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.
Grade 3 English Language Arts
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
Grade 3 English Language Arts
Alaska Department of Education &
Early Development 2
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
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.
Evidence Required 1. The student w
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
Grade 3 English Language Arts
Alaska Department of Education &
Early Development 3
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
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
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 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.
Evidence Required 1. The student w
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
ord structure (e.g., comm
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
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 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.
3. The student will use resources to determ
ine the correct meaning of an unknow
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
Grade 3 English Language Arts
Alaska Department of Education &
Early Development 4
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
%
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
ithin the text or texts that support that conclusion. 2. The student w
ill make an inference about an inform
ational text or texts and identify details w
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).
Evidence Required 1. The student w
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
ithin a text or across two different texts.
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.
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.
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
Grade 3 English Language Arts
Alaska Department of Education &
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
rganization) The student will use inform
ation provided in a stimulus to revise
organized 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 stimulus to revise w
ell-developed narratives that apply narrative techniques such as
Grade 3 English Language Arts
Alaska Department of Education &
Early Development 6
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 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
rganization) The student will use inform
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
Grade 3 English Language Arts
Alaska Department of Education &
Early Development 7
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 cont.
3b cont. 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 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
rganization) The student will use inform
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
2. (Elaboration) The student will use inform
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
Grade 3 English Language Arts
Alaska Department of Education &
Early Development 8
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 cont.
6b. (Opinion) Revise
Revise one or more paragraphs dem
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.
establishing a context c.
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
elaboration techniques such as a.
developing the opinion with supporting reasons
b. deleting details that do not support the opinion*
*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
-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.
Evidence Required 1. The student w
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
Grade 3 English Language Arts
Alaska Department of Education &
Early Development 9
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
%
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
Grade 3 English Language Arts
Alaska Department of Education &
Early Development
10
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
%
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%
Grade 3 English Language Arts
Alaska Department of Education &
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%
Grade 4 English Language Arts
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 determine or sum
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
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 domain-
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
Grade 4 English Language Arts
Alaska Department of Education &
Early Development 2
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
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
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
ithin 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.
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
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 3
Low
7. Language U
se Interpret figurative language, literary devices, or connotative m
eanings of words and
phrases used in context and the impact of those w
ord choices on meaning or tone.
Evidence Required 1. The student w
ill interpret the meaning of figurative w
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
Grade 4 English Language Arts
Alaska Department of Education &
Early Development 3
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 cont.
7. cont. 3. The student w
ill interpret the connotative meaning of w
ords and phrases used in context and analyze its im
pact on meaning or tone.
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
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.
RI-1; RI-7 2
Medium
9. Central Ideas
Identify central ideas, key events, or procedures. Evidence Required 1. The student w
ill determine or sum
marize a central idea in a text.
2. The student will determ
ine or summ
arize key events or a 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
ord structure (e.g., comm
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
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 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.
3. The student will use resources to determ
ine the correct meaning of an unknow
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; L-5c
2 M
edium
Grade 4 English Language Arts
Alaska Department of Education &
Early Development 4
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
%
Informational
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
ithin the text or texts that support that conclusion. 2. The student w
ill make an inference about an inform
ational text or texts and identify details w
ithin the text or texts that support that inference.
L-5; L-5a; L-5b
3 High
Claim 1
cont. 60-65%
12. Analysis Within or Across Text
Interpret, explain, or connect information presented w
ithin or across texts (e.g., com
pare/contrast, cause/effect, integrate information).
Evidence Required 1. The student w
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
ithin a text or across two different texts.
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.
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.
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
ill interpret the meaning of figurative w
ords and phrases used in context and analyze its im
pact on meaning or tone.
L-5; L-5a; L-5b
3 Low
Grade 4 English Language Arts
Alaska Department of Education &
Early Development 5
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
%
Informational
Text cont.
14. cont. 2. The student w
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%
Grade 4 English Language Arts
Alaska Department of Education &
Early Development 6
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, 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
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 transitional w
ords and phrases to manage the sequence of events
e. providing closure that follow
s 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 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%
1b. Narrative (Revise)
Revise one or more paragraphs dem
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
rganization) The student will use inform
ation provided in a stimulus to revise
organized 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*
Grade 4 English Language Arts
Alaska Department of Education &
Early Development 7
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 cont.
1b. cont. d. using transitional w
ords and phrases to manage the sequence of events
e. providing closure that follow
s from the narrative
2. (Elaboration) The student will use inform
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
ith the rest of a narrative*
*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
-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 organize ideas in informational/explanatory texts by stating a focus
(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.
Evidence Required 1. (O
rganization) The student will use inform
ation provided in a stimulus to organize
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
ill use information provided in an inform
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
Grade 4 English Language Arts
Alaska Department of Education &
Early Development 8
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 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
rganization) The student will revise inform
ational/explanatory text by identifying im
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
ill revise complex inform
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.
Evidence Required 1. (O
rganization) The student will use inform
ation provided in an opinion stimulus to
organize the text by a.
stating an opinion about a clearly stated topic b.
establishing a context c.
organizing supporting evidence/reasons and elaboration
W
-1a; W
-1b; W
-1c; W
-1d; W
-9b
Grade 4 English Language Arts
Alaska Department of Education &
Early Development 9
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 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
2. (Elaboration) The student will use inform
ation provided in an opinion stimulus to apply
elaboration techniques such as a.
