[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-503971-105":59,"doc-detail-503971-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","sbac-claims-targets-standard-alignment-grade-5-ela","SBAC Claims Targets Standard Alignment - Grade 5 ELA","","Provides a structured hierarchy of Smarter Balanced Assessment Consortium (SBAC) claims and assessment targets for Grade 5 ELA reading. Defines claims as broad mastery outcomes and targets as specific knowledge and skills spanning clusters of standards. Includes table-based alignment for claims 1–4 with standards, interim assessment blocks (IAB), Depth of Knowledge levels, and item types. Covers evidence use, central ideas, key details, word meanings, reasoning, and text structures.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/sbac-claims-targets-standard-alignment-grade-5-ela/503971/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/sbac-claims-targets-standard-alignment-grade-5-ela/503971.png","ImageObject",300,407,{"name":92,"@type":93},"Blitz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the relationship between SBAC claims and targets?","Question",{"text":112,"@type":113},"A claim is a broad statement describing outcomes achieved through mastery of standards. Targets within each claim clarify the specific knowledge and skills assessed across clusters of standards.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which item types are used in these assessment targets?",{"text":117,"@type":113},"The document lists MC (single correct), MS (multiple correct), HT (hot text/select and reorder), EBSR (evidence-based selected response), MA (matching tables), WR/CR (written response/constructed response), and ST/CR (short text/constructed response).",{"name":119,"@type":110,"acceptedAnswer":120},"How are Depth of Knowledge (DOK) levels applied?",{"text":121,"@type":113},"Targets specify DOK levels, which range from 1 (Recall) through 4 (Extended Thinking), indicating the cognitive complexity expected in student responses.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},503971,1791094953,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","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. | 5.RL.1 Quote accurately from 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. | 5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.\u003Cbr>5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; 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 or precise meanings of words, including words with multiple meanings (academic/tier 2 words), based on context, figurative language such as metaphorsand similes, word relationships (e.g., antonyms, synonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines. | 5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.\u003Cbr>5.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.\u003Cbr>5.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.\u003Cbr>a.  Use context (e.g., cause/effect relationships and comparisons 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., photograph, photosynthesis) .\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>5.L.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs)","cbCais4E0bMSLNtQ","https://ap.wps.com/l/cbCais4E0bMSLNtQ","pdf",1090287,"English","# Claims and Targets Overview\n## Item Types\n## Depth of Knowledge\n## Claims 1-4 Alignment (Reading)\n### Claim 1: Key Details\n### Claim 2: Central Ideas\n### Claim 3: Word Meanings\n### Claim 4: Reasoning and Evidence\n### Target 5-6: Analysis Within/Across Texts and Text Structures","[{\"question\":\"What is the relationship between SBAC claims and targets?\",\"answer\":\"A claim is a broad statement describing outcomes achieved through mastery of standards. Targets within each claim clarify the specific knowledge and skills assessed across clusters of standards.\"},{\"question\":\"Which item types are used in these assessment targets?\",\"answer\":\"The document lists MC (single correct), MS (multiple correct), HT (hot text/select and reorder), EBSR (evidence-based selected response), MA (matching tables), WR/CR (written response/constructed response), and ST/CR (short text/constructed response).\"},{\"question\":\"How are Depth of Knowledge (DOK) levels applied?\",\"answer\":\"Targets specify DOK levels, which range from 1 (Recall) through 4 (Extended Thinking), indicating the cognitive complexity expected in student responses.\"}]","SBAC Claims Targets Standard Alignment - Grade 5 ELA | PDF",1791062212]