alaska measures of progress english language arts ... · claims and targets for the summative...

Alaska Measures of Progress English Language Arts Summative Assessment Framework The Alaska English Language Arts Standards is a set of specific, rigorous expectations that build students’ skills across grades in reading and analyzing a variety of complex texts, writing with clarity for different purposes, and presenting and evaluating ideas and evidence. The standards are designed to develop a logical progression of fluency, analysis, and application, moving students toward college and career readiness. Building on the Alaska English Language Arts Standards, test development for the AMP assessment is focusing item development on broader skills and strategies rather than individual standards and discrete skills—a method more reflective of both the holistic approaches teachers use to teach and the ways students learn. This document includes information about the content emphases and the item specifications of AMP. While documents such as these are typically created for the teams of test developers and content specialists who write and review test questions, they can also provide helpful information for teachers. The Summative Assessment Framework combines test development documents and adapts the information for use by educators. The Framework provides an overview of the assessment for each grade, using tables to identify accompanying Claims and thoroughly define Targets, including statements of the evidence required.

The Summative Assessment Framework

The AMP Summative Assessment Framework shows the percentage and Relative Emphasis for Claims and Targets for the summative assessments. The AMP Summative Assessment Frameworks for both Mathematics and English Language Arts (ELA) do three very specific things:

1. Organize the standards around big ideas (Claims). A Claim is a broad statement that outlines the outcomes that demonstrate mastery of the standards.

2. Describe the specific skills required of students in order to be successful on AMP through Targets. Targets are groups of related standards.

3. Create a content emphasis to form a bridge between standards, assessment, and instruction. This bridge can help educators analyze how a lesson or unit engages a student’s cognitive process and what level of cognitive rigor (Depth of Knowledge) it requires.

Claims The Claims are the broadest categories of knowledge, skills, and abilities that can have inferences drawn about them. These broad statements outline outcomes that demonstrate mastery of the standards. In ELA, Claims contain

AMP The Alaska Measures of Progress assessment is a computer-based assessment for grades 3-10 aligned to the Alaska English Language Arts and Mathematics Standards (adopted in 2012).

Claims and Targets Claims are broad statements about student mastery of the standards.

Targets are groups of related standards that can be measured.

several foci that concentrate on particular skills or areas of the larger content. The distribution of texts and items is relatively equal among the foci for each Claim. There are three Claims in English Language Arts that will be assessed by the AMP:

Claim 1: Reading (60-65%). Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. The reading section of the test is divided approximately equally between literary texts from different genres and informational texts that cover a broad range of academic and non-academic topics. Claim 2: Writing (25-30%). Students can produce effective writing for a range of purposes and audiences. While AMP will not require students to compose text for the 2014-2015 school year, students will be required to revise, organize, and edit examples of writing, among other tasks. Because students during the 2014-2015 school year are not required to compose text, not all writing standards are addressed in this assessment year. Claim 3: Listening (10-15%). Students can employ effective speaking and listening skills for a range of purposes and audiences. Listening will not be assessed this year, but in the future will make up approximately 10-15% of the test. For the 2014-2015 school year, approximately 65% of the test will be from Claim 1 and approximately 35% of the test will be from Claim 2. Targets The Alaska English Language Arts Standards are organized into Content Domains and Anchor Standards, which are the same across all grades, and grade-specific standards indicated by a number. The numbered standards are the most specific level and define what students should understand and be able to do. Targets (or Assessment Targets) break the Claims down into groups of similar standards. Each Target within a Claim is followed by evidence statements, which outline the skills students need to master. Arranging standards into Targets more accurately reflects how students learn and teachers teach. For example, as students interact with a novel, they use skills related to multiple standards. They consider the author’s use of vocabulary and figurative language in addition to analyzing the theme. The Claims are built from Targets, which are drawn from groups of the Alaska Standards. In addition, groupings of standards are given for each Target. Although the numbered standards are listed with the Targets and Claims, the test blueprint cannot be derived by counting up the number of times a particular standard is listed. There are cases where part of a standard is in one Target, and another part of the standard is in another Target. While not all Targets will be equally emphasized in the test, all of the content described by the standards is important. Some of the content in a Target may also be reflected in another Target, or the content in a Target in the current grade may be a

Blueprint A test blueprint is used by test creators to ensure that multiple forms of the test cover the same content in the same proportions.

critical foundation skill for success in subsequent grades. Thus, attempts to pattern instruction on the perceived or actual numbers of items in a test may not adequately serve students’ needs. In Claim 1, Targets are divided between reading literary text and reading informational text. Although many of the skills are similar, different text types have different features which lead to different Targets and evidence requirements. In Claims 2, and 3, not all Targets for each Claim will be included in the machine-scorable portion of the test, or in the summative assessment. For example, Claim 3, Targets 1-3, address speaking, which cannot currently be reliably assessed in a machine-scorable, objective fashion. Many of the Claim 2 Targets address text composition, which is not included in the machine-scorable portion of the assessment. Assessing at the Target level, rather than the individual standard level, makes it possible to highlight student understanding through a more meaningful and holistic grouping. Individual standards, while important, are impossible to sufficiently measure with limited testing time. By assessing at the Target level, it is possible to highlight student understanding of the connected material contained in the standards through this meaningful grouping. Targets are drawn from one or more of the numbered standards and are accompanied by descriptions of evidence required, or evidence statements. These evidence statements are used to guide item writers in creating test questions that will give students the opportunity to demonstrate mastery of that Target. For example, for Grade 3, Target 2: Central Ideas, one evidence statement is, “The student will identify and/or sequence key events in a text” (Grade 3, Claim 1, Target 2, Evidence Statement 2). Relative Emphasis The focus, coherence, and rigor of the Alaska Standards are captured through the emphases of High, Medium, or Low on particular Targets, as shown on the Summative Assessment Framework. Relative Emphasis is related to the frequency with which items aligned to that Target would appear on an item-adaptive test. It should NOT be interpreted as a basis for making curricular decisions. Targets with a Low Relative Emphasis should be considered important for instruction because they may include skills associated with Medium or High Targets in the same grade, or they may be important building blocks and are key to success in later grades. For example, Target 6: Text Structures & Features—Relate knowledge of text structures, genre-specific features, or formats (visual/graphic/auditory effects) to obtain, interpret, explain, or connect information within text has Low Relative Emphasis. However, the skills in Target 6 are important for students to locate and organize the information needed to build reasoning and identify evidence from a text, which are skills identified as having a High Relative Emphasis in Target 4: Reasoning and Evidence—Make an inference or provide a conclusion and use supporting evidence to justify/explain inferences.

Evidence Statements Specific, observable activities that provide students an opportunity to show mastery of a Target.

Depth of Knowledge The Summative Assessment Framework also identifies the cognitive rigor expected of students for the Targets by providing a Depth of Knowledge (DOK) level. DOK offers a common language to understand "rigor," or cognitive demand, in assessments, as well as curricular units, lessons, and tasks. By using DOK, tasks can be categorized according to the complexity of thinking required to successfully complete them. The categories are defined below:

DOK 1: Recall & Reproduction Tasks at this level require recall of facts or rote application of simple procedures. An ELA example is memorizing the spelling of words or direct meaning of vocabulary words. DOK 2: Skills and Concepts Tasks at this level require more than one mental step and expect students to apply knowledge to compare, organize, summarize, or predict. An ELA example is using context to identify the meanings of words or phrases. DOK 3: Strategic Thinking Tasks at this level require the use of planning and evidence to support more abstract thinking. An ELA example is analyzing interrelationships among concepts, issues, or problems. DOK 4: Extended Thinking Tasks at this level involve the synthesis of information from multiple sources, often over an extended period of time, or the transfer of knowledge from one domain to solve problems in another.

The DOK in the Framework is provided as a general reference for the projected maximum DOK of items on AMP. Typically, machine-scorable items are DOK 1, 2, or 3 as supported by the content being measured and by the complexity of the text. DOK 4 is generally reserved for performance tasks such as composition. The maximum DOK of items is typically determined by the depth of cognitive complexity suggested by the content standards. While this is the maximum DOK for summative test items, it should not be interpreted as a limit to the Depth of Knowledge for instructional activities. When assessments are used in a high-stakes environment, it would be unfair to include items that tap into higher levels of DOK than indicated by the state’s content standards. Similarly, in order to accurately measure achievement for all students, some items will be included at lower DOK levels than indicated by the state’s content standards. For example, if a standard said, “Students will be able to jump over a three-foot-high obstacle,” mastery could be measured by determining if students were successful in jumping over something three feet high. Students who were unsuccessful at three feet could have their

DOK Depth of Knowledge is a way to categorize the cognitive complexity of a content standard, a Target, or a test question.

performance measured by including obstacles of lower heights, to provide information for possible remediation. However, when receiving instruction for this activity, the students should practice jumping over obstacles at different heights, starting off with lower heights and building up to heights greater than three feet. Furthermore, it would be unfair to have the actual test be to jump over something five feet high, since the expectation of the standard is three feet.

Grade 3 English Language Arts

Claim

1: R

eadin

g. Stud

ents can

read clo

sely and

analytically to

com

preh

en

d a ran

ge of in

creasin

gly co

mp

lex literary and

info

rmatio

nal text.

Focus Target

Standards

Goal

DOK

Relative Em

phasis/ Com

ments

%

Literary Te

xt

1. Key Details

Give

n an

inferen

ce or co

nclu

sion

, use exp

licit details an

d im

plicit in

form

ation

fro

m th

e text to su

pp

ort th

e inferen

ce or co

nclu

sion

pro

vided

. Evidence Required 1

. The stu

den

t will id

entify te

xt eviden

ce (exp

licit details an

d/o

r imp

licit in

form

ation

) to su

pp

ort a G

IVEN

inferen

ce or co

nclu

sion

based

on

the text.

RL-1

2 M

ediu

m

60

-65%

Grade: the grade level the

Framew

ork describes.

Claim

: a short description of the C

laim that sum

marizes its

main topic

Focus: information on the types of

texts the students will engage w

ith and for w

hat purpose

Target: Targets in ELA

describe an overall theme of a

group of related standards.

Standards: a list of the standards w

hich are addressed by the Target.

Goal D

OK: the m

aximum

D

epth of Knowledge for

assessment suggested by the

Target and its associated standards

%: the proportion of the m

achine-scorable part of the assessm

ent that w

ill be drawn from

each Claim

How to Read This Docum

ent: This document is organized by grade. An excerpt from

Grade 3 is provided as an exam

ple.

Grade: the grade level the Framework describes Claim: a short description of the Claim that summarizes its main topic

x Explanatory text describes in detail what students will have mastered to make this Claim about student learning.

Focus: provides additional information on the type of texts the students will engage with (e.g. literary or informational) and for what purpose (e.g. revising or editing) Target: Targets in ELA describe an overall theme of a group of related standards.

● Targets are followed by statements of Evidence Required, describing the types of things a student could do to demonstrate mastery of the skills that contribute to the indicated Target. Items may address more than one Evidence requirement.