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
Revise one or more paragraphs dem
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
rganization) The student will revise opinion text by identifying im
proved organizational elem
ents such as a.
stating an opinion about a clearly stated topic b.
establishing a context c.
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
elaboration techniques such as a.
developing the opinion with supporting evidence/reasons and elaboration
b. deleting details that do not support the opinion*
*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.
Grade 4 English Language Arts
Alaska Department of Education &
Early Development 10
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
%
Language/ Vocabulary
8. Language &
Vocabulary Use
Strategically use language and vocabulary (including academic or dom
ain-specific vocabulary) appropriate to the purpose and audience w
hen revising or composing texts.
Evidence Required 1. The student w
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
-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. 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.
The student will identify, edit
to correct, and/or edit for correct use of
1. subject-verb agreement.
2. correct pronoun- antecedent agreem
ent.
The student will identify, edit
to correct, and/or edit for correct use of
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.
Grade 4 English Language Arts
Alaska Department of Education &
Early Development 11
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
%
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%
Grade 4 English Language Arts
Alaska Department of Education &
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
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
SL-2; SL-3 10-15%
Grade 5 English Language Arts
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 determine or sum
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 or precise m
eanings of words, including w
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.
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 domain-
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
Grade 5 English Language Arts
Alaska Department of Education &
Early Development
2
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
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.
Evidence Required 1. The student 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
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 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
Grade 5 English Language Arts
Alaska Department of Education &
Early Development
3
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
cont.
7. cont. Evidence Required 1. The student w
ill interpret the meaning of figurative w
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. 3. The student w
ill interpret the connotative meaning of w
ords and phrases used in context and analyze its im
pact on meaning or tone.
4. The student will analyze the im
pact of word choice on reader interpretation of m
eaning or tone.
RL-4; RL-5
3
Low
Claim
1 cont.
60-65%
Inform
ational Text
8. 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.
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
ill determine or sum
marize a central idea in a text.
2. The student will determ
ine or summ
arize key events or a 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
ord structure (e.g., comm
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
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 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.
RI-4; L-4;
L-5c
2
M
edium
Grade 5 English Language Arts
Alaska Department of Education &
Early Development
4
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
%
Inform
ational Text
10. cont. 3. The student w
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
ill use Greek or Latin word parts to determ
ine the correct meaning of an
unknown w
ord or phrase in an informational text.
RI-4; L-4;
L-5c
2
M
edium
Claim
1 cont.
60-65%
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
ithin the text or texts that support that conclusion. 2. The student w
ill make an inference about an inform
ational text or texts and identify details w
ithin the text or texts that support that inference.
RI-3; RI-6; RI-7; RI-8;
RI-9 3
High
12. Analysis Within or Across Text
Analyze or compare how
information is presented w
ithin or across texts (events, people, ideas, topic). Evidence Required 1. The student w
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
ithin a text or across two different texts.
RI-3; RI-6 3
Low
13. Text Structures & Features
Relate knowledge of text structures to obtain, interpret, explain, or integrate inform
ation or to com
pare or connect information across texts.
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.
RI-5; 3
Low
Grade 5 English Language Arts
Alaska Department of Education &
Early Development
5
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
%
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
eaning or tone. Evidence Required 1. The student w
ill interpret the meaning of figurative w
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. 3. The student w
ill interpret the connotative meaning of w
ords and phrases used in context and analyze its im
pact on meaning or tone.
4. The student will analyze the im
pact of word choice on reader interpretation of m
eaning or tone.
L-5; L-5a; L-5b
3 Low
Claim
1 cont.
60-65%
Grade 5 English Language Arts
Alaska Department of Education &
Early Development
6
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, 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
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 transition strategies to convey sequence
e. providing closure that follow
s 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 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%
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
rganization) The student will use inform
ation provided in a stimulus to revise
organized 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 transition strategies to convey sequence
e. providing closure that follow
s from the narrative
Grade 5 English Language Arts
Alaska Department of Education &
Early Development
7
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 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 dialogue to convey events/experiences b.
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
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
-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 organize ideas in informational/explanatory texts by stating a focus
(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.
Evidence Required 1. (O
rganization) The student will use inform
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
2. (Elaboration) The student will use inform
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
b. using precise language and dom
ain specific vocabulary to inform or explain
W-2a;
W-2b;
W-2c;
W-2d;
W-2e;
W-9b
Grade 5 English Language Arts
Alaska Department of Education &
Early Development
8
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 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
rganization) The student will revise inform
ational/explanatory text by identifying im
proved organizational elements such as
a. introducing a topic clearly
b. m
aking general observations c.
grouping related information*
d. using transition w
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
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;
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
rganization) The student will use inform
ation provided in an opinion stimulus to
organize the text by a.
stating an opinion about a clearly stated topic b.
establishing a context c.
organizing supporting evidence/reasons and elaboration
W
-1a; W
-1b; W
-1c; W
-1d; W
-9b
Grade 5 English Language Arts
Alaska Department of Education &
Early Development
9
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 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
2. (Elaboration) The student will use inform
ation provided in an opinion stimulus to apply
elaboration techniques such as a.
