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It explains how broad claims translate into specific targets across clustered standards and how each target may be assessed. It lists item types (e.g., MC, MS, HT, EBSR, matching, written/short text) and Depth of Knowledge levels, then provides tables mapping claims and targets to grade 4 standards, DOK values, and item formats.",{"@graph":69,"@context":123},[70,84,106],{"@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/smarter-balanced-assessment-consortium-claims-targets-and-standard-alignment-for-ela-504587/504587/",{"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/smarter-balanced-assessment-consortium-claims-targets-and-standard-alignment-for-ela-504587/504587.png","ImageObject",300,407,{"name":92,"@type":93},"Quinn Holloway","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What are claims and targets in the SBAC ELA hierarchy?","Question",{"text":113,"@type":114},"Claims are broad statements describing outcomes achieved with mastery of standards. 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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 also features a Depth of Knowledge level(s) and item type(s) in which the target may be assessed.  \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.  \nPrepared for the Riverside County Office of Education by Key Data Systems.  \n| Claim | Target | Standards | DOK | Item Types |\n| --- | --- | --- | --- | --- |\n| 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational text. | 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. | 1, 2 | MC, MS, HT |\n|  | 2: Central Ideas: Identify or summarize central ideas/key events. | 4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. | 2 | MC, MS,\u003Cbr>EBSR, HT |\n|  |  |  | 3 | ST/CR |\n|  | 3: Word Meanings: Determine intended meanings of words, including words with multiple meanings (academic/tier 2 words), based on context, word relationships (e.g., synonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of resources (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.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) . | 1, 2 | MC, MS, HT |\n|  |  | 4.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. |  |  |\n|  |  | 4.L.5c  Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms) . |  |  |\n\nTables were created using the released item specification tables provided by SBAC published on 2/04/2014 .  \n| Claim | Target | Standards | DOK | Item Types |\n| --- | --- | --- | --- | --- |\n| 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational text. | 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; theme; author’s message) . | 4.RL.3 Describe in depth a character, setting, or event ina story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions) . | 3 | EBSR, HT,\u003Cbr>ST/CR |\n|  |  | 4.RL.6 Compare and co","cbCaiv29XPpnjecw","https://ap.wps.com/l/cbCaiv29XPpnjecw","pdf",400891,12,"English","# Smarter Balanced ELA claims and targets overview\n## Item types and Depth of Knowledge\n## Claim 1 mappings\n## Additional claim target tables","[{\"question\":\"What are claims and targets in the SBAC ELA hierarchy?\",\"answer\":\"Claims are broad statements describing outcomes achieved with mastery of standards. Targets clarify the specific knowledge and skills that cut across clusters of standards.\"},{\"question\":\"Which item types are listed for assessing ELA targets?\",\"answer\":\"The document lists item types including MC, MS, HT, EBSR, matching tables, and written/short text formats.\"},{\"question\":\"How does the document use Depth of Knowledge (DOK) in the alignment tables?\",\"answer\":\"Each target table includes DOK level(s) indicating the cognitive demand, ranging from recall to extended thinking, alongside the related item types.\"}]","Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for ELA | PDF",1791070702]