English Language Arts
Documents retrieved from:
http://www.smarterbalanced.org/smarter-balanced-assessments/

ELA Sample Items
http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm

ELA BlueprintRevised Feb 9, 2015
ELA Content Specifications
Revised July 2015



SBAC Construct Relevant Vocabulary
June 2015

Appendix B



Grade
Stretch Lexile Band
Word Count Range
(short text)
Word Count Range (long text)
3
420-820
200-487
488-650
4-5
740-1010
450-562
563-750
6-8
925-1185
650-712
713-950

Overall Claim for Grades 3–8
“Students can demonstrate progress toward college and career readiness in English language arts and literacy.”


Claim #1-Reading“Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts"
At grades 3–5, equal assessment emphasis will be placed on reading both literary and informational texts.
50% of text-related assessment evidence will come from reading literacy texts and may include stories, poems, plays, myths, or legends.50% of text-related assessment evidence will come from reading informational texts and may include science, social studies, and technical texts/topics.
At grades 6–8, assessment emphasis will shift to slightly more on informational texts (55%) than on literary texts (45%).
45% of text-related assessment evidence will come from reading literary texts and may include stories, poems, plays/dramas, myths, mysteries, or science fiction.55% of text-related assessment evidence will come from reading informational texts and may include biographies, science, social studies, and technical texts/topics.

Literary Texts Targets
Informational Texts Targets
1- Key Details
8- Key Details
2- Central Ideas
9- Central Ideas
3- Word Meaning
10- Word Meaning
4- Reasoning and Evidence
11- Reasoning and Evidence
5- Analysis Within and Across Texts
12- Analysis Within and Across Texts
6- Text Structure and Features
13- Text Structure and Features
7- Language Use
14- Language Use

Claim #2-Writing
“Students can produce effective and well-grounded writing for a range of purposes and audiences.”

At grades 3–5, assessment emphasis for the overall test design will be distributed across the CAT and the Performance Task as follows: narrative writing (35%), informational writing (35%), and writing to support opinions based on evaluation of evidence from given sources (30%).Grade 4- 35% of the assessment evidence will come from composing, revising, and/or editing narrative writing.
35% of the assessment evidence will come from composing, revising, and/or editing informational writing based on evidence from given sources. 30% of the assessment evidence will come from composing, revising, and/or editing opinion writing based on evidence from given sources.Each year, students will be assessed using at least one extended performance task assessing one of the assessment targets: # 2, # 4, or # 7. Other assessment targets may be assessed using a mix of CAT writing items or items as described and reported under Claim # 4 (Research).

At grades 6–8, emphasis will shift slightly: narrative writing (30%), informational writing (35%), and opinion/arguments to support claims based on evaluation of evidence based on given sources (35%).Grade 6--30% of the assessment evidence will come from composing, revising, and/or editing narrative writing.Grade 7--35 % of the assessment evidence will come from composing, revising, and/or editing explanatory writing based on evidence from given sources.Grade 8--35% of the assessment evidence will come from composing, revising, and/or editing argumentative writing based on evidence from given sources.Each year, students will be assessed using at least one extended performance task assessing one of the assessment targets: #2, #4, or #7. Other assessment targets may be assessed using a mix of CAT writing items or items reported under Claim #4 (Research).

Targets

1a- Write Brief Texts (narrative)
1b- Revise Brief Texts (narrative)
2- Compose Full Texts (narrative)
3a- Write Brief Texts (informational/explanatory)
3b- Revise Brief Texts (informational/explanatory)
4- Compose Full Texts (informational/explanatory)
5- Use Text Features
6a- Write Brief Texts (opinion/argument)
6b- Revise Brief Texts (opinion/argument)
7- Compose Full Texts (opinion/argument)
8- Language and Vocabulary Use
9- Edit
10- Technology

Writing Traits

Purpose/Organization: Organizing ideas consistent with purpose and audience (Evidence from assessment targets #1, #2, #3, #4, #6, #7) Evidence/Elaboration: Providing supporting evidence, details, and elaboration consistent with focus/thesis/claim, source text or texts, purpose and audience (Evidence from assessment targets #1, #2, #3, #4, #6, and #7, and #8)
Conventions: Applying the conventions of standard written English; editing for grammar usage and mechanics to clarify the message (Evidence from assessment target #9)


Claim #3- Speaking and Listening“Students can employ effective speaking and listening skills for a range of purposes and audiences.”
1.Language & Vocabulary Use
2.Clarify Message
3. Plan/Speak/Present
4. Listen/Interpret


Claim #4- Research/Inquiry
“Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.”


Grades 3-5
Grades 6-8

1- Plan/Research
1- Plan/Research
2- Interpret and Integrate Information
2- Analyze/ Integrate Information
3- Analyze Information/Sources
3- Evaluate Information/Sources
4- Use Evidence
4- Use Evidence

Threshold Scores
Grade
Level 4
Level 3
Level 2
3
2490
2432
2367
4
2533
2473
2416
5
2582
2502
2442
6
2618
2531
2457
7
2649
2552
2479
8
2668
2567
2487
11
2682
2583
2493

Achievement Level Descriptors
















Grade 6

Claim 1















Claim 2





Claim 3

Claim 4






Grade 7
Claim 1














Claim 2






Claim 3


Claim 4







Grade 8
Claim 1














Claim 2






Claim 3

Claim 4