Standards: a list of the standards which are addressed by the Target. The references to the standards show how the Target is connected to the Alaska Standards. Goal DOK: the maximum Depth of Knowledge for assessment suggested by the Target and its associated standards Relative Emphasis: categorizes Targets as High, Medium, or Low emphasis for item development. However, this should not be interpreted as a reflection of or suggestion for a pattern of emphasis for instruction.

● The Relative Emphasis column may also include comments about the tested content specific to the machine-scorable part of the assessment.

%: the proportion of the machine-scorable part of the assessment that will be drawn from each Claim. Again, this should not be interpreted as a reflection of or suggestion for a pattern of emphasis for instruction.


Alaska Department of Education &

Early Development 1

Claim 1: Reading

Students can read closely and analytically to comprehend a range of increasingly com

plex literary and informational text.

Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Literary Text

1. Key Details

Given an inference or conclusion, use explicit details and implicit inform

ation from the text

to support the inference or conclusion provided. Evidence Required 1. The student w

ill identify text evidence (explicit details and/or implicit inform

ation) to support a GIVEN

inference or conclusion based on the text.

RL-1 2

Medium

60-65%

2. Central Ideas

Identify or summ

arize central ideas, key events, the sequence of events, or the author’s m

essage or purpose presented in a text. Evidence Required 1. The student w

ill determine or sum

marize a them

e, main idea, or author's m

essage presented in a text. 2. The student w

ill identify and/or sequence key events in a text. 3. The student w

ill identify the author's purpose in a text.

RL-2 2

High

3. W

ord Meanings

Determine intended m

eanings of words, including m

ultiple meanings of academ

ic/tier 2 w

ords, based on context, word relationships, w

ord structure (e.g., comm

on roots, affixes), or use of resources (e.g., beginning dictionary), w

ith primary focus on determ

ining meaning

based on context and the academic tier/2 vocabulary com

mon to com

plex texts in all disciplines. Evidence Required 1. The student w

ill determine the m

eaning of a word or phrase based on its context in a

literary text. 2. The student w

ill determine the intended m

eaning of academic/tier 2 w

ords and dom

ain/specific/tier 3 words in a literary text.

3. The student will use resources to determ

ine the correct meaning of an unknow

n word or

phrase in a literary text. 4. The student w

ill use Greek or Latin word parts to determ

ine the correct meaning of an

unknown w

ord or phrase in a literary text.

RL-4; L-4; L-5c

2 M

edium



Early Development 2

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Literary Text

cont.

4. Reasoning and Evidence

Make an inference or provide a conclusion and use supporting evidence to justify/explain

inferences (e.g., character development/actions/traits; first- or third-person point of view

; them

e/author’s message or purpose).

Evidence Required 1. The student w

ill form a conclusion about a literary text or texts and identify details w

ithin the text or texts that support that conclusion. 2. The student w

ill make an inference about a literary text or texts and identify details

within the text or texts that support that inference.

RL-3; RL-6; RL-9

3 High

Claim

1 cont.

60-65%

5. Analysis W

ithin or Across Text Exam

ine or compare relationships (literary elem

ents: setting, conflict, dialogue, point of view

, characterization) within or across texts.


ill analyze the relationships among literary elem

ents (dialogue, setting, conflict, character actions/interactions, point of view

) across two different texts.

2. The student will analyze the relationships am

ong literary elements (dialogue, setting,

conflict, character actions/interactions, point of view) w

ithin one text.

RL-3; RL-6 3

Low

6. Text Structures &

Features Relate know

ledge of text structures, genre-specific features, or formats

(visual/graphic/auditory effects) to obtain, interpret, explain, or connect information w

ithin text. Evidence Required 1. The student w

ill determine how

the overall structure of a text impacts its m

eaning. 2. The student w

ill analyze or interpret why the author structured elem

ents within the text

in a certain manner and the im

pact of that structure on meaning.

RL-5; RL-7 3

Low

7. Language U

se Interpret use of language by distinguishing literal from

non-literal meanings of w

ords and phrases used in context.

RL-4; L-5

3

Low



Early Development 3

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Literary Text

cont.

7. cont. Evidence Required 1. The student w

ill interpret the literal and nonliteral meanings of w

ords and phrases used in context and analyze their use in the text. 2. The student w

ill determine the relationships of w

ords and phrases used in context and analyze their use in text.

RL-4; L-5

3

Low

Claim

1 cont.

60-65%

Inform

ational Text

8. Key Details


ation from the text



ation from

the text to support the inference or conclusion based on the text.

RI-1; RI-7 2

Medium

9. Central Ideas

Identify central ideas, key events, or procedures and details that support them.


ill identify a central idea, key event, or procedure in a text.

RI-2 2

High

10. Word M

eanings Determ

ine intended meanings of w

ords, including academic/tier 2 w

ords, domain-

specific/tier 3 words w

ith multiple m

eanings, based on context, word relationships (e.g.,

synonyms), w


on Greek or Latin roots, affixes), or use of resources (e.g., dictionary, glossary), w

ith primary focus on the academ

ic vocabulary comm

on to com


ill determine the m

eaning of a word or phrase based on its context in an

informational text.

2. The student will determ

ine the intended meaning of academ

ic/tier 2 words and dom

ain-specific/tier 3 w

ords in an informational text.



n word or

phrase in an informational text.

4. The student will use Greek or Latin w

ord parts to determine the correct m

eaning of an unknow

n word or phrase in an inform

ational text.

RI-4; L-4 2

Medium



Early Development 4

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Inform

ational Text cont.

11. Reasoning and Evidence M

ake an inference or provide a conclusion and use supporting evidence to justify/explain inferences (e.g., author’s line of reasoning, point of view

/purpose, and relevance of evidence or elaboration to support claim

s, concepts, and ideas). Evidence Required 1. The student w

ill form a conclusion about an inform

ational text or texts and identify details w


ill make an inference about an inform


ithin the text or texts that support that inference.

RI-3; RI-6; RI-7; RI-8;

RI-9 3

High

Claim

1 cont.

60-65%

12. Analysis Within or Across Text

Examine, integrate, or com

pare information or presentation of inform

ation within or across

texts (e.g., cause and effect, integrate information).


ill analyze the interaction between elem

ents of a text (e.g., events, people, ideas, and topics) w

ithin a text or across two different texts.

2. The student will analyze how

conflicting information reveals the author’s point of view

w


RI-3; RI-6 3

Low

13. Text Structures & Features

Relate knowledge of text structures or text features (e.g., graphics, bold text, headings) to

obtain, interpret or explain information.


ill determine how







RI-5; RI-7 3

Low

14. Language Use

Interpret use of language by distinguishing literal from nonliteral m

eanings of words and

phrases used in context. Evidence Required 1. The student w

ill interpret the meaning of figurative w

ords and phrases used in context and analyze

L-5; L-5a; L-5b

3 Low



Early Development 5

Claim 2: W

riting Students can produce effective w

riting for a range of purpose and audiences.

Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

W

rite/Revise

1a. Narrative (W

rite) Dem

onstrate ability to use specific narrative techniques (use of dialogue, description), chronology, appropriate transitional strategies for coherence, or authors’ craft appropriate to purpose (closure, detailing characters, plot, setting, or an event). Evidence Required 1. (O

rganization) The student will use inform

ation provided in a narrative stimulus to

organize narratives that engage and orient the reader by a.

establishing a situation b.

introducing a narrator and character(s) c.

organizing narrative with a sequence of events that unfolds naturally

d. using tem

poral words or phrases to signal event order

e. providing closure that follow

s logically from the narrative

2. (Elaboration) The student will use inform

ation provided in a narrative stimulus to apply

narrative techniques such as a.

including dialogue to convey events/experiences b.

including descriptive details to convey events/experiences

W

-3a; W

-3b; W

-3c; W

-3d

2

High

25-30%

1b. Narrative (Revise)

Revise one or more paragraphs dem

onstrating specific narrative techniques (use of dialogue, description), chronology, appropriate transitional strategies for coherence, or authors’ craft. Evidence Required 1. (O


ation provided in a stimulus to revise

organized narratives that engage and orient the reader by a.



organizing narrative with a sequence of events that unfolds naturally*

d. using tem

poral words or phrases to signal event order




ation provided in a stimulus to revise w

ell-developed narratives that apply narrative techniques such as



Early Development 6

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

W

rite/Revise cont.

1b cont. a. including dialogue to convey events/experiences

b. including descriptive details to convey events/experiences

c. identifying details that should be deleted because they are inconsistent w

ith the rest of a narrative*

*Note: Item

s aligned to organization present reasons and evidence that are out of order NO

T details w

hich do not belong. Elaboration items address details that do not belong.

W

-3a; W

-3b; W

-3c; W

-3d

2

High

Claim

2 25-30%

cont.

3a. Informative (W

rite) Dem

onstrate ability to organize ideas in informational/explanatory texts by stating a focus

(main idea), including appropriate transitional strategies for coherence, or supporting details,

or an appropriate conclusion. Evidence Required 1. (O


ation provided in a stimulus to organize

informational/explanatory texts by

a. introducing a topic

b. stating a m

ain idea c.

grouping related information together

d. using transition w

ords and phrases e.

including an appropriate conclusion 2. (Elaboration) The student w

ill use information provided in an inform

ational/explanatory stim

ulus to apply elaboration techniques such as: a.

developing the topic with supporting details

W

-2a; W

-2b; W

-2c; W

-2d

3b. Informative (Revise)

Revise one or more inform

ational/explanatory paragraphs demonstrating ability to organize

ideas by stating a focus (main idea), including appropriate transitional strategies for

coherence, or supporting details, or an appropriate conclusion. Evidence Required 1. (O

rganization) The student will revise inform

ational/explanatory text by identifying im

proved organizational elements such as

a. introducing a topic



Early Development 7

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

W

rite/Revise cont.

3b cont. b. stating a m

ain idea c.

grouping related information together*


ords and phrases e.

including an appropriate conclusion 2. (Elaboration) The student w

ill revise complex inform

ational/explanatory text by identifying best use of elaboration techniques such as:

a. developing the topic w

ith supporting details b.

deleting details that do not support the main idea*

*Note: Item

s aligned to organization present reasons and evidence that are out of order, NO

T details that do not belong. Elaboration item

s address details that do not belong.

W

-2a; W

-2b; W

-2c; W

-2d

2

High

Claim

2 25-30%

cont.

6a. (Opinion) W

rite Dem

onstrate ability to state opinions about topics or sources; set a context, organize ideas, develop supporting reasons, or provide an appropriate conclusion.

Evidence Required 1. (O


ation provided in an opinion stimulus to

organize the text by a.

stating an opinion about a topic b.

establishing a context c.

organizing supporting reasons d.

using transition words and phrases to connect opinions to reasons

e. including an appropriate conclusion


ation provided in an opinion stimulus to apply

elaboration techniques such as a.

developing the opinion with supporting reasons (from

notes provided)

W

-1a; W

-1b; W

-1c; W

-1d



Early Development 8

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

W

rite/Revise cont.

