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Claims describe broad mastery outcomes, while targets clarify the cross-standard knowledge and specific skills assessed. The material organizes claims 1-4 into tables, listing standards, Depth of Knowledge levels, and item types. It also defines item types and DOK levels and notes assessment uses of underlined standard content.",{"@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/smarter-balanced-assessment-consortium-claims-targets-and-standard-alignment-for-ela/503970/",{"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/503970.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-12","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of SBAC claims and targets in this document?","Question",{"text":112,"@type":113},"Claims describe broad mastery outcomes for student achievement, and targets specify the knowledge and skills assessed that align to the standards.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which Depth of Knowledge levels are used for assessment targets?",{"text":117,"@type":113},"The document defines Depth of Knowledge levels 1 through 4 as Recall, Skill/Concept, Strategic Thinking, and Extended Thinking.",{"name":119,"@type":110,"acceptedAnswer":120},"What item types are listed for assessing ELA targets?",{"text":121,"@type":113},"Item types include MC (multiple choice single correct), MS (multiple choice multiple correct), HT (hot text/select and reorder), EBSR (evidence-based selected response), MA (matching tables), and WR/CR and ST/CR (written response and short text).","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},503970,1791073996,{"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":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for ELA  \nThe 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 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 Details: | 3.RL.1 Ask and answer questions to demonstrate |  |  |\n| 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. | : Key Given an inference or\u003Cbr>conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided. | understanding of a text, referring explicitly to the text as the basis for the answers. | 1, 2 | MC, MS, HT |\n|  | 2: Central Ideas: Identify central ideas, key events, or the sequence of events presented in a text. | 3.RL.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. | 2 | MC, EBSR,\u003Cbr>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, word structure (e.g., common roots, affixes), or use of resources (e.g., beginning dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex texts in all disciplines. | 3.RL.4  Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. | 1, 2 | MC, MS, HT |\n|  |  | 3.L.4 Determine or clarify the meaning of unknown and multiple‐meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. |  |  |\n|  |  | 3.L.5c  Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered) . |  |  |\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 texts. | 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;\u003Cbr>author’s message) . | 3.RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequen","cbCaiknoDIHsq8ZU","https://ap.wps.com/l/cbCaiknoDIHsq8ZU","pdf",389094,11,"English","# Claim 1\n## Details\n## Central Ideas\n## Word Meanings\n# Claim 1 - Item Types and Depth of Knowledge\n## Item Types\n## Depth of Knowledge\n# Claim 2 - Analysis Across Texts\n## Reasoning and Evidence\n## Analysis Within or Across Texts\n# Claim 3 - Text Structures and Features\n## Text Structures and Features","[{\"question\":\"What is the purpose of SBAC claims and targets in this document?\",\"answer\":\"Claims describe broad mastery outcomes for student achievement, and targets specify the knowledge and skills assessed that align to the standards.\"},{\"question\":\"Which Depth of Knowledge levels are used for assessment targets?\",\"answer\":\"The document defines Depth of Knowledge levels 1 through 4 as Recall, Skill/Concept, Strategic Thinking, and Extended Thinking.\"},{\"question\":\"What item types are listed for assessing ELA targets?\",\"answer\":\"Item types include MC (multiple choice single correct), MS (multiple choice multiple correct), HT (hot text/select and reorder), EBSR (evidence-based selected response), MA (matching tables), and WR/CR and ST/CR (written response and short text).\"}]","Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for ELA | PDF",1791062212,28]