[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-504530-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-504530-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","sbac-claims-targets-standard-alignment-grade-4-ela","SBAC Claims Targets Standard Alignment Grade 4 ELA","","The document explains how the Smarter Balanced Assessment Consortium (SBAC) organizes student achievement expectations using a hierarchy of claims and targets. It defines claims as broad statements describing mastery outcomes and targets as more specific assessment targets that clarify required knowledge and skills across standards clusters. Tables map claims 1–4 for Reading with standards references, interim assessment blocks, depth of knowledge levels, and allowable item types.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/sbac-claims-targets-standard-alignment-grade-4-ela/504530/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/sbac-claims-targets-standard-alignment-grade-4-ela/504530.png","ImageObject",300,407,{"name":42,"@type":43},"WPS_1790064749","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-12","2026-10-03",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the relationship between SBAC claims and assessment targets?","Question",{"text":63,"@type":64},"SBAC claims are broad mastery outcome statements, while targets within each claim specify the knowledge and skills that can be assessed across clusters of standards.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which item types are included for Grade 4 ELA Reading targets?",{"text":68,"@type":64},"Item types listed include MC, MS, HT, EBSR, MA, WR/CR, and ST/CR.",{"name":70,"@type":61,"acceptedAnswer":71},"What do Depth of Knowledge (DOK) levels represent in this document?",{"text":72,"@type":64},"DOK levels indicate the complexity of thinking required, ranging from 1 (Recall) to 4 (Extended Thinking).","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},504530,1791073987,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","The Smarter Balanced Assessment Consortium (SBAC) has created a hierarchy comprised of claims and targets that together can be used to make statements about student achievement. The claim is a broad statement that will outline the outcomes achieved with mastery of the standards within it. Within each claim are a variety of assessment targets that further clarify the knowledge and specific skills that cross over a cluster of standards.  \nThe following tables layout the claims and targets for claims 1-4. Each target may feature a standard or a variety of standards that make up the skill(s) of the target. Each target lists Depth of Knowledge level(s), item type(s) in which the target may be assessed as well as the Interim Assessment Block (IAB) that the target may be assessed in.  \nItem Types:  \n􀁸 MC – Multiple Choice, Single Correct Response  \n􀁸 MS – Multiple Choice, Multiple Correct Response  \n􀁸 HT – Hot Text, Select Text and Reorder Text  \n􀁸 EBSR – Evidence-based Selected Response  \n􀁸 MA – Matching Tables  \n􀁸 WR/CR – Written Response  \n􀁸 ST/CR – Short Text  \nDepth of Knowledge:  \n􀁸 1-Recall  \n􀁸 2-Skill/Concept  \n􀁸 3-Strategic Thinking  \n􀁸 4-Extended Thinking  \nUnderlined standard content notes what each assessment target could assess.  \nUnderlined standard title notes that more than one text or more than one text format is needed for assessment items.  \n\n| Claim | Target | Standards | IAB | DOK | Item Types |\n| --- | --- | --- | --- | --- | --- |\n| Reading | 1: Key Details: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided. | 4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. | Block 1:\u003Cbr>Read Literary\u003Cbr>Texts | 1, 2 | MC, MS,\u003Cbr>HT |\n|  | 2: Central Ideas: Identify or determine a theme or central idea from details in the text, or summarize the text. | 4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.\u003Cbr>4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. | Block 1:\u003Cbr>Read Literary\u003Cbr>Texts | 2 | MC, MS,\u003Cbr>EBSR, HT |\n|  |  |  |  | 3 | ST/CR |\n\n\n| Claim | Target | Standards | IAB | DOK | Item Types |\n| --- | --- | --- | --- | --- | --- |\n| Reading | 3: Word Meanings: Determine intended meanings of words, including words with multiple meanings (academic/tier 2 words), based on context, word relationships (e.g., antonyms, synonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of reference material (e.g., dictionary, thesaurus), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines. | 4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.\u003Cbr>4.RL.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean) .\u003Cbr>4.L.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.\u003Cbr>a.  Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.\u003Cbr>b.  Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph) .\u003Cbr>c.  Consult reference materials (e.g.,  dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.\u003Cbr>4.L.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms) . | Block 1:\u003Cbr>Read\u003Cbr>Literary\u003Cbr>Texts","cbCail6hEeigb9WI","https://ap.wps.com/l/cbCail6hEeigb9WI","pdf",1153740,23,"English","# Claims and Targets Overview\n# Reading Claim 1: Key Details\n# Reading Claim 2: Central Ideas\n# Reading Claim 3: Word Meanings\n# Reading Claim 4: Reasoning and Evidence\n# Reading Claim 5: Analysis Within or Across Texts\n# Item Types and Depth of Knowledge","[{\"question\":\"What is the relationship between SBAC claims and assessment targets?\",\"answer\":\"SBAC claims are broad mastery outcome statements, while targets within each claim specify the knowledge and skills that can be assessed across clusters of standards.\"},{\"question\":\"Which item types are included for Grade 4 ELA Reading targets?\",\"answer\":\"Item types listed include MC, MS, HT, EBSR, MA, WR/CR, and ST/CR.\"},{\"question\":\"What do Depth of Knowledge (DOK) levels represent in this document?\",\"answer\":\"DOK levels indicate the complexity of thinking required, ranging from 1 (Recall) to 4 (Extended Thinking).\"}]","SBAC Claims Targets Standard Alignment Grade 4 ELA | PDF",1791068910,58]