6b. (Opinion) Revise


onstrating ability to state opinions about topics or sources; set a context, organize ideas, develop supporting reasons, or provide an appropriate conclusion. Evidence Required 1. (O

rganization) The student will revise opinion text by identifying im

proved organizational elem

ents such as a.

stating an opinion about a topic b.


organizing supporting reasons* d.

using transition words and phrases to connect opinions to reasons including an

appropriate conclusion 2. (Elaboration) The student w

ill revise complex opinion text by identifying the best use of


developing the opinion with supporting reasons

b. deleting details that do not support the opinion*

*Note: Item




W

-1a; W

-1b; W

-1c; W

-1d

2

High

Claim

2 cont.

25-30%

Language/ Vocabulary

8. Language &

Vocabulary Use

Accurately use language and vocabulary (including academic and dom

ain-specific vocabulary) appropriate to the purpose and audience w

hen revising or composing texts.


ill identify and use the best word(s) or phrases for audience or purpose.

2. The student will identify and use the best academ

ic or domain-specific w

ords or phrases to m

ake meaning clear.

L-3a; L-6 1

High



Early Development 9

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Conventions

9. Edit Apply or edit grade-appropriate gram

mar usage, capitalization, punctuation, and spelling to

clarify a message and edit narrative, explanatory/inform

ational, and opinion texts. Evidence Required* In

dica

tes a skill th

at is fro

m th

e Lan

gu

ag

e Pro

gressio

n C

hart a

nd

will b

e rep

eated

in su

bseq

uen

t gra

des.

L-1; L-2 1

High

Claim

2 cont.

25-30%

New

-to-grade conventions

Language progression chart conventions assessed across

relevant grade spans. Stim

ulus and item stem

M

UST be appropriately

complex for the grade level.

Skills from previous tw

o grades

The student will identify, edit

to correct, and/or edit for correct use of

1. a regular plural noun. 2. an irregular plural noun. 3. an abstract noun. 4. a regular verb. 5. an irregular verb. 6. a sim

ple verb tense. 7. subject-verb agreem

ent.* 8. pronoun-antecedent agreem

ent.* 9. a com

parative adjective. 10. a superlative adjective. 11. a com

parative adverb. 12. a superlative adverb 13. a coordinating conjunction.

NA

NA



Early Development

10

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Conventions cont.

14. a subordinating conjunction. 15. capitalization of titles. 16. a com

ma in an address.

17. comm

as and quotation m

arks in dialogue. 18. possessives. 19. use of conventional spelling for high-frequency and other studied w

ords and for adding suffixes to base w

ords. 20. use of spelling patterns and generalizations.

NA

NA

L-1; L-2 1

High

Claim

2 cont.

25-30%



Early Development

11

Claim 3: Listening

Students can employ effective speaking and listening skills for a range purposes and audiences.

Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Listen

4. Listen/Interpret Interpret and use inform

ation delivered orally. Evidence Required 1. The student w

ill identify or interpret the purpose, central idea, or key points of a presentation. 2. The student w

ill identify the use of supporting evidence in a presentation. 3. The student w

ill draw and/or support a conclusion based on content in a presentation.

SL-2; SL-3 3

High 10-15%



Early Development 1

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Literary Text

1. Key Details


ation from the text





RL-1 2

Medium

60-65%

2. Central Ideas

Identify or summ




marize a them




marize key ideas and events in a text.

3. The student will identify the author's purpose in a text.

RL-2 2

High

3. W

ord Meanings

Determine intended m

eanings of words, including w

ords with m

ultiple meanings

(academic/tier 2 w

ords), based on context, word relationships (e.g., synonym

s), word

structure (e.g., comm

on Greek or Latin roots, affixes), or use of resources (e.g., dictionary, thesaurus), w

ith primary focus on determ

ining meaning based on context and the academ

ic (tier 2) vocabulary com

mon to com


ill determine the m





ords and domain-

specific/tier 3 words in a literary text.



n word or




unknown w


RL-4; L-4; L-5c

2 M

edium



Early Development 2

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Literary Text

cont.




; them



ill form a conclusion about a literary text or texts and identify details

within the text or texts that support that conclusion.

2. The student will m

ake an inference about a literary text or texts and identify details w


RL-3; RL-6; RL-9

3 High

Claim

1 cont.

60-65%

5. Analysis W





Evidence Required The student w

ill analyze the relationships among literary elem

ents (e.g., dialogue, setting, conflict, character actions/interactions, point of view

) within one text.

RL-3; RL-6 3

Low



ledge of text structures, genre-specific features, or formats (visual/graphic/

auditory effects) to obtain, interpret, explain, or connect information w


ill determine how







RL-5 3

Low

7. Language U

se Interpret figurative language, literary devices, or connotative m


phrases used in context and the impact of those w

ord choices on meaning or tone.



ords and phrases used in context and analyze its im

pact on meaning or tone.

2. The student will interpret the intent and use of a literary device and analyze its im

pact on m

eaning or tone.

RL-4; L-5

3

Low



Early Development 3

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Literary Text cont.

7. cont. 3. The student w

ill interpret the connotative meaning of w



4. The student will analyze the im

pact of word choice on reader interpretation of m

eaning or tone.

RL-4; L-5

3

Low

Claim

1 cont.

60-65%

Informational

Text

8. Key Details


ation from the text





RI-1; RI-7 2

Medium

9. Central Ideas

Identify central ideas, key events, or procedures. Evidence Required 1. The student w


marize a central idea in a text.


ine or summ

arize key events or a procedure in a text.

RI-2 2

High

10. Word M

eanings Determ



ords, domain-


ith multiple m


synonyms), w




ic vocabulary comm

on to com


ill determine the m


informational text.








n word or




eaning of an unknow


ational text.

RI-4; L-4; L-5c

2 M

edium



Early Development 4

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Informational

Text cont.











L-5; L-5a; L-5b

3 High

Claim 1

cont. 60-65%


Interpret, explain, or connect information presented w

ithin or across texts (e.g., com

pare/contrast, cause/effect, integrate information).







w


RI-3; RI-6 3

Low


Relate knowledge of text structures or text features (e.g., graphics, bold text, headings) to

obtain, interpret or explain information.


ill determine how







RI-5; RI-7 3

Low

14. Language Use

Interpret figurative language, literary devices, or connotative meanings of w

ords and phrases used in context and the im

pact of those word choices on m

eaning or tone. Evidence Required 1. The student w




L-5; L-5a; L-5b

3 Low



Early Development 5

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Informational

Text cont.


ill interpret the intent and use of a literary device and analyze its impact on

meaning or tone.

3. The student will interpret the connotative m

eaning of words and phrases used in context

and analyze its impact on m

eaning or tone. 4. The student w

ill analyze the impact of w

ord choice on reader interpretation of meaning

or tone.

L-5; L-5a; L-5b

3 Low

Claim

1 cont.

60-65%



Early Development 6

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

W

rite/Revise

1a. Narrative (W

rite) Dem

onstrate ability to use specific narrative techniques (use of dialogue, sensory or concrete details, and description), chronology, appropriate transitional strategies for coherence, or authors’ craft appropriate to purpose (closure, detailing characters, plot, setting, or an event). Evidence Required 1. (O







d. using transitional w

ords and phrases to manage the sequence of events


s from the narrative





including concrete words and phrase and sensory details to convey

events/experiences c.

using precise language to narrate events

W

-3a; W

-3b; W

-3c; W

-3d; W

-3e; W

-9a

2

High

25-30%



onstrating specific narrative techniques (use of dialogue, sensory or concrete details, description), chronology, appropriate transitional strategies for coherence, or authors’ craft appropriate to purpose (closure, detailing characters, plot, setting, or an event). Evidence Required 1. (O









Early Development 7

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

W

rite/Revise cont.

1b. cont. d. using transitional w

ords and phrases to manage the sequence of events




ation provided in a stimulus to revise w

ell-developed narratives that apply narrative techniques such as

a. including dialogue to convey events/experiences

b. including concrete w

ords and phrase and sensory details to convey events/experiences

c. using precise language to narrate events

d. identifying details that should be deleted because they are inconsistent w


*Note: Item




W

-3a; W

-3b; W

-3c; W

-3d; W

-3e; W

-9a

2

High

Claim

2 cont.

25-30%

3a. Informative (W

rite) Dem


(main idea), including appropriate transitional strategies for coherence, or supporting

evidence and elaboration, or writing body paragraphs, or a conclusion that is appropriate

to purpose and audience and related to the information or explanation presented.




informational/explanatory texts by

a. stating a focus (m

ain idea) b.

writing in body paragraphs

c. using transition w

ords and phrases to link ideas d.

including a conclusion that is appropriate to the audience and related to the inform

ation or explanation presented\ 2. (Elaboration) The student w


ative/explanatory stim

ulus to apply elaboration techniques such as a.

developing and elaborating the focus (main idea) using supporting evidence

b. using precise language and dom

ain specific vocabulary

W-2a;

W-2b;

W-2c;

W-2d;

W-2e;

W-9b



Early Development 8

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

W

rite/Revise cont.

3b. Informative (Revise) Revise one or m

ore informational/explanatory paragraphs

demonstrating ability to organize ideas by stating a focus(m

ain idea), including appropriate transitional strategies for coherence, or supporting evidence and elaboration, or w

riting body paragraphs, or a conclusion that is appropriate to purpose and audience and related to the inform

ation or explanation presented. Evidence Required 1. (O



proved organizational elements such as:

a. stating a focus (m

ain idea) b.

Writing in body paragraphs*

c. using transition w

ords and phrases to link ideas d.

including a conclusion that is appropriate to the audience and related to the inform

ation or explanation presented 2. (Elaboration) The student w


ational/explanatory text by identifying the best use of elaboration techniques such as:

a. developing and elaborating the focus (m

ain idea) using supporting evidence b.

using precise language and domain specific vocabulary

c. deleting details that do not support the m

ain idea* *N

ote: Items aligned to organization present reasons and evidence that are out of order N

OT

details that do not belong. Elaboration items address details that do not belong.

W

-2a; W

-2b; W

-2c; W

-2d; W

-2e; W

-9b

2

High

Claim

2 cont.

25-30%

6a. (Opinion) W

rite Dem

onstrate ability to state an opinion about topics or sources; set a context, organize ideas, develop supporting evidence/reasons and elaboration, or develop a conclusion that is appropriate to purpose and audience and related to the opinion presented.





stating an opinion about a clearly stated topic b.


organizing supporting evidence/reasons and elaboration

W

-1a; W

-1b; W

-1c; W

-1d; W

-9b



Early Development 9

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

W

rite/Revise cont.

6a. cont. d. using transition w

ords and phrases to connect opinions to evidence/reasons and elaboration

e. developing an appropriate conclusion related to the opinion presented




developing the opinion with supporting evidence/reasons and elaboration (from

notes provided)

W

-1a; W

-1b; W

-1c; W

-1d; W

-9b

2

High

Claim

2 cont.