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
Revise one or more paragraphs dem
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
rganization) The student will use inform
ation provided in a stimulus to revise
organized opinion text by a.
stating an opinion about a clearly stated topic b.
establishing a context c.
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
ill use information provided in a stim
ulus to revise well-
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
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.
Grade 5 English Language Arts
Alaska Department of Education &
Early Development
10
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
%
Language/ Vocabulary
8. Language &
Vocabulary Use
Strategically use language and vocabulary (including academic or dom
ain-specific vocabulary) appropriate to the purpose and audience w
hen revising or composing texts.
Evidence Required 1. The student w
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
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 su
bseq
uen
t gra
des.
L-1; L-2 1
High
New
-to-grade conventions
Language progression chart conventions assessed across
relevant grade spans. Stim
ulus and item stem
MU
ST be appropriately com
plex 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. perfect verb tense. 2. verb tense to convey various tim
es, sequences, states, and conditions. 3. inappropriate shifts in verb tense.*
The student will identify, edit
to correct, and/or edit for correct use of
1. subject-verb agreement.
2. pronoun-antecedent agreem
ent. 3. inappropriate sentence fragm
ents, run-on sentences.
The student will identify, edit
to correct, and/or edit for correct use of
Grade 4: 1. relative pronouns. 2. relative adverbs. 3. progressive verb tenses. 4. m
odal auxiliaries to convey various conditions.
Grade 5 English Language Arts
Alaska Department of Education &
Early Development
11
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
%
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%
Grade 5 English Language Arts
Alaska Department of Education &
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
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%
Grade 6 English Language Arts
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
Low
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 determine or sum
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 or precise m
eanings of words, including w
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.
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 domain-
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-5b; L-5c;
L-6 2
Low
Grade 6 English Language Arts
Alaska Department of Education &
Early Development
2
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
cont.
4. Reasoning and Evidence M
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
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 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
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
6. Text Structures &
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.
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 3
Low
7. Language U
se Interpret figurative language use (e.g., personification, m
etaphor), 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-1; RL-4;
L-5
3
Low
Grade 6 English Language Arts
Alaska Department of Education &
Early Development
3
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
cont.
7. cont. Evidence Required 1. The student w
ill interpret the meaning of figurative w
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. 3. The student w
ill interpret the connotative meaning of w
ords and phrases used in context and analyze its im
pact on meaning or tone.
4. The student will analyze the im
pact of word choice on reader interpretation of 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.
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.
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
ill determine or sum
marize a central idea in a text.
2. The student will determ
ine or summ
arize key events or a procedure in a text.
R1-2; RH-2; RST-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
ord structure (e.g., comm
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
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 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.
R1-4; RH-4; RST-4; L-4; L-5b; L-5c;
L-6
2
M
edium
Grade 6 English Language Arts
Alaska Department of Education &
Early Development
4
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
%
Inform
ational Text cont.
3. The student will use resources to determ
ine the correct meaning of an unknow
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.
R1-4; RH-4; RST-4; L-4; L-5b; L-5c;
L-6
2
Medium
Claim 1
cont. 60-65%
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
ithin the text or texts that support that conclusion. 2. The student w
ill make an inference about an inform
ational text or texts and identify details w
ithin 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
12. Analysis Within or Across Text
Analyze or compare how
information is presented w
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
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
ithin a text or across two different texts.
RI-3; RI-6 3
Low
13. Text Structures & Features
Relate knowledge of text structures or genre-specific features to analyze or integrate
information.
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.
RI-5; RH-5; RST-5; RI-7
3 Low
Grade 6 English Language Arts
Alaska Department of Education &
Early Development
5
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
%
Inform
ational Text cont.
14. Language Use
Interpret figurative language (e.g., hyperbole, personification, analogies), use of literary devices, or connotative m
eanings of words and phrases used in context and the im
pact of those w
ord choices on meaning or tone.
Evidence Required 1. The student w
ill interpret the meaning of figurative w
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. 3. The student w
ill interpret the connotative meaning of w
ords and phrases used in context and analyze its im
pact on meaning or tone.
4. The student will analyze the im
pact of word choice on reader interpretation of m
eaning or tone.
L-5; L-5a 3
Low
Claim
1 cont.
60-65%
Grade 6 English Language Arts
Alaska Department of Education &
Early Development
6
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 (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
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 context and/or setting b.
introducing a narrator and character(s) c.
organizing narrative with a logical sequence of events/experiences
d. using transition strategies to convey sequence, establish pacing, signal tim
e or setting shifts
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 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%
1b. Narrative (Revise)
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).
Evidence Required 1. (O
rganization) The student will use inform
ation provided in a stimulus to revise
organized narratives that engage and orient the reader by a.
establishing a context and/or setting b.
introducing a narrator and character(s) c.
organizing narrative with a logical sequence of events/experiences*
d. using transition strategies to convey sequence, establish pacing, signal tim
e or setting shifts
e. providing closure that follow
s logically from the narrative
Grade 6 English Language Arts
Alaska Department of Education &
Early Development
7
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 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 dialogue to convey events/experiences b.
including descriptive details and sensory language 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
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
-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
ation or explanation presented. Evidence Required 1. (O
rganization) The student will use inform
ation provided in a stimulus to organize
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
2. (Elaboration) The student will use inform
ation provided in an informational/explanatory
stimulus to apply elaboration techniques such as a.
