Grade 6 ELA Item Specification C2 T2
Grade 6 ELA C2 T2
Claim 2: Students can produce effective writing for a range of purpose and audiences.
Target 2: COMPOSE FULL TEXTS: Write longer narrative texts demonstrating narrative
strategies, structures, transitional strategies for coherence, a closure, and author’s craft—all
appropriate to purpose (writing a speech, style or point of view in a short story).
Additional Possible Primary Claims and Targets:
Claim 1 Literary
SUPPORTING EVIDENCE: Cite specific textual evidence to support conclusions drawn from
the text(s)
1. KEY DETAILS: Use explicit details and implicit information from the text to support
inferences or analyses of the information presented
2. CENTRAL IDEAS: Summarize central ideas/key events
4. REASONING & EVIDENCE: Apply reasoning and a range of textual evidence (e.g.,
quotes, examples, details) to justify analyses or judgments made about intended effects
(techniques used to advance action or create an effect; points of view; development of
theme, characters, setting, plot)
5. ANALYSIS WITHIN OR ACROSS TEXTS: Analyze how information is presented within
or across texts showing relationships among the targeted aspects (the influence of differing
points of view, various formats/media, use of source material)
6. TEXT STRUCTURES & FEATURES: Relate knowledge of text structures or text features
(e.g., layout; visual or auditory elements—lighting, camera effects, music; symbolic or
graphic representations) to analyze impact on meaning, style, or presentation
Claim 1 Informational
SUPPORTING EVIDENCE: Cite specific textual evidence to support conclusions drawn from
the text(s)
8. KEY DETAILS: Use explicit details and implicit information from texts to support
inferences or analyses of the information presented
9. CENTRAL IDEAS: Summarize central ideas, key events, procedures, or topics and
subtopics
11. REASONING & EVIDENCE: Use supporting evidence to justify interpretations or
analyses of information presented or how information is integrated within a text (point of
view; interactions among events, concepts, people, or ideas; author’s reasoning and
evidence)
12. ANALYSIS WITHIN OR ACROSS TEXTS: Analyze or compare how information
is presented in one or more texts (events, people, ideas, topics); or how conflicting
information across texts reveals author interpretation of the topic or potential bias
13. TEXT STRUCTURES & FEATURES: Relate knowledge of text structures or genrespecific features to analyze or integrate information
Claim 2
8. LANGUAGE & VOCABULARY USE: Strategically use precise language and vocabulary
(including academic words, domain-specific vocabulary, and figurative language) and style
appropriate to the purpose and audience when revising or composing texts
9. EDIT/CLARIFY: Apply or edit grade-appropriate grammar usage and mechanics to
clarify a message and edit narrative, informational, and argumentative texts
10. TECHNOLOGY: Use tools of technology to gather information, make revisions, or to
produce texts
Claim 3
4. LISTEN/INTERPRET: Analyze, interpret, and