25-30%

6b. (Opinion)Revise


onstrating ability to state opinions about topics or sources; set a context, organize ideas, develop supporting evidence/reasons and elaboration, or develop a conclusion appropriate to purpose and audience and related to the opinion presented.


rganization) The student will revise opinion text by identifying im

proved organizational elem

ents such as a.



organizing supporting evidence/reasons and elaboration* d.

using transition words and phrases to connect opinions to evidence/reasons and

elaboration developing an appropriate conclusion related to the opinion presented 2. (Elaboration) The student w

ill revise complex opinion text by identifying best use of


developing the opinion with supporting evidence/reasons and elaboration

b. deleting details that do not support the opinion*

*Note: Item






Early Development 10

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%


8. Language &

Vocabulary Use

Strategically use language and vocabulary (including academic or dom




ill identify and use the best grade-appropriate and domain-specific

vocabulary words to inform

or explain to audience 2. The student w

ill identify and use the best concrete words and phrases.

3. The student will identify and use effective sensory details to convey experiences and

events.

W-2d;

W-3d;

L-3a; L-6

1 High

Claim

2 cont.

25-30%

Conventions

9. Edit

Apply or edit grade-appropriate gramm

ar usage, capitalization, punctuation, and spelling to clarify a m

essage and edit narrative, explanatory/informational, and opinion texts.

Evidence Required* Ind

icates a

skill tha

t is from

the La

ng

ua

ge P

rog

ression

Ch

art an

d w

ill be

repea

ted in

sub

sequ

ent g

rad

es.

L-1; L-2

New




ulus and item stem

M




o grades



1. relative pronouns. 2. relative adverbs. 3. progressive verb tenses. 4. m

odal auxiliaries to convey various conditions. 5. order adjectives w

ithin a sentence according to conventional patterns.



1. subject-verb agreement.

2. correct pronoun- antecedent agreem

ent.



Grade 3: 1. a regular plural noun. 2. an irregular plural noun. 3. an abstract noun. 4. a regular verb. 5. an irregular verb. 6. a sim

ple verb tense. 7. a com

parative adjective.




Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Conventions cont.

6. inappropriate sentence fragm

ents, run-ons sentences.* 7. frequently confused w

ords (to/too/tw

o; there/their).* 8. capitalization. 9. com

mas and quotation

marks to m

ark direct speech and quotations. 10. com

ma before a

coordinating conjunction in a com

pound sentence. 11. spelling grade- appropriate w

ords.

8. a superlative adjective. 9. a com

parative adverb. 10. a superlative adverb. 11. a coordinating conjunction. 12. a subordinating conjunction. 13. capitalization of titles. 14. a com

ma in an address.

15. comm

as and quotation m

arks in dialogue. 16. possessives. 17. use of conventional spelling for high-frequency and other studied w

ords and for adding suffixes to base w

ords. 18. use of spelling patterns and generalizations.

L-1; L-2 1

High Claim

2 cont.

25-30%




Claim 3: Listening

Students can employ effective speaking and listening skills for a range of purposes and audiences

Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Listen






SL-2; SL-3 3

SL-2; SL-3 10-15%



Early Development

1

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Literary Text

1. Key Details


ation from the text





RL -1 2

Medium

60-65%

2. Central Ideas

Identify or summ




marize a them






RL-2 2

High

3. W

ord Meanings

Determine intended or precise m


ords with m

ultiple meanings

(academic/tier 2 w

ords), based on context, word relationships (e.g., antonym

s, hom

ographs), word structure (e.g., com

mon Greek or Latin roots, affixes), or use of

resources (e.g., dictionary, thesaurus), with prim

ary focus on determining m

eaning based on context and the academ

ic (tier 2) vocabulary comm

on to complex texts in all disciplines.


ill determine the m





ords and domain-




n word or




unknown w


RL-4; L-4; L-5c

2 M

edium



Early Development

2

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Literary Text

cont.




; them







RL-3; RL-6; RL-9

3 High

Claim

1 cont.

60-65%

5. Analysis W






ill analyze or compare the use of, or the relationship betw

een literary elem

ents (dialogue, setting, conflict, character actions/interactions, point(s) of view) across

two different texts.

2. The student will analyze or com

pare the use of, or the relationship between literary

elements (dialogue, setting, conflict, character actions/interactions, point(s) of view

) within

one text.

RL-3; RL-6 3

Low



ledge of text structures, genre-specific features, or formats

(visual/graphic/auditory effects) to obtain, interpret, explain, or connect information w


ill determine how







RL-5 3

Low

7. Language U

se Interpret figurative language (e.g., m

etaphors, similes, idiom

s), literary devices, or connotative m

eanings of words and phrases used in context and the im

pact of those word

choices on meaning or tone.

RL-4; L-5

3

Low



Early Development

3

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Literary Text

cont.






pact on m







eaning or tone.

RL-4; RL-5

3

Low

Claim

1 cont.

60-65%

Inform

ational Text

8. Key Details


ation from the text





RI-1; RI-7 2

Medium

9. Central Ideas

Identify central ideas, key events, procedures, or topics and subtopics. Evidence Required 1. The student w




ine or summ


RI-2 2

High

10. Word M

eanings Determ



ords, domain-


ith multiple m


synonyms), w




ic vocabulary comm

on to com


ill determine the m


informational text.






RI-4; L-4;

L-5c

2

M

edium



Early Development

4

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Inform

ational Text


ill use resources to determine the correct m

eaning of an unknown w

ord or phrase in an inform

ational text. 4. The student w



unknown w

ord or phrase in an informational text.

RI-4; L-4;

L-5c

2

M

edium

Claim

1 cont.

60-65%











RI-3; RI-6; RI-7; RI-8;

RI-9 3

High


Analyze or compare how

information is presented w

ithin or across texts (events, people, ideas, topic). Evidence Required 1. The student w






w


RI-3; RI-6 3

Low


Relate knowledge of text structures to obtain, interpret, explain, or integrate inform

ation or to com

pare or connect information across texts.


ill determine how







RI-5; 3

Low



Early Development

5

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Informational

Text cont.

14. Language Use

Interpret figurative language (e.g., metaphors, sim

iles, idioms), literary devices, or

connotative meanings of w

ords and phrases used in context and the impact of those w

ord choices on m






pact on m







eaning or tone.

L-5; L-5a; L-5b

3 Low

Claim

1 cont.

60-65%



Early Development

6

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

W

rite/Revise

1a. Narrative (W

rite) Dem

onstrate ability to use specific narrative techniques (use of dialogue, sensory or concrete details, description), chronology, appropriate transitional strategies for coherence, or authors’ craft appropriate to purpose (closure, detailing characters, plot, setting, or an event). Evidence Required 1. (O







d. using transition strategies to convey sequence







including concrete words, phrases, and sensory details to convey events/

experience c. using precise language to narrate events

W

-3a; W

-3b; W

-3c; W

-3d; W

-3e; W

-9a

2

High

25-30%



onstrating specific narrative techniques (use of dialogue, description), chronology, appropriate transitional strategies for coherence, or authors’ craft. Evidence Required 1. (O







d. using transition strategies to convey sequence





Early Development

7

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

W

rite/Revise cont.

1b. cont. 2. (Elaboration) The student w

ill use information provided in a stim

ulus to revise well-

developed narratives that apply narrative techniques such as a.


including concrete words, phrases, and sensory details to convey events/

experiences c.

using precise language to narrate events d.

identifying details that should be deleted because they are inconsistent with the

rest of a narrative* *N


OT


W

-3a; W

-3b; W

-3c; W

-3d; W

-3e; W

-9a

2

High

Claim

2 cont.

25-30%

3a. Informative (W

rite) Dem


(main idea), including appropriate transitional strategies for coherence, or supporting

evidence and elaboration, or writing body paragraphs, or a conclusion that is appropriate

to purpose and audience and related to the information or explanation presented.



ation provided in an inform

ational/explanatory stimulus to organize inform

ational/explanatory texts by a.

introducing a topic clearly b.

making general observations

c. grouping related inform

ation d.

using transition words, phrases and clauses to link ideas

e. including a conclusion or section related to the inform

ation or explanation presented


ation provided in an informational/explanatory

stimulus to apply elaboration techniques such as a.

developing and elaborating the focus (main idea) w

ith facts, definitions, concrete details, quotations, or other inform

ation/examples


ain specific vocabulary to inform or explain

W-2a;

W-2b;

W-2c;

W-2d;

W-2e;

W-9b



Early Development

8

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

W

rite/Revise cont.

3b. Informative (R

evise) Revise one or m

ore informational/explanatory paragraphs dem

onstrating ability to organize ideas by stating a focus (m

ain idea), including appropriate transitional strategies for coherence, or supporting evidence and elaboration, or w

riting body paragraphs, or a conclusion that is appropriate to purpose and audience and related to the inform

ation or explanation presented. Evidence R

equired 1. (O




a. introducing a topic clearly

b. m

aking general observations c.

grouping related information*


ords, phrases and clauses to link ideas e.

including a conclusion or section related to the information or explanation presented

2. (Elaboration) The student will revise inform

ational/explanatory text by identifying the best elaboration techniques such as

a. developing and elaborating the focus (m

ain idea) with facts, definitions, concrete

details, quotations, or other information/exam

ples b.

using precise language and domain specific vocabulary to inform

or explain c.

deleting details that do not support the main idea*

*Note: Item




W-2a;

W-2b;

W-2c;

W-2d;

W-2e;

W-9b

2

High

Claim

2 cont.

25-30%

6a. (Opinion) W

rite Dem

onstrate ability to state opinions about topics or sources; set a context, organize ideas, develop supporting evidence/reasons and elaboration, or develop a conclusion that is appropriate to purpose and audience and related to the opinion presented. Evidence Required 1. (O






organizing supporting evidence/reasons and elaboration

W

-1a; W

-1b; W

-1c; W

-1d; W

-9b



Early Development

9

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

W

rite/Revise cont.

6a. cont. d. using transition w

ords, phrases, and clauses to connect opinions to evidence/reasons and elaboration

e. developing an appropriate conclusion related to the opinion presented




developing the opinion with logically ordered supporting evidence/reasons and

elaboration (from notes provided)

b. vocabulary

W

-1a; W

-1b; W

-1c; W

-1d; W

-9b

2

High

Claim

2 cont.

25-30%

6b. (Opinion)Revise


onstrating ability to state opinions about topics or sources; set a context, organize ideas, develop supporting evidence/reasons and elaboration, or develop a conclusion appropriate to purpose and audience and related to the opinion presented. Evidence Required 1. (O



organized opinion text by a.



organizing supporting evidence/reasons and elaboration* d.

using transition words, phrases, and clauses to connect opinions to

evidence/reasons and elaboration e.

developing an appropriate conclusion related to the opinion presented 2. (Elaboration) The student w



developed opinion text by applying elaboration techniques such as a.

developing the opinion with logically ordered supporting evidence/reasons and

elaboration b.

deleting details that do not support the opinion* *N


OT




Early Development

10

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%


8. Language &

Vocabulary Use

Strategically use language and vocabulary (including academic or dom




ill identify and use the best grade-appropriate and domain-specific

vocabulary words to inform

or explain to audience 2. The student w

ill identify and use the best concrete words and phrases.

3. The student will identify and use effective sensory details to convey experiences and

events.

W-2d;

W-3d

1 High

Claim 2

cont. 25-30%

Conventions

9. Edit



essage and edit narrative, explanatory/informational, and opinion texts.