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
Grade 6 English Language Arts
Alaska Department of Education &
Early Development
8
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 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%
3b. Informative (Revise)
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
ation or explanation presented. Evidence Required 1. (O
rganization) The student will revise inform
ational/explanatory text by identifying im
proved organizational elements such as
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, cause/effect) d.
providing appropriate transitional strategies for coherence e.
providing a conclusion that follows from
the information or explanation presented
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
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.
Grade 6 English Language Arts
Alaska Department of Education &
Early Development
9
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 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)
2. (Elaboration) The student will use inform
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
c. 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.
25-30%
6b. (Opinion)Revise
Apply a variety of strategies when revising one or m
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
Grade 6 English Language Arts
Alaska Department of Education &
Early Development
10
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 cont.
6b. cont. 1. (O
rganization) The student will revise argum
ents by identifying improved organizational
elements such as
a. establishing a clear claim
b.
organizing reasons and evidence to support claim, building a logical argum
ent c.
providing appropriate transitional strategies for coherence, clarifying relationships betw
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
c. establishing and m
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
s address details that do not belong.
W-1a;
W-1b;
W-1c;
W-1d;
W-1e;
W-9b
2
High
Claim
2 cont.
25-30%
Language/ Vocabulary
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
hen revising or composing texts.
Evidence Required 1. The student 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
Grade 6 English Language Arts
Alaska Department of Education &
Early Development
11
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
%
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 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
-to-grade conventions
Language progression chart conventions assessed across
relevant grade spans. Stim
ulus and item stem
MU
ST be appropriately com
plex for the grade level.
Skills from previous tw
o grades
Conventions
The student will identify, edit
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
The student will identify, edit
to correct, and/or edit for correct use of 1. subject-verb agreem
ent. 2. pronoun-antecedent agreem
ent. 3. inappropriate sentence fragm
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.
The student will identify, edit
to correct, and/or edit for correct use of
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
introductory element from
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%
Grade 6 English Language Arts
Alaska Department of Education &
Early Development
12
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
%
Conventions
cont.
nonrestrictive or parenthetical elem
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%
Grade 6 English Language Arts
Alaska Department of Education &
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
ation delivered orally. Evidence Required 1. The student w
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
ill draw and/or support a conclusion based on content in a presentation.
SL-2; SL-3 3
High 10-15%
Grade 7 English Language Arts
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
Low
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, central idea, or author's message
presented in a text. 2. The student w
ill determine or sum
marize key ideas and events in a text.
3. The student will identify the author's purpose in a text.
RL-2; RL-6 2
High
3. W
ord Meanings
Determine intended or precise m
eanings of words, including w
ords with m
ultiple m
eanings (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.
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 domain-
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-5b; L-5c;
L-6 2
Low
Grade 7 English Language Arts
Alaska Department of Education &
Early Development 2
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
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 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
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
6. Text Structures &
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.
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; 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
eanings of words and
phrases used in context and the impact of those w
ord choices on meaning or tone.
RL-1; RL-4;
L-5
3
Low
Grade 7 English Language Arts
Alaska Department of Education &
Early Development 3
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
cont.
7. cont. Evidence Required 1. The student w
ill interpret the meaning of figurative w
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. 3. The student w
ill interpret the connotative meaning of w
ords and phrases used in context and analyze its im
pact on meaning or tone.
4. The student will analyze the im
pact of word choice on reader interpretation of 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 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.
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
ill determine or sum
marize a central idea in a text.
2. The student will determ
ine or summ
arize key events or a procedure in a text.
R1-2; RH-2; RST-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
ord structure (e.g., comm
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
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 an
informational text.
R1-4; RH-4; RST-4; L-4; L-5b; L-5c;
L-6
2
M
edium
Grade 7 English Language Arts
Alaska Department of Education &
Early Development 4
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
%
Inform
ational Text cont.
10. cont. 2. The student w
ill determine the intended m
eaning of academic/tier 2 w
ords and domain-
specific/tier 3 words in an inform
ational text. 3. The student w
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
ill use Greek or Latin word parts to determ
ine the correct meaning of an
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%
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 will form
a conclusion about an informational text or texts and identify
evidence within the text or texts that support that conclusion.
2. The student will m
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
12. Analysis Within or Across Text
Analyze or compare how
information is presented w
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
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
ithin a text or across two different texts.
RI-3; RI-6 3
Low
13. Text Structures & Features
Relate knowledge of text structures and genre-specific features to com
pare or analyze the im
pact of those choices on meaning or presentation.
Evidence Required 1. The student w
ill determine how
the overall structure of a text impacts its m
eaning.
RI-5; RH-5; RST-5; RI-7
3
Low
Grade 7 English Language Arts
Alaska Department of Education &
Early Development 5
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
%
Inform
ational Text cont.
13. cont. 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.
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
eanings of words and phrases used in context and the im
pact of those word
choices on meaning or tone.
Evidence Required 1. The student w
ill interpret the meaning of figurative w
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. 3. The student w
ill interpret the connotative meaning of w
ords and phrases used in context and analyze its im
pact on meaning or tone.
4. The student will analyze the im
pact of word choice on reader interpretation of m
eaning or tone.
