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Reading Claim 1 targets close, analytical comprehension of literary and informational texts, including key details, central ideas, word meanings, reasoning with evidence, and analysis within/across texts plus language use. 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Underlining is used to mark details specific to Informational Text.\u003Cbr>Plain text is used for information that is applicable to both Literary and Informational Text. |\n| --- |\n| 50% of text-related assessment evidence will come from reading literary texts, and may include stories, poems, plays, myths, or legends. 50% will come from reading informational texts, and may include science, social studies, and technical texts/topics.\u003Cbr>Claim 1 Targets (Literary): Claim 1 Targets ( Informational) : |\n|  |\n| T1. KEY DETAILS (Literary) T8. KEY DETAILS (Informational)\u003Cbr>Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.\u003Cbr>RL1 RI1, RI7 DOK 1, DOK 2 |\n| T2. CENTRAL IDEAS (Literary) T9. CENTRAL IDEAS (Informational)\u003Cbr>Identify central ideas, key events, or the sequence of events presented in a text, or procedures and details that support them.\u003Cbr>RL2 RI2 DOK 2, DOK 3 |\n| T3. WORD MEANINGS (Literary) T10. WORD MEANINGS (Informational)\u003Cbr>Determine intended meanings of words, including words with multiple meanings (academic/tier 2 words), based on context, word relationships, word structure (e.g. , common roots, affixes), or use of resources (e.g. , beginning dictionary, glossary), with primary focus on the academic vocabulary common to complex texts in all disciplines.\u003Cbr>RL4, L4, L5c RI4, L4 DOK 1, DOK 2 |\n| T4. REASONING & EVIDENCE (Literary) T11. REASONING & EVIDENCE (Informational)\u003Cbr>Make an inference or provide a conclusion and use supporting evidence to justify/explain inferences:\u003Cbr>Literary: (character development/actions/traits; first-or third-person point of view, theme; author’s message).\u003Cbr>Informational: (author’s line of reasoning, point of view/purpose, relevance of evidence or elaboration to support claims, concepts, ideas) .\u003Cbr>RL3, RL6, RL9 RI3, RI6, RI7, RI8, RI9 DOK 3 |\n| T5. ANALYSIS WITHIN OR ACROSS TEXTS (Literary) T12. ANALYSIS WITHIN OR ACROSS TEXTS (Informational)\u003Cbr>Within or across texts:\u003Cbr>Literary: Examine or compare relationships (e.g., literary elements: setting, conflict, dialogue, point of view, characterization) .\u003Cbr>Informational: Examine, integrate or compare information or presentation of information (e.g. , cause and effect, integrate information) .\u003Cbr>RL3, RL6 RI3, RI6 DOK 3, DOK 4 |\n| T6. TEXT STRUCTURES & FEATURES (Literary) T13. TEXT STRUCTURES & FEATURES (Informational) To obtain, interpret, explain, or connect information within text, relate knowledge of:\u003Cbr>Literary: text structures, genre-specific features, or formats (visual/graphic/auditory effects).\u003Cbr>Informational: text structures or text features, (e.g. , graphics, bold text, headings)\u003Cbr>RL5, RL7 RI5, RI7 DOK 2, DOK 3 |\n| T7. LANGUAGE USE (Literary) T14. LANGUAGE USE (Informational)\u003Cbr>Interpret use of language by distinguishing literal from non-literal meanings of words and phrases used in context.\u003Cbr>L5, RL4 L5, L5a, L5b DOK 2, DOK 3 |\n\nExtracted from SBAC Appendix B LAUSD – OCISS – ELA – Gr 3 Claims & Targets Draft rev. 2/3/15 1  \nSBAC ELA/Literacy Assessment Claims & Targets Overview What Students Need to Know and Be Able to Do – Grade 3  \n\n| Claim 2: WRITING\u003Cbr>Students can produce effective writing for a range of purposes and audiences. |\n| --- |\n| Claim 2 Targets: Assessment evidence will come from composing, revising, and/or editing writing. |\n| T1a. WRITE BRIEF TEXTS Write brief narratives: T1b. REVISE BRIEF TEXTS Revise brief narratives:\u003Cbr>Write and/or revise one or more paragraphs demonstrating specific narrative techniques (use of dialogue, description), chronology, appropriate transitional strategies for ","cbCaijpGiXxDgpsR","https://ap.wps.com/l/cbCaijpGiXxDgpsR","pdf",105852,"English","# Claim 1: Reading\n## Claim 1 Targets (Literary)\n## Claim 1 Targets (Informational)\n# Claim 2: Writing\n## Claim 2 Targets","[{\"question\":\"What evidence sources are used for Claim 1 Reading in Grade 3?\",\"answer\":\"Assessment evidence is split between reading literary texts (stories, poems, plays, myths, legends) and reading informational texts (science, social studies, technical texts/topics).\"},{\"question\":\"Which skills are included in Claim 1 Targets for both literary and informational reading?\",\"answer\":\"Targets include key details, central ideas, word meanings, reasoning and evidence, and analysis within or across texts, plus text structures/features and language use.\"},{\"question\":\"How does Claim 2 Writing measure students’ writing performance?\",\"answer\":\"Evidence comes from composing, revising, and/or editing. It includes writing brief and full narratives, informative/explanatory texts, and opinion pieces, with attention to purpose, audience, organization, transitions, and conclusions.\"}]","SBAC ELA/Literacy Assessment Claims & Targets Overview - Grade 3 | PDF",1791070607]