Evidence Required* Ind

icates a

skill tha

t is from

the La

ng

ua

ge P

rog

ression

Ch

art an

d w

ill be

repea

ted in su

bseq

uen

t gra

des.

L-1; L-2 1

High

New




ulus and item stem

MU

ST be appropriately com

plex for the grade level.


o grades



1. perfect verb tense. 2. verb tense to convey various tim

es, sequences, states, and conditions. 3. inappropriate shifts in verb tense.*




2. pronoun-antecedent agreem

ent. 3. inappropriate sentence fragm

ents, run-on sentences.



Grade 4: 1. relative pronouns. 2. relative adverbs. 3. progressive verb tenses. 4. m

odal auxiliaries to convey various conditions.



Early Development

11

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Conventions cont.

4. correlative conjunctions. 5. punctuation to separate item

s in a series.* 6. com

ma to separate an

introductory element from

the rest of a sentence. 7. com

ma to set off the w

ords yes and no, to set off a tag question, and to indicate direct address.

4. frequently confused w

ords (to/too/two;

there/their)..

5. order of adjectives within

a sentence according to conventional patterns. 6. capitalization. 7. com

mas and quotation

marks to m

ark direct speech and quotations.

L-1; L-2 1

High Claim

2 cont.

25-30%



Early Development

12

Claim 3: Listening

Students can employ effective speaking and listening skills for a range of purposes and audiences.

Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Listen






SL-2; SL-3 3

High 10-15%



Early Development

1

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Literary Text

1. Key Details


ation from the text





RL -1 2

Low

60-65%

2. Central Ideas

Identify or summ




marize a them






RL-2 2

High

3. W

ord Meanings



ords with m

ultiple meanings

(academic/tier 2 w


s, hom









ill determine the m





ords and domain-




n word or




unknown w


RL-4; L-4; L-5b; L-5c;

L-6 2

Low



Early Development

2

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Literary Text

cont.


ake an inference or provide a conclusion and use supporting evidence to justify/explain inferences (e.g., character developm

ent/actions/traits; first- or third-person point of view;

theme/author’s m

essage or purpose). Evidence Required 1. The student w





RL-3; RL-6; RL-9

3 High

Claim

1 cont.

60-65%

5. Analysis W

ithin or Across Text Analyze relationships am

ong literary elements (dialogue, advancing action, character

actions/interactions, point of view) w

ithin or across texts. Evidence Required 1. The student w


een literary elem






) within

one text.

RL-3; RL-6 3

Low


Features Analyze text structures, genre-specific features, or form

ats (visual/graphic/auditory effects) of texts and the im

pact of those choices on meaning or presentation.


ill determine how







RL-5 3

Low

7. Language U

se Interpret figurative language use (e.g., personification, m

etaphor), literary devices, or connotative m


pact of those word

choices on meaning or tone

RL-1; RL-4;

L-5

3

Low



Early Development

3

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Literary Text

cont.






pact on m







eaning or tone.

RL-1; RL-4;

L-5

3

Low

Claim

1 cont.

60-65%

Inform

ational Text

8. Key Details Given an inference or conclusion, use explicit details and im

plicit information from

the text to support the inference or conclusion provided.





RI-1; RH-1; RST-1; RH-3

2 M

edium

9. Central Ideas

Summ

arize central ideas, key events, procedures, or topics and subtopics. Evidence Required 1. The student w




ine or summ


R1-2; RH-2; RST-2

2 High

10. Word M

eanings Determ



ords, domain-


ith multiple m


synonyms), w




ic vocabulary comm

on to com


ill determine the m


informational text.






R1-4; RH-4; RST-4; L-4; L-5b; L-5c;

L-6

2

M

edium



Early Development

4

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Inform

ational Text cont.



n word or




eaning of an unknow


ational text.

R1-4; RH-4; RST-4; L-4; L-5b; L-5c;

L-6

2

Medium

Claim 1

cont. 60-65%











RI-3; RI-6; RH-6;

RST-6; RI-7; RI-8; RH-8; RST-8; RI-9

3 High




ithin or across texts (events, people, ideas, topic) or how

conflicting information across texts reveals author's point of view

. Evidence Required 1. The student w






w


RI-3; RI-6 3

Low


Relate knowledge of text structures or genre-specific features to analyze or integrate

information.


ill determine how







RI-5; RH-5; RST-5; RI-7

3 Low



Early Development

5

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Inform

ational Text cont.

14. Language Use

Interpret figurative language (e.g., hyperbole, personification, analogies), use of literary devices, or connotative m


pact of those w







pact on m







eaning or tone.

L-5; L-5a 3

Low

Claim

1 cont.

60-65%



Early Development

6

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

W

rite/Revise

1a. Narrative (W

rite) Dem

onstrate ability to use specific narrative techniques (e.g., dialogue, description) and appropriate text structures and transitional strategies for coherence in narrative text (e.g., closure, introduce narrator, or use dialogue w

hen describing an event). Evidence Required 1. (O




establishing a context and/or setting b.


organizing narrative with a logical sequence of events/experiences

d. using transition strategies to convey sequence, establish pacing, signal tim

e or setting shifts







including descriptive details and sensory language to convey events/experiences using precise language to narrate events

W

-3a; W

-3b; W

-3c; W

-3d; W

-3e; W

-9a

2

High

25-30%


Apply narrative techniques (e.g., dialogue, description) and appropriate text structures and transitional strategies for coherence w

hen revising one or more paragraphs of narrative

text (e.g., closure, introduce narrator, or use dialogue when describing an event).







organizing narrative with a logical sequence of events/experiences*


e or setting shifts





Early Development

7

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

W

rite/Revise cont.






including descriptive details and sensory language to convey events/experiences c.





OT


W

-3a; W

-3b; W

-3c; W

-3d; W

-3e; W

-9a

2

High

Claim

2 cont.

25-30%

3a. Informative (W

rite) Dem

onstrate ability to apply a variety of strategies in informational/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 follow

s from the inform




informational/explanatory text by

a. introducing and clearly stating a focus (thesis)

b. m

aintaining a clear focus c.

organizing ideas/concepts strategically (e.g., using definition, classification, com

parison/contrast, d.

cause/effect) e.

providing appropriate transitional strategies for coherence f.

providing a conclusion that follows from

the information or explanation presented




referencing and /or integrating relevant supporting evidence (e.g., facts, definitions, concrete details, quotations, exam

ples from notes provided)

appropriate for the required form (essay, report, etc.)

W

-2a; W

-2b; W

-2c; W

-2d; W

-2e; W

-9b



Early Development

8

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

W

rite/Revise cont.

3a. cont. b. using precise language and dom

ain specific vocabulary c.

establishing and maintaining a form

al style (including appropriate sentence variety and com

plexity) for audience/purpose

W

-2a; W

-2b; W

-2c; W

-2d; W

-2e; W

-2f; W

-9b

2

High

Claim

2 cont.

25-30%


Apply a variety of strategies when revising one or m

ore paragraphs of informational/

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 follow

s from the inform






b. m

aintaining a clear focus* c.


parison/contrast, cause/effect) d.

providing appropriate transitional strategies for coherence e.



2. (Elaboration) The student will revise com

plex informational/explanatory text by

identifying best use of elaboration techniques such as a.

including relevant supporting evidence (e.g., facts, definitions, concrete details, quotations, exam

ples) b.

using precise language and domain specific vocabulary

c. establishing and m

aintain a formal style (including appropriate sentence variety

and complexity) for audience/purpose

d. deleting the details that do not support the thesis/controlling idea*

*Note: Item






Early Development

9

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

W

rite/Revise cont.

6a. (Opinion) W

rite Dem

onstrate ability to apply a variety of strategies in texts that express arguments about

topics or sources: establishing and supporting a claim, organizing and citing supporting

evidence using credible sources, providing appropriate transitional strategies for coherence, appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience and follow

s from the argum

ent(s) presented. Evidence Required

1. (Organization) The student w

ill use information provided in an argum

entative stimulus to

organize arguments by

a. establishing a clear claim

b.

organizing reasons and evidence to support claims, so as to build a logical argum

ent c.

providing appropriate transitional strategies for coherence, clarifying relationships betw

een and among claim

s and reasons d.

using appropriate vocabulary for argument

e. providing a conclusion that is appropriate to purpose and audience and follow

s from

the argument(s)


ation provided in an argumentative stim

ulus to apply elaboration techniques such as

a. referencing and/or integrating relevant reasons (from

notes provided) to support claim

s b.

referencing and/or integrating relevant and credible evidence (from notes provided) to

support claims


aintaining a formal style and tone (including appropriate sentence

variety and complexity) for audience/purpose

W

-1a; W

-1b; W

-1c; W

-1d; W

-1e; W

-9b

2

High

Claim

2 cont.

25-30%

6b. (Opinion)Revise


ore paragraphs of text that express argum

ents about topics or sources: establishing and supporting a claim, organizing and citing

supporting evidence using credible sources, providing appropriate transitional strategies for coherence, appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience and follow

s from the argum

ent(s) presented. Evidence Required



Early Development

10

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

W

rite/Revise cont.

6b. cont. 1. (O

rganization) The student will revise argum

ents by identifying improved organizational

elements such as


b.

organizing reasons and evidence to support claim, building a logical argum

ent c.


een and among claim

, reasons, and evidence* d.

providing a conclusion that is appropriate to purpose and audience and follows

from the argum

ent(s) 2. (Elaboration) The student w

ill revise arguments by identifying best use of elaboration

techniques such as a.

including relevant reasons to support claim

b. including relevant and credible evidence to support reasons


aintaining a formal style (including appropriate sentence

variety) for audience/purpose d.

deleting details that do not support the claim*

*Note: Item

s aligned to organization present reasons and evidence that are out of order, N

OT details that do not belong. Elaboration item


W-1a;

W-1b;

W-1c;

W-1d;

W-1e;

W-9b

2

High

Claim

2 cont.

25-30%


8. Language &

Vocabulary Use

Strategically use precise language and vocabulary (including academic w

ords, domain-

specific vocabulary, and figurative language) and style appropriate to the purpose and audience w



ill identify and use the best academic or grade-level or below

domain-

specific (but not scientific or social studies) construct-relevant word(s)/phrase to convey the

precise or intended meaning of a text especially w

ith informational/explanatory w

riting. 2. The student w

ill identify and use the best concrete or sensory word(s)/phrase to convey

experiences or events in narrative writing.

3. The student will identify and use the best w

ord(s)/phrase to convey ideas in a text precisely.

W-2d;

W-3d;

L-3b; L-6



Early Development

11

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

9. Edit



essage and edit narrative, explanatory/informational, and argum

entative texts. Evidence Required* In

dica

tes a skill th

at is fro

m th

e Lan

gu

ag

e Pro

gressio

n C

hart a

nd

will b

e rep

eated

in su

bseq

uen

t grad

es.