L-5; L-5a
Grade 7 English Language Arts
Alaska Department of Education &
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
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
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 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
a. including dialogue to convey events/experiences
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%
1b. Narrative (Revise)
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).
Evidence Required 1. (O
rganization) The student will use inform
ation provided in a stimulus to revise
organized narratives that engage and orient the reader by a.
establishing a context and/or setting b.
introducing a narrator and character(s) c.
organizing narrative with a logical sequence of events/ experiences*
d. using transition strategies to convey sequence, establish pacing, signal tim
e or setting shifts
e. providing closure that follow
s logically from the narrative
Grade 7 English Language Arts
Alaska Department of Education &
Early Development 7
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 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 dialogue to convey events/experiences b.
including descriptive details and sensory language 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
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
-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
ation or explanation presented. Evidence Required 1. (O
rganization) The student will use inform
ation provided in a stimulus to organize
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
2. (Elaboration) The student will use inform
ation provided in an informational/explanatory
stimulus to apply elaboration techniques such as a.
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.)
b. using precise language and dom
ain specific vocabulary
W
-2a; W
-2b; W
-2c; W
-2d; W
-2e; W
-2f; W
-9b
Grade 7 English Language Arts
Alaska Department of Education &
Early Development 8
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 cont.
3a. cont. c. establishing and m
aintaining a formal style (including appropriate sentence variety
and complexity) for audience/purpose
W
-2a; W
-2b; W
-2c; W
-2d; W
-2e; W
-2f; W
-9b
2
High
Claim
2 cont.
25-30%
3b. Informative (Revise)
Apply a variety of strategies when revising one or m
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
ation or explanation presented. Evidence Required 1. (O
rganization) The student will revise inform
ational/explanatory text by identifying im
proved organizational elements such as
a. introducing and clearly stating a focus (thesis)
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
ation or explanation presented
2. (Elaboration) The student will revise com
plex informational/ explanatory text by
identifying best use of elaboration techniques such as a.
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
c. establishing and m
aintaining 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
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.
Grade 7 English Language Arts
Alaska Department of Education &
Early Development 9
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 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. (O
rganization) The student will use inform
ation provided in an argumentative stim
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)
2. (Elaboration) The student will use inform
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
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
Apply a variety of strategies when revising one or m
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 and supports the argum
ent(s) presented.
Grade 7 English Language Arts
Alaska Department of Education &
Early Development 10
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 cont.
6b. cont. Evidence Required 1. (O
rganization) The student will revise argum
ents by identifying improved organizational
elements such as
a. establishing a clear claim
b.
organizing reasons and evidence to support the claim, building a logical argum
ent* c.
providing appropriate transitional strategies for coherence, clarifying relationships betw
een and among claim
, reasons, and evidence d.
providing a conclusion that is appropriate to purpose and audience and follows
from and supports the argum
ent(s) 2. (Elaboration) The student w
ill revise arguments by identifying the best use of
elaboration techniques such as a.
including relevant reasons to support claim
b. including relevant and credible evidence to support reasons
c. acknow
ledging alternate or opposing viewpoints
d. establishing and m
aintaining a formal style (including appropriate sentence
variety) for audience/purpose e.
deleting details that do not support the claim*
*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
-1a; W
-1b; W
-1c; W
-1d; W
-1e; W
-9b
2
High
Claim
2 cont.
25-30%
Language/ Vocabulary
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 when
revising or composing texts.
Evidence Required 1. The student 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. 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
Grade 7 English Language Arts
Alaska Department of Education &
Early Development 11
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
%
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 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
-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. m
isplaced modifiers.*
2. dangling modifiers.*
3. comm
as separating coordinate adjectives. 4. spelling of w
ords that are at or up to tw
o grades below
grade level, including frequently m
isspelled w
ords.
The student will identify, edit
to correct, and/or edit for correct use of 1. subject-verb agreem
ent. 2. pronoun-antecedent agreem
ent. 3. inappropriate sentence fragm
ents, run-on sentences. 4. frequently confused w
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.
The student will identify, edit
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
nonrestrictive or parenthetical elem
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.
Grade 7 English Language Arts
Alaska Department of Education &
Early Development 12
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
%
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
introductory element from
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%
Grade 7 English Language Arts
Alaska Department of Education &
Early Development 13
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 information delivered orally.
Evidence Required 1. The student w
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 how inform
ation is presented and/or the effects of the delivery. 3. The student w
ill analyze a quality (e.g., soundness of reasoning, relevance, sufficiency of evidence) of a presentation. 4. The student w
ill draw and/or support a conclusion based on content in a presentation.
SL-2; SL-3 3
High 10-15%
Grade 8 English Language Arts
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
Low
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, central idea, or author's message
presented in a text. 2. The student w
ill determine or sum
marize key ideas and events in a text.
3. The student will identify the author's purpose in a text.
RL-2; RL-6 2
High
3. W
ord Meanings
Determine intended or precise m
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
ord structure (e.g., comm
on Greek or Latin roots, affixes), or use of resources (e.g., dictionary, glossary), w
ith primary focus on the academ
ic 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 domain-
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-5b; L-5c;
L-6 2
Low
Grade 8 English Language Arts
Alaska Department of Education &
Early Development 2
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
cont.
4. Reasoning and Evidence
Make an inference or provide a conclusion and use supporting evidence to justify/explain
inferences (character development/actions/traits; first- or third-person point of view
). 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 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
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
6. Text Structures &
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.
