or domain-specific word(s)/phrases to avoid repetition or wordiness. Note: For items addressing evidence statements 3 and 5, stimulus and words/phrases should be...
Item Guidelines
Depth of Knowledge
W-DOK1
Level 1 requires the student to write or recite simple facts. This writing or recitation does not include complex synthesis or analysis but basic ideas. The students are engaged in listing ideas or words as in a brainstorming activity prior...
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 this target may be brief (from three sentences to one or two paragraphs) narrative, informational, or argumentative texts in order for students to determine language that is specific to audience and purpose.
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 should provide words/phrases to get at evidence statements 1, 2, and...
Accessibility
Students will be required to read brief narrative, informational/explanatory, or argumentative texts (three sentences or one to two short paragraphs). Students with physical impairments may need to use an adapted mouse or a computer...
Task Models
Task Model 1
Item Types
Multiple Choice, single correct responseDepth of Knowledge
W-DOK1, W-DOK2
Target Evidence Statement
The student will identify and use the best on- or below-grade-level academic domain-specific construct-relevant word(s)/phrase (e.g., Tier 2 words, not Tier 3 vocabulary exclusive to science or social studies) to convey the precise or intended meaning of a text,...
The student will identify and use the best concrete or sensory word or words to convey experiences or events in a text precisely in narrative writing.
The student will identify and use the best word or words to precisely convey events, experiences, or ideas in a text and specific to a writing purpose. Note: For items addressing evidence statements 3 and 5, stimulus and words/phrases should be...
The student will identify and use the best general academic or domain-specific word or words to use in a text to convey precisely actions, emotions, or states of being that are basic to a particular topic.
The student will identify and use precise and concise general academic or domain-specific word(s)/phrases to avoid repetition or wordiness. Note: For items addressing evidence statements 3 and 5, stimulus and words/phrases should be grade appropriate and avoid recycling the same hackneyed,...
Task Description
Target 8 items pose a question about how to improve writing through more effective and grade-appropriate word choices or phrasing. Item lead-in/stems should convey the writing purpose and form such as informational report or...
Stimulus
Text should be grade level. Text will be brief—varying from three sentences to one to two short paragraphs, depending on the needs of the task.
Appropriate Stems
(Note: In this automated version of the item specification, underlined text appears in italics.) LEAD-IN: A student is writing a [varied forms and purposes, e.g., narrative, informational article/essay, editorial, research report, etc.] for the [principal,...
Scoring Rules
Correct answer = 1 point; other = 0 points.