New




ulus and item stem

MU

ST be appropriately com

plex for the grade level.


o grades

Conventions


to correct, and/or edit for correct use of 1. subjective pronouns 2. objective pronouns 3. possessive pronouns. 4. intensive pronouns. 5. inappropriate shifts in pronoun num

ber and person.* 6. vague or am

biguous or unclear pronoun references.* 7. com

mas to set off

nonrestrictive or parenthetical elem

ents.* 8. parentheses to set off nonrestrictive or parenthetical elem

ents.* 9. dashes to set off


to correct, and/or edit for correct use of 1. subject-verb agreem

ent. 2. pronoun-antecedent agreem


ents, run-on sentences. 4. frequently confused w

ords (to/too/two;

there/their). 5. inappropriate shifts in verb tense. 6. punctuation to separate item

s in a series.



Grade 5: 1. perfect verb tense. 2. verb tense to convey various tim

es, sequences, states, and conditions. 3. correlative conjunctions. 4. com

ma to separate an


the rest of a sentence. 5. com

ma to set off the

words yes and no, to set off

a tag question, and to indicate direct address. 6. underlining, quotations m

arks, or italics to indicate titles of w

orks. Grade 4:

L-1; L-2

1

High

Claim 2

cont. 25-30%



Early Development

12

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Conventions

cont.


ents.* 10. correct spelling of w

ords that are at or up to tw

o grades below

grade level, including frequently m

isspelled words.

7. relative pronouns. 8. relative adverbs. 9. progressive verb tenses. 10. m

odal auxiliaries to convey various conditions. 11. correct order of adjectives w

ithin a sentence according to conventional patterns. 12. capitalization. 13. com

mas and quotation

marks to m

ark direct speech and quotations. 14. com

ma before a

coordinating conjunction in a com

pound sentence.

L-1; L-2

1

High

Claim

2 cont.

25-30%



Early Development

13

Claim 3: Listening

Students can employ effective speaking and listening skills for a range of purposes and audiences

Focus Target

Standards G

oal DO

K

Relative Em

phasis/ Com

ments

%

Listen

4. Listen/Interpret Analyze, interpret, and use inform


ill identify, interpret, or analyze the point of view, purpose, central idea, or

key points of a presentation. 2. The student w

ill analyze how inform

ation is presented and/or the effects of the delivery. 3. The student w

ill analyze a quality (sufficiency of evidence) of a presentation. 4. The student w


SL-2; SL-3 3

High 10-15%



Early Development 1

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

Literary Text

1. Key Details


ation from the text





RL -1 2

Low

60-65%

2. Central Ideas

Identify or summ




marize a them

e, central idea, or author's message

presented in a text. 2. The student w




RL-2; RL-6 2

High

3. W

ord Meanings



ords with m

ultiple m

eanings (academic/tier 2 w


s, hom









ill determine the m





ords and domain-




n word or




unknown w


RL-4; L-4; L-5b; L-5c;

L-6 2

Low



Early Development 2

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

Literary Text

cont.




; them







RL-3; RL-6; RL-9

3 High

Claim

1 cont.

60-65%

5. Analysis W






een literary elem






) within

one text.

RL-3; RL-6 3

Low






ill determine how







RL-5; 3

Low

7. Language U

se Interpret figurative language use (e.g., im

agery), literary devices (e.g., flashback, foreshadow

ing, alliteration, onomatopoeia), or connotative m




RL-1; RL-4;

L-5

3

Low



Early Development 3

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

Literary Text

cont.






pact on m







eaning or tone.

RL-1; RL-4;

L-5

3

Low

Claim

1 cont.

60-65%

Inform

ational Text

8. Key Details


ation from the text





RI-1; RH-1; RST-1; RH-3

2 M

edium

9. Central Ideas

Summ

arize central ideas, key events, procedures, or topics and subtopics. Evidence Required 1. The student w




ine or summ


R1-2; RH-2; RST-2

2 High

10. Word M

eanings Determ



ords, domain-


ith multiple m


synonyms), w




ic vocabulary comm

on to com


ill determine the m


informational text.

R1-4; RH-4; RST-4; L-4; L-5b; L-5c;

L-6

2

M

edium



Early Development 4

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

Inform

ational Text cont.




ords and domain-

specific/tier 3 words in an inform








unknown w

ord or phrase in an informational text.

R1-4; RH-4; RST-4; L-4; L-5b; L-5c;

L-6

2

M

edium

Claim

1 cont.

60-65%




s, concepts, and ideas). Evidence Required

1. The student will form

a conclusion about an informational text or texts and identify

evidence within the text or texts that support that conclusion.


ake an inference about an informational text or texts and identify

evidence within the text or texts that support that inference.

RI-3; RI-6; RH-6;

RST-6; RI-7; RI-8; RH-8; RST-8; RI-9

3

High












w


RI-3; RI-6 3

Low


Relate knowledge of text structures and genre-specific features to com

pare or analyze the im



ill determine how


eaning.

RI-5; RH-5; RST-5; RI-7

3

Low



Early Development 5

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

Inform

ational Text cont.






RI-5; RH-5; RST-5; RI-7

3

Low

Claim

1 cont.

60-65%

14. Language Use

Interpret figurative language (e.g., clichés, puns, hyperbole), use of literary devices, or connotative m


pact of those word

choices on meaning or tone.






pact on m







eaning or tone.

L-5; L-5a



Early Development 6

Claim 2: W

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

Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

W

rite/Revise

1a. Narrative (W

rite) Dem






establishing a context and/or setting and/or point of view

b. introducing a narrator and character(s)

c. organizing narrative w

ith a logical sequence of events/experiences d.

using transition strategies to convey sequence, establish pacing, signal time or

setting shifts e.

providing closure that follows logically from

the narrative 2. (Elaboration) The student w

ill use information provided in a narrative stim

ulus to apply narrative techniques such as


b. including descriptive details and sensory language to convey events/experiences precisely

W

-3a; W

-3b; W

-3c; W

-3d; W

-3e; W

-9a

2

High

25-30%











organizing narrative with a logical sequence of events/ experiences*


e or setting shifts





Early Development 7

Claim 2: W


Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

W

rite/Revise cont.











OT


W

-3a; W

-3b; W

-3c; W

-3d; W

-3e; W

-9a

2

High

Claim

2 cont.

25-30%

3a. Informative (W

rite) Dem




s from the inform






b. m

aintaining a clear focus c.


parison/contrast d.

cause/effect) e.

providing appropriate transitional strategies for coherence f.






referencing and /or integrating relevant supporting evidence (e.g., facts, definitions, concrete details, quotations, exam




ain specific vocabulary

W

-2a; W

-2b; W

-2c; W

-2d; W

-2e; W

-2f; W

-9b



Early Development 8

Claim 2: W


Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

W

rite/Revise cont.

3a. cont. c. establishing and m

aintaining a formal style (including appropriate sentence variety


W

-2a; W

-2b; W

-2c; W

-2d; W

-2e; W

-2f; W

-9b

2

High

Claim

2 cont.

25-30%



ore paragraphs of inform

ational/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 follow

s from the inform






b. preview

ing what is to follow

c.

maintaining a clear focus*

d. organizing ideas/concepts strategically (e.g., using definition, classification, com

parison/contrast, cause/effect to structure writing)

e. providing appropriate transitional strategies for coherence and to clarify relationships

f. providing a conclusion that is related to and supports the inform



plex informational/ explanatory text by


referencing and/or integrating relevant supporting evidence (e.g., facts, definitions, concrete details, quotations, and exam

ples) appropriate for the required form

(essay, report, etc.) b.

using precise and domain specific language


aintaining a formal style (including appropriate sentence variety


d. deleting the details that do not support the thesis/controlling idea*

*Note: Item






Early Development 9

Claim 2: W


Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

W

rite/Revise cont.

6a. (Opinion) W

rite Dem




s from the argum

ent(s) presented. Evidence Required 1. (O



ulus to organize argum

ents by a.

establishing a clear claim

b. organizing reasons and evidence to support claim

s, building a logical argument

c. providing appropriate transitional strategies for coherence, clarifying relationships betw

een and among claim

s and reasons d.

using appropriate vocabulary for argument

e. providing a conclusion that is appropriate to purpose and audience and follow

s from

and supports the argument(s)




a. referencing and/or integrating relevant reasons (from

notes provided) to support claim

s b.

referencing and/or integrating relevant and credible evidence (from notes

provided) to support claims

c. acknow

ledging alternate or opposing viewpoints

d. establishing and maintaining a form

al style and tone (including appropriate sentence variety and com

plexity) for audience/purpose)

W-1a;

W-1b;

W-1c;

W-1d;

W-1e;

W-9b

2

High

Claim

2 cont.

25-30%

6b. (Opinion) Revise



ents about topics or sources: establishing and supporting a claim, organizing and

citing supporting evidence using credible sources, providing appropriate transitional strategies for coherence, appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience and follow

s from and supports the argum

ent(s) presented.




Claim 2: W


Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

W

rite/Revise cont.

6b. cont. Evidence Required 1. (O



elements such as


b.

organizing reasons and evidence to support the claim, building a logical argum

ent* c.


een and among claim

, reasons, and evidence d.


from and supports the argum


ill revise arguments by identifying the best use of




c. acknow


d. establishing and m


variety) for audience/purpose e.


*Note: Item




W

-1a; W

-1b; W

-1c; W

-1d; W

-1e; W

-9b

2

High

Claim

2 cont.

25-30%


8. Language &

Vocabulary Use


ords, domain-specific

vocabulary, and figurative language) and style appropriate to the purpose and audience when

revising or composing texts.



domain-specific

(but not scientific or social studies) construct-relevant word(s)/phrase to convey the precise or

intended meaning of a text especially w



ill identify and use the best concrete or sensory word(s)/phrase to convey

experiences or events in narrative writing.

3. The student will identify and use the best w

ord(s)/phrase to convey ideas in a text precisely. 4. The student w

ill identify and use the best general academic or dom

ain-specific w

ord(s)/phrase to use in a text to convey precisely actions, emotions, or states of being that are

basic to a particular topic and specific to a writing purpose.

W

-2d; W

-3d; L-3b; L-6

1




Claim 2: W


Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

Conventions


mar usage, capitalization, punctuation, and spelling

to clarify a message and edit narrative, explanatory/inform

ational, and argumentative

texts. Evidence Required* In

dica

tes a skill th

at is fro

m th

e Lan

gu

ag

e Pro

gressio

n C

hart a

nd

will

be rep

eated

in su

bseq

uen

t gra

des.

L-1; L-2 1

High

Claim

2 cont.

25-30%

New




ulus and item stem

M




o grades


to correct, and/or edit for correct use of 1. m

isplaced modifiers.*

2. dangling modifiers.*

3. comm

as separating coordinate adjectives. 4. spelling of w


o grades below


isspelled w

ords.


to correct, and/or edit for correct use of 1. subject-verb agreem

ent. 2. pronoun-antecedent agreem



ords (to/too/tw

o; there/ their).vague or am

biguous or unclear pronoun references. 5. inappropriate shifts in verb tense. 6. punctuation to separate item

s in a series. 7. inappropriate shifts in pronoun num

ber and person.


to correct, and/or edit for correct use of Grade 6: 1. subjective pronouns 2. objective pronouns 3. possessive pronouns. 4. intensive pronouns. 5. com

mas to set off


ents. 6. parentheses to set off nonrestrictive or parenthetical elem

ents. Grade 5: 7. dashes to set off nonrestrictive or parenthetical elem

ents. 8. perfect verb tenses.