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 3
Low
7. Language U
se Interpret figurative language, literary devices, or connotative m
eanings of words and
phrases used in context and the impact of those w
ord choices on meaning or tone.
RL-1; RL-4; L-5
3
Low
Grade 8 English Language Arts
Alaska Department of Education &
Early Development 3
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
cont.
7. cont. Evidence Required 1. The student w
ill interpret the meaning of figurative w
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. 3. The student w
ill interpret the connotative meaning of w
ords and phrases used in context and analyze its im
pact on meaning or tone.
4. The student will analyze the im
pact of word choice on reader interpretation of 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 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.
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
ill determine or sum
marize a central idea in a text.
2. The student will determ
ine or summ
arize key events or a procedure in a text.
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
ord structure (e.g., comm
on Greek or Latin roots, affixes), or use of resources (e.g., dictionary, glossary), 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
Grade 8 English Language Arts
Alaska Department of Education &
Early Development 4
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
%
Inform
ational Text cont.
10. cont. Evidence Required 1. The student w
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.
3. The student will use resources to determ
ine the correct meaning of an unknow
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.
R1-4; RH-4; RST-4; L-4; L-5b; L-5c;
L-6
2
M
edium
Claim
1 cont.
60-65%
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 will form
a conclusion about an informational text or texts and identify
evidence within the text or texts that support that conclusion.
2. The student will m
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
12. Analysis Within or Across Text
Analyze or compare how
information is presented w
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
ill analyze the interaction between elem
ents of a text (events, people, ideas, 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
ithin a text or across two different texts.
RI-3; RI-6
3
Low
13. Text Structures & Features
Relate knowledge of text structures and genre-specific features to com
pare or analyze the im
pact of those choices on meaning or presentation.
RI-5; RH-5; RST-5; RI-7
Grade 8 English Language Arts
Alaska Department of Education &
Early Development 5
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
%
Inform
ational Text cont.
13. cont. 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.
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
eaning or tone. Evidence Required 1. The student w
ill interpret the meaning of figurative w
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. 3. The student w
ill interpret the connotative meaning of w
ords and phrases used in context and analyze its im
pact on meaning or tone.
4. The student will analyze the im
pact of word choice on reader interpretation of m
eaning or tone.
L-5; L-5a
Grade 8 English Language Arts
Alaska Department of Education &
Early Development 6
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 (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
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 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
a. including dialogue to convey events/experiences
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%
1b. Narrative (Revise)
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).
Evidence Required 1. (O
rganization) The student will use inform
ation provided in a stimulus to revise
organized narratives that engage and orient the reader by a.
establishing a context and/or setting b.
introducing a narrator and character(s) c.
organizing narrative with a logical sequence of events/experiences*
d. using transition strategies to convey sequence, establish pacing, signal tim
e or setting shifts
e. providing closure that follow
s logically from the narrative
Grade 8 English Language Arts
Alaska Department of Education &
Early Development 7
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 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 dialogue to convey events/experiences b.
including descriptive details and sensory language 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
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
-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
ation or explanation presented. Evidence Required 1.(O
rganization) The student will use inform
ation provided in a stimulus to organize
informational/explanatory text by
a. introducing and clearly stating a focus (thesis)
b. preview
ing what is to follow
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
parison/contrast, cause/effect to structure writing)
e. providing appropriate transitional strategies for coherence
f. m
aintaining a consistent and appropriate tone g.
providing a conclusion that follows from
and supports the information or
explanation presented 2. (Elaboration) The student w
ill use information provided in an inform
ational/explanatory stim
ulus to apply elaboration techniques such as
W
-2a; W
-2b; W
-2c; W
-2d; W
-2e; W
-9b
Grade 8 English Language Arts
Alaska Department of Education &
Early Development 8
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 cont.
3a. cont. a. 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.)
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-9b
2
High
Claim
2 cont.
25-30%
3b. Informative (Revise)
Apply a variety of strategies when revising one or m
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
ation or explanation presented. Evidence Required 1. (O
rganization) The student will revise inform
ational/explanatory text by identifying im
proved organizational elements such as
a. introducing and clearly stating a focus (thesis)
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
ation or explanation presented
2. (Elaboration) The student will revise com
plex informational/explanatory text by
identifying best use of elaboration techniques such as a.
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.)
Grade 8 English Language Arts
Alaska Department of Education &
Early Development 9
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 cont.
3b. cont. b. using precise and dom
ain specific language c.
establishing and maintaining a form
al style (including appropriate sentence variety and com
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
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.
30-35%
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. (O
rganization) The student will use inform
ation provided in an argumentative stim
ulus to organize argum
ents by a.
establishing a clear claim
b. organizing reasons and evidence to support claim
s, so as to build a logical argum
ent c.
providing appropriate transitional strategies for coherence, clarifying relationships betw
een and among claim
s, counterclaims, reasons, and evidence
d. providing a conclusion that is appropriate to purpose and audience and follow
s from
and supports the argument(s)
2. (Elaboration) The student will use inform
ation provided in an argumentative stim
ulus to apply elaboration techniques such as
a. referencing and/or integrating relevant reasons to support claim
s (from notes
provided) b.
referencing and/or integrating relevant and credible evidence (from notes
provided) to support claims
c. acknow
ledging alternate or opposing claims
W
-1a; W
-1b; W
-1c; W
-1d; W
-1e; W
-9b
Grade 8 English Language Arts
Alaska Department of Education &
Early Development 10
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 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
Apply a variety of strategies when revising one or m
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 and supports the argum
ent(s) presented. Evidence Required 1. (O
rganization) The student will revise argum
ents by identifying improved organizational
elements such as
a. establishing a clear claim
b.
organizing reasons and evidence to support the claim, building a logical argum
ent* c.
providing appropriate transitional strategies for coherence, clarifying relationships betw
een and among claim
, reasons, and evidence d.
providing a conclusion that is appropriate to purpose and audience and follows
from and supports the argum
ent(s) 2. (Elaboration) The student w
ill revise arguments by identifying the best use of
elaboration techniques such as a.
including relevant reasons to support claim
b. including relevant and credible evidence to support reasons
c. acknow
ledging alternate or opposing viewpoints
d. establishing and m
aintaining a formal style (including appropriate sentence
variety) for audience/purpose e.
deleting details that do not support the claim*
*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.
Grade 8 English Language Arts
Alaska Department of Education &
Early Development 11
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 cont.
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
hen revising or composing texts.
Evidence Required 1. The student 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)/phrases) 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 or w
ords to convey experiences or events in a text precisely in narrative w
riting. 3. The student 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
ill identify and use the best general academic or dom
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
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
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
The student will identify, edit
to correct, and/or edit for correct use of
The student will identify, edit
to correct, and/or edit for correct use of
Grade 8 English Language Arts
Alaska Department of Education &
Early Development 12
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
%
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
ords that are at or up to tw
o grades below
grade level, including frequently m
isspelled w
ords.
1. subject-verb agreement.
2. pronoun-antecedent agreem
ent. 3. inappropriate sentence fragm
ents, run-on sentences. 4. frequently confused w
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%
Grade 8 English Language Arts
Alaska Department of Education &
Early Development 13
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
Analyze, interpret and use information delivered orally.
Evidence Required 1. The student w
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 how inform
ation is presented and/or the effects of the delivery. 3. The student w
ill analyze a quality (e.g., soundness of reasoning, relevance, sufficiency of evidence) of a presentation. 4. The student w
ill draw and/or support a conclusion based on content in a presentation.
SL-2; SL-3 3
High 10-15%
Grade 9-10 English Language Arts
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, or the sequence of events presented in a text. Evidence Required 1. The student w
ill determine or sum
marize a them
e, central idea, or author's message
presented in a text using supporting evidence. 2. The student w
ill determine or sum
marize key events in a text using supporting evidence.
RL-2 2
High
3. W
ord Meanings
Determine intended or precise m
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
ord structure (e.g., comm
on Greek or Latin roots, affixes), or use of resources (e.g., dictionary, glossary), w
ith primary focus on the academ
ic vocabulary com
mon to com
plex texts in all disciplines. Evidence Required 1. The student w
ill determine the m
eaning of a word, phrase, or analogy 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 domain-
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 etymology to determ
ine the correct meaning of an unknow
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
Grade 9-10 English Language Arts
Alaska Department of Education &
Early Development 2
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
cont.
4. Reasoning and Evidence
Make an inference or provide a conclusion and use supporting evidence to justify/explain
inferences (character development/actions/traits; first- or third-person point of view
). 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 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
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
6. Text Structures &
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.
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 3
Low
7. Language U
se Interpret or analyze the figurative (e.g., euphem
ism, oxym
oron, hyperbole, paradox) or connotative m
eanings of words and phrases used in context and the im
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
Grade 9-10 English Language Arts
Alaska Department of Education &
Early Development 3
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
cont.
7. cont. Evidence Required 1. The student w
ill interpret the meaning of figurative w
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. 3. The student w
ill interpret the connotative meaning of w
ords and phrases used in context and analyze its im
pact on meaning or tone.
4. The student will analyze the im
pact of word choice on reader interpretation of 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
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.
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
ill determine or sum
marize a central idea in a text.
2. The student will determ
ine or summ
arize key events or a procedure in a text.
R1-2; RH-2; RST-2
2 High
10. Word M
eanings Determ
ine intended or precise meanings of w
ords, including academic/tier 2 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
on to complex 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 an
informational text.
R1-4; RH-4; RST-4; L-4; L-5b; L-5c;
L-6
2
High
Grade 9-10 English Language Arts
Alaska Department of Education &
Early Development 4
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
%
Inform
ational Text cont.
10. cont. 2. The student w
ill determine the intended m
eaning of academic/tier 2 w
ords and domain-
specific/tier 3 words in an inform
ational text. 3. The student w
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
ill use etymology to determ
ine the correct meaning of an unknow
n word
or phrase in an informational text.
5. The student will determ
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%
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 will form
a conclusion about an informational text or texts and identify
evidence within the text or texts that support that conclusion.
2. The student will m
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
12. Analysis Within or Across Text
Analyze or compare how
information is presented w
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
ill analyze the interaction between elem
ents of a text (events, people, ideas, 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
ithin a text or across two different texts.
RI-3; RI-6 3
Low
13. Text Structures & Features
Relate knowledge of text structures and genre-specific features to com
pare or analyze the im
pact of those choices on meaning or presentation.