Claim 2: W


Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

Conventions cont.

8. vague or am

biguous or unclear pronoun references. 9. punctuation to set off nonrestrictive/parenthetical elem

ents.

9. a verb tense to convey various tim

es, sequences, states, and conditions. 10. correlative conjunctions. 11. a com

ma to separate an


the rest of a sentence. 12. a com

ma to set off the

words yes and no, to set off

a tag question, and to indicate direct address. 13. the underlining, quotation m

arks, or italics to indicate titles of w

orks.

L-1; L-2 2

High Claim

2 cont.

25-30%




Claim 3: Listening


Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

Listen

4. Listen/Interpret: Interpret and use information delivered orally.


ill identify, interpret, or analyze the point of view, purpose, m

otive, central idea, or key points of a presentation. 2. The student w



ill analyze a quality (e.g., soundness of reasoning, relevance, sufficiency of evidence) of a presentation. 4. The student w


SL-2; SL-3 3

High 10-15%



Early Development 1

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

Literary Text

1. Key Details


ation from the text





RL -1 2

Low

60-65%

2. Central Ideas

Identify or summ




marize a them


presented in a text. 2. The student w




RL-2; RL-6 2

High

3. W

ord Meanings


eanings of words, including academ

ic/tier 2 words,

domain-specific (tier 3) w

ords, and words w

ith multiple m

eanings, based on context, word

relationships (e.g., synonyms), w




ic vocabulary com

mon to com


ill determine the m





ords and domain-




n word or




unknown w


RL-4; L-4; L-5b; L-5c;

L-6 2

Low



Early Development 2

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

Literary Text

cont.



inferences (character development/actions/traits; first- or third-person point of view

). Evidence Required 1. The student w





RL-3; RL-6; RL-9

3 High

Claim

1 cont.

60-65%

5. Analysis W






een literary elem






) within

one text.

RL-3; RL-6 3

Low






ill determine how







RL-5 3

Low

7. Language U

se Interpret figurative language, literary devices, or connotative m




RL-1; RL-4; L-5

3

Low



Early Development 3

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

Literary Text

cont.






pact on m







eaning or tone.

RL-1; RL-4;

L-5

3

Low

Claim

1 cont.

60-65%

Inform

ational Text

8. Key Details


ation from the text





RI-1; RH-1; RST-1; RH-3

2 M

edium

9. Central Ideas

Summ

arize central ideas, topics/subtopics, key events, or procedures using supporting ideas and details. Evidence Required 1. The student w




ine or summ


R1-2; RH-2; RST-2

2 High

10. Word M

eanings Determ

ine intended or precise meanings of w

ords, including domain-specific (tier 3) w

ords and w

ords with m

ultiple meanings (academ

ic/tier 2 words), based on context, w

ord relationships (e.g., antonym

s, homographs), w



ith primary focus on

determining m

eaning based on context and the academic (tier 2) vocabulary com

mon to

complex texts in all disciplines.

R1-4; RH-4; RST-4; L-4; L-5b; L-5c;

L-6

2

M

edium



Early Development 4

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

Inform

ational Text cont.


ill determine the m


informational text.








n word or




eaning of an unknow


ational text.

R1-4; RH-4; RST-4; L-4; L-5b; L-5c;

L-6

2

M

edium

Claim

1 cont.

60-65%











RI-3; RI-6; RH-6;

RST-6; RI-7; RI-8; RH-8; RST-8; RI-9

3 High








ents of a text (events, people, ideas, topics) w




w


RI-3; RI-6

3

Low





RI-5; RH-5; RST-5; RI-7



Early Development 5

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

Inform

ational Text cont.


ill determine how







RI-5; RH-5; RST-5; RI-7

3

Low

Claim

1 cont.

60-65%

14. Language Use

Interpret figurative language, literary devices, or connotative meanings of w

ords and phrases used in context and the im

pact of those word choices on m






pact on m







eaning or tone.

L-5; L-5a



Early Development 6

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

W

rite/Revise

1a. Narrative (W

rite) Dem











setting shifts e.







W

-3a; W

-3b; W

-3c; W

-3d; W

-3e; W

-9a

2

High

25-30%











organizing narrative with a logical sequence of events/experiences*


e or setting shifts





Early Development 7

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

W

rite/Revise cont.











OT


W

-3a; W

-3b; W

-3c; W

-3d; W

-3e; W

-9a

2

High

Claim

2 cont.

25-30%

3a. Informative (W

rite) Dem




s from the inform

ation or explanation presented. Evidence Required 1.(O





b. preview


c.

maintaining a clear focus (N

ote: details that are out of order are organization – 1b: details that do not belong are elaboration – 2d)

d. organizing ideas/concepts strategically and into broader categories (e.g., using definition, classification, com


e. providing appropriate transitional strategies for coherence

f. m

aintaining a consistent and appropriate tone g.


and supports the information or

explanation presented 2. (Elaboration) The student w




W

-2a; W

-2b; W

-2c; W

-2d; W

-2e; W

-9b



Early Development 8

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

W

rite/Revise cont.

3a. cont. a. referencing and/or integrating relevant supporting evidence (e.g., facts, definitions, concrete details, quotations, exam




ain specific vocabulary c.



plexity) for audience/purpose

W-2a;

W-2b;

W-2c;

W-2d;

W-2e;

W-9b

2

High

Claim

2 cont.

25-30%



ore paragraphs of inform

ational/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 follow

s from the inform






b. preview


c.

maintaining a clear focus*

d. organizing ideas/concepts strategically (e.g., using definition, classification, com


e. providing appropriate transitional strategies for coherence and to clarify relationships

f. providing a conclusion that is related to and supports the inform



plex informational/explanatory text by


referencing and/or integrating relevant supporting evidence (e.g., facts, definitions, concrete details, quotations, and exam

ples) appropriate for the required form

(essay, report, etc.)



Early Development 9

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

W

rite/Revise cont.

3b. cont. b. using precise and dom

ain specific language c.



plexity) for audience/purpose d.

deleting the details that do not support the thesis/controlling idea* *N

ote: Items aligned to organization present reasons and evidence that are out of order, N

OT


W-2a;

W-2b;

W-2c;

W-2d;

W-2e;

W-9b

2

High

Claim

2 cont.

30-35%

6a. (Opinion) W

rite Dem




s from the argum





ents by a.



s, so as to build a logical argum

ent c.


een and among claim

s, counterclaims, reasons, and evidence

d. providing a conclusion that is appropriate to purpose and audience and follow

s from





a. referencing and/or integrating relevant reasons to support claim

s (from notes

provided) b.



c. acknow

ledging alternate or opposing claims

W

-1a; W

-1b; W

-1c; W

-1d; W

-1e; W

-9b




Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

W

rite/Revise cont.

6a. cont. d. establishing and m

aintaining a formal style and tone (including appropriate

sentence variety and complexity) for audience/purpose

W

-1a; W

-1b; W

-1c; W

-1d; W

-1e; W

-9b

2

High

Claim

2 cont.

30-35%

6b. (Opinion)Revise









elements such as


b.


ent* c.


een and among claim









c. acknow




variety) for audience/purpose e.


*Note: Item







Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

W

rite/Revise cont.

8. Language &

Vocabulary Use


ords, domain-





domain-

specific (but not scientific or social studies construct-relevant word(s)/phrases) to convey

the precise or intended meaning of a text especially w



ill identify and use the best concrete or sensory word or w

ords to convey experiences or events in a text precisely in narrative w


ill identify and use the best word or w

ords to precisely convey events, experiences, or ideas in a text and specific to a w

riting purpose.. 4. The student w


ain-specific word or

words to use in a text to convey precisely actions, em

otions, or states of being that are basic to a particular topic.

W-2d;

W-3d;

L-3b; L-6

2

High

Claim

2 cont.

30-35%

Conventions

7b. Edit Apply or edit grade-appropriate gram





dica

tes a skill th

at is fro

m th

e Lan

gu

ag

e Pro

gressio

n C

hart a

nd

will

be rep

eated

in su

bseq

uen

t gra

des.

L-1; L-2 1

New




ulus and item stem

M




o grades










Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

Conventions cont.

1. verbs in the active voice. 2. verbs in the passive voice. 3. verbs in the indicative m

ood. 4. verbs in the im

perative m

ood. 5. verbs in the interrogative m

ood. 6. verbs in the conditional m

ood. 7. verbs in the subjunctive m

ood. 8. inappropriate shifts in verb voice and m

ood.* 9. use of com

mas to indicate

a pause or break. 10. use of ellipses to indicate a pause or break. 11. use of dashes to indicate a pause or break. 12. use of ellipses to indicate an om

ission. 13. spelling of w


o grades below


isspelled w

ords.





ords (to/too/tw

o; there/their). 5. inappropriate shifts in verb tense. 6. punctuation to separate item

s in a series. 7. inappropriate shifts in pronoun num

ber and person. 8. vague or am

biguous or unclear pronoun references. 9. com

mas to set off

nonrestrictive/parenthetical elem

ents. 10. parentheses to set off nonrestrictive/parenthetical elem

ents. 11. dashes to set off nonrestrictive/parenthetical elem

ents. 12. m

isplaced modifiers.

13. dangling modifiers.

Grade 7: 1. com

mas separating

coordinate adjectives.

Grade 6 2. subjective pronouns 3. objective pronouns 4. possessive pronouns. 5. intensive pronouns.

L-1; L-2 1

High Claim

2 cont.

30-35%




Claim 3: Listening


Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

Listen

4. Listen/Interpret

Analyze, interpret and use information delivered orally.


ill identify, interpret, or analyze the point of view, purpose, m

otive, central idea, or key points of a presentation. 2. The student w



ill analyze a quality (e.g., soundness of reasoning, relevance, sufficiency of evidence) of a presentation. 4. The student w


SL-2; SL-3 3

High 10-15%

Grade 9-10 English Language Arts


Early Development 1

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

Literary Text

1. Key Details


ation from the text





RL -1 2

Medium

60-65%

2. Central Ideas

Identify or summ

arize central ideas, key events, or the sequence of events presented in a text. Evidence Required 1. The student w


marize a them


presented in a text using supporting evidence. 2. The student w


marize key events in a text using supporting evidence.

RL-2 2

High

3. W

ord Meanings


eanings of words, including academ

ic/tier 2 words,

domain-specific (tier 3) w

ords, and words w

ith multiple m

eanings, based on context, word

relationships (e.g., synonyms), w




ic vocabulary com

mon to com


ill determine the m

eaning of a word, phrase, or analogy based on its

context in a literary text. 2. The student w



ords and domain-




n word or


ill use etymology to determ


n word

or phrase in a literary text. 5. The student w

ill determine the m

eaning of a word or phrase based on know

ledge of dialectical English or idiom

atic expressions.

RL-4; L-4; L-5b; L-5c;

L-6 2

Medium



Early Development 2

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

Literary Text

cont.



inferences (character development/actions/traits; first- or third-person point of view

). Evidence Required 1. The student w





RL-3; RL-6; RL-9

3 High

Claim

1 cont.

60-65%

5. Analysis W






een literary elem






) within

one text.