RI-5; RH-5; RST-5; RI-7
3
Low
Grade 9-10 English Language Arts
Alaska Department of Education &
Early Development 5
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
%
Inform
ational Text cont.
13. cont. 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.
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
ill interpret the meaning of figurative w
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. 3. The student w
ill interpret the connotative meaning of w
ords and phrases used in context and analyze its im
pact on meaning or tone.
4. The student will analyze the im
pact of word choice on reader interpretation of m
eaning or tone.
L-5a (Gr. 9-10); L-5a
(Gr. 11-12) 3
Low
Grade 9-10 English Language Arts
Alaska Department of Education &
Early Development 6
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 (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
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 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
a. including dialogue to convey events/experiences
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%
1b. Narrative (Revise)
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
rganization) The student will use inform
ation provided in a stimulus to revise
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)
Grade 9-10 English Language Arts
Alaska Department of Education &
Early Development 7
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 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.
providing a conclusion that follows from
and reflects on what is experienced,
observed, or resolved over the course of the narrative 2. (Elaboration) The student w
ill use information provided in a stim
ulus to revise well-
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
ith the rest of a narrative*
*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
-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/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
rganization) The student will use inform
ation provided in a stimulus to organize
informational/explanatory text by
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
Grade 9-10 English Language Arts
Alaska Department of Education &
Early Development 8
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 cont.
3a. cont. d. providing a conclusion that follow
s from and supports the inform
ation or explanation presented (e.g., articulating im
plications or the significance of a topic) 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 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%
3b. Informative (Revise)
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
s from and supports the inform
ation or explanation presented (i.e., articulating im
plications or the significance of a topic). Evidence Required 1. (O
rganization) The student will revise inform
ational/explanatory text by identifying im
proved organizational elements such as
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
s from and supports the inform
ation or explanation presented (e.g., articulating im
plications or the significance of a topic) 2. (Elaboration) The student w
ill revise complex inform
ational/explanatory text by identifying best use of elaboration techniques such as
Grade 9-10 English Language Arts
Alaska Department of Education &
Early Development 9
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 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
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. 1. (O
rganization) The student will use inform
ation provided in an argumentative stim
ulus to organize argum
ents by a.
establishing a clear claim
b. organizing reasons and evidence to support claim
s, so as to build a logical argum
ent c.
providing appropriate transitional strategies for coherence, clarifying relationships betw
een and among claim
s, counterclaims, reasons, and evidence
d. providing a conclusion that is appropriate to purpose and audience and follow
s from
and supports the argument(s)
2. (Elaboration) The student will use inform
ation provided in an argumentative stim
ulus to apply elaboration techniques such as
a. referencing and/or integrating relevant reasons to support claim
s (from notes
provided) b.
referencing and/or integrating relevant and credible evidence (from notes
provided) to support claims
W
-1a; W
-1b; W
-1c; W
-1d; W
-1e; W
-9b
Grade 9-10 English Language Arts
Alaska Department of Education &
Early Development 10
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 cont.
6a. cont. c. acknow
ledging alternate or opposing claims
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.
25-30%
6b. (Opinion)Revise
Apply a variety of strategies when revising one or m
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 and supports the argum
ent(s) presented. Evidence Required 1. (O
rganization) The student will revise argum
ents by identifying improved organizational
elements such as
a. establishing a clear claim
b.
organizing reasons and evidence to support the claim, building a logical argum
ent* c.
providing appropriate transitional strategies for coherence, clarifying relationships betw
een and among claim
, reasons, and evidence d.
providing a conclusion that is appropriate to purpose and audience and follows
from and supports the argum
ent(s) 2. (Elaboration) The student w
ill revise arguments by identifying the best use of
elaboration techniques such as a.
including relevant reasons to support claim
b. including relevant and credible evidence to support reasons
c. acknow
ledging alternate or opposing viewpoints
d. establishing and m
aintaining a formal style (including appropriate sentence variety) for
audience/purpose e.
deleting details that do not support the claim*
*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.
Grade 9-10 English Language Arts
Alaska Department of Education &
Early Development 11
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
%
Language/ Vocabulary
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
hen revising or composing texts.
Evidence Required 1. The student w
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
riting. 4. The student w
ill identify and use the best general academic or dom
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
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 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
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
The student will identify, edit
to correct, and/or edit for correct use of
The student will identify, edit
to correct, and/or edit for correct use of
Grade 9-10 English Language Arts
Alaska Department of Education &
Early Development 12
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
%
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
ords that are at or up to tw
o grades below
grade level, including frequently m
isspelled w
ords.
1. subject-verb agreement.
2. pronoun-antecedent agreem
ent. 3. inappropriate sentence fragm
ents, run-on sentences. 4. frequently confused w
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%
Grade 9-10 English Language Arts
Alaska Department of Education &
Early Development 13
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 Analyze, interpret, and use inform
ation delivered orally. Evidence Required 1. The student w
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 (credibility, reliability, accuracy, soundness of reasoning, relevance or sufficiency of evidence) of a presentation. 4. The student w
ill draw and/or support a conclusion based on content in a presentation.
5. The student will integrate content from
a presentation with m
aterial external to the presentation.
SL-2; SL-3 3
High 10-15%