RL-3; RL-6 3

Low






ill determine how







RL-5 3

Low

7. Language U

se Interpret or analyze the figurative (e.g., euphem

ism, oxym

oron, hyperbole, paradox) or connotative m


pact of those word

choices on meaning and tone.

RL-1; RL-4; RL-5; L-5a (Gr. 9-10);

L-5a (Gr. 11-12)

3

Low



Early Development 3

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

Literary Text

cont.






pact on m







eaning or tone.

RL-1; RL-4; RL-5; L-5a (Gr. 9-10);

L-5a (Gr. 11-12)

3

Low

Claim

1 cont.

60-65%

Inform

ational Text

8. Key Details


ation from the text





RI-1; RH-1; RST-1; RH-3

2 High

9. Central Ideas

Summ

arize central ideas, topics/subtopics, key events, or procedures using supporting ideas and details. Evidence Required 1. The student w




ine or summ


R1-2; RH-2; RST-2

2 High

10. Word M

eanings Determ

ine intended or precise meanings of w


ords, dom

ain-specific/technical (tier 3) words, analogies, and connotation/denotation, based on

context, word patterns, relationships, etym

ology, dialectical English, idiomatic expressions,

or use of specialized resources (e.g., dictionary, glossary, digital tools), with prim

ary focus on the academ

ic vocabulary comm



ill determine the m


informational text.

R1-4; RH-4; RST-4; L-4; L-5b; L-5c;

L-6

2

High



Early Development 4

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

Inform

ational Text cont.




ords and domain-

specific/tier 3 words in an inform






ill use etymology to determ


n word

or phrase in an informational text.


ine the meaning of a w

ord or phrase based on knowledge of

dialectical English or idiomatic expressions.

R1-4; RH-4; RST-4; L-4; L-5b; L-5c;

L-6

2

High

Claim

1 cont.

60-65%











RI-3; RI-6; RH-6;

RST-6; RI-7; RI-8; RH-8; RST-8; RI-9

3 High








ents of a text (events, people, ideas, topics) w




w


RI-3; RI-6 3

Low





RI-5; RH-5; RST-5; RI-7

3

Low



Early Development 5

Claim 1: Reading



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

Inform

ational Text cont.


ill determine how







RI-5; RH-5; RST-5; RI-7

3

Low

Claim

1 cont.

60-65%

14. Language Use

Analyze the figurative (e.g., euphemism

, oxymoron, hyperbole, paradox) or connotative

meanings of w

ords and phrases used in context and the impact of these w

ord choices on m

eaning and tone. Evidence Required 1. The student w





pact on m







eaning or tone.

L-5a (Gr. 9-10); L-5a

(Gr. 11-12) 3

Low



Early Development 6

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

W

rite/Revise

1a. Narrative (W

rite) Dem











setting shifts e.







W

-3a; W

-3b; W

-3c; W

-3d; W

-3e; W

-9a

2

High

25-30%


Apply narrative techniques (e.g., dialogue, description, pacing) and appropriate text structures and transitional strategies for coherence w

hen revising one or more paragraphs

of narrative text (e.g., closure, introduce narrator’s point of view, or using dialogue w

hen describing an event or to advance action). Evidence Required 1. (O



organized narratives/narrative sections that engage and orient the reader by a.

setting out a problem, situation, or observation and its significance

b. establishing one or m

ultiple point(s) of view

c. introducing a narrator and character(s)



Early Development 7

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

W

rite/Revise cont.

1b. cont. d. using a variety of techniques (e.g., a sense of m

ystery, suspense, growth, or

resolution) to sequence events so that they build on one another to create a coherent w

hole and build toward a particular tone and outcom

e* e.


and reflects on what is experienced,

observed, or resolved over the course of the narrative 2. (Elaboration) The student w



developed narratives/narrative sections that apply narrative techniques such as a.

including dialogue, pacing, and reflection to convey events, experiences, or characters

b. including precise w

ords and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters

c. identifying details that should be deleted because they are inconsistent w


*Note: Item




W

-3a; W

-3b; W

-3c; W

-3d; W

-3e; W

-9a

2

High

Claim

2 cont.

25-30%

3a. Informative (W

rite) Dem


organizing ideas by stating and maintaining a focus/tone; providing appropriate

transitional strategies for coherence; developing a complex topic and subtopics, including

relevant supporting evidence/vocabulary and elaboration; or providing a conclusion that is appropriate to purpose and audience and follow

s from and supports the inform

ation or explanation presented (e.g., articulating im

plications or the significance of a topic). Evidence Required 1. (O




a. introducing com

plex topics and subtopics b.

organizing complex ideas, concepts, and inform

ation so that each element builds

on that which precedes it to create a unified w

hole c.

providing appropriate and varied transitions and syntax to create cohesion, and clarify the relationships am

ong complex ideas and concepts

W

-2a; W

-2b; W

-2c; W

-2d; W

-2e; W

-9b



Early Development 8

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

W

rite/Revise cont.

3a. cont. d. providing a conclusion that follow



plications or the significance of a topic) 2. (Elaboration) The student w



ulus to apply elaboration techniques such as a.

developing the topic by selecting the most significant and relevant supporting

evidence (e.g., facts, extended definitions, concrete details, quotations, examples

from notes provided) appropriate to the audience’s know

ledge of the topic b.

using precise language and domain-specific vocabulary and techniques such as

metaphor, sim

ile, and analogy to manage the com

plexity of the topic c.

establishing and maintaining appropriate form

al style and objective tone

W-2a;

W-2b;

W-2c;

W-2d;

W-2e;

W-2f;

W-9b

2

High

Claim

2 cont.

25-30%


Apply a variety of strategies when w

riting one or more paragraphs of inform

ational texts: organizing ideas by stating a thesis and m

aintaining a focus, developing a complex

topic/subtopics, including relevant supporting evidence (from texts w

hen appropriate) and elaboration, or providing a conclusion that is appropriate to purpose and audience and follow


ation or explanation presented (i.e., articulating im

plications or the significance of a topic). Evidence Required 1. (O




a. introducing com

plex topics and subtopics b.

organizing complex ideas, concepts, and inform

ation so that each element builds

on that which precedes it to create a unified w

hole* c.

providing appropriate and varied transitions and syntax to create cohesion, and clarify the relationships am

ong complex ideas and concepts

d. providing a conclusion that follow



plications or the significance of a topic) 2. (Elaboration) The student w


ational/explanatory text by identifying best use of elaboration techniques such as



Early Development 9

Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

W

rite/Revise cont.

3b. cont. a. developing the topic by selecting the m

ost significant and relevant supporting evidence (e.g., facts, extended definitions, concrete details, quotations, exam

ples) appropriate to the audience’s know

ledge of the topic b.

using precise language and domain-specific vocabulary and techniques such as

metaphor, sim

ile, and analogy to manage the com

plexity of the topic c.

establishing and maintaining appropriate form

al style and objective tone d.

deleting details that do not support the thesis/controlling idea* *N

ote: Items aligned to organization present reasons and evidence that are out of order

NO

T details that do not belong. Elaboration items address details that do not belong.

W

-2a; W

-2b; W

-2c; W

-2d; W

-2e; W

-2f; W

-9b

2

High

Claim

2 cont.

25-30%

6a. (Opinion) W

rite Dem




s from the argum

ent(s) presented. 1. (O




ents by a.



s, so as to build a logical argum

ent c.


een and among claim

s, counterclaims, reasons, and evidence

d. providing a conclusion that is appropriate to purpose and audience and follow

s from





a. referencing and/or integrating relevant reasons to support claim

s (from notes

provided) b.



W

-1a; W

-1b; W

-1c; W

-1d; W

-1e; W

-9b




Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

W

rite/Revise cont.

6a. cont. c. acknow

ledging alternate or opposing claims


aintaining a formal style and tone (including appropriate

sentence variety and complexity) for audience/purpose

W

-1a; W

-1b; W

-1c; W

-1d; W

-1e; W

-9b

2

High

Claim

2 cont.

25-30%

6b. (Opinion)Revise









elements such as


b.


ent* c.


een and among claim









c. acknow



aintaining a formal style (including appropriate sentence variety) for

audience/purpose e.


*Note: Item







Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%


8. Language &

Vocabulary Use


ords, domain-




ill identify and use a better word or w

ords to make vague language in text

more precise.

2. The student will identify and use the best academ

ic or grade-level or below dom

ain-specific (but not scientific or social studies) construct-relevant w

ord(s)/phrase to convey the precise or intended m

eaning of a text especially with inform

ational/explanatory writing.

3. The student will identify and use precise w

ords or phrases (including figurative/sensory language and telling details) to convey a vivid picture of setting, character, events, experiences or ideas in a text in narrative w



ain-specific word or

words to use in a text to convey precisely actions, em

otions, or states of being that are basic to a particular topic and specific to a w

riting task.

W-2d; W

-3d; L-3b;

L-6 2

High Claim

2 cont.

25-30%

Conventions






dica

tes a skill th

at is fro

m th

e Lan

gu

ag

e Pro

gressio

n C

hart a

nd

will

be rep

eated

in su

bseq

uen

t gra

des.

L-1; L-2 1

New




ulus and item stem

M




o grades










Claim 2: W



Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

Conventions cont.

1. parallel structure.* 2. a sem

icolon to link two or

more closely related

independent clauses. 3. a colon to introduce a list or quotation. 4. hyphenation conventions. 5. spelling of w


o grades below


isspelled w

ords.





ords (to/too/tw

o; there/their). 5. inappropriate shifts in verb tense. 6. inappropriate shifts in pronoun num

ber and person. 7. vague or am

biguous or unclear pronoun references. 8. com

mas to set off

nonrestrictive/parenthetical elem

ents. 9. parentheses to set off nonrestrictive/parenthetical elem

ents. 10. dashes to set off nonrestrictive/parenthetical elem

ents. 11. m

isplaced modifiers.

12. dangling modifiers.

13. inappropriate shifts in verb voice and m

ood.

1. verbs in the active voice. 2. verbs in the passive voice. 3. verbs in the indicative m

ood. 4. verbs in the im

perative m

ood. 4. verbs in the interrogative m

ood. 5. verbs in the conditional m

ood. 6. verbs in the subjunctive m

ood. 7. use of com

mas to indicate

a pause or break. 8. use of ellipses to indicate a pause or break. 9. use of dashes to indicate a pause or break. 10. use of ellipses to indicate an om

ission.

Grade 7: 11. com

mas separating

coordinate adjectives.

L-1; L-2 1

High Claim

2 cont.

25-30%




Claim 3: Listening


Focus Target

Standards G

oal DO

K

Relative Em

phasis/Com

ments

%

Listen

4. Listen/Interpret Analyze, interpret, and use inform


ill identify, interpret, or analyze the point of view, purpose, central idea, or

key points of a presentation. 2. The student w



ill analyze a quality (credibility, reliability, accuracy, soundness of reasoning, relevance or sufficiency of evidence) of a presentation. 4. The student w


5. The student will integrate content from

a presentation with m

aterial external to the presentation.

SL-2; SL-3 3

High 10-15%

alaska measures of progress english language arts ... · claims and targets for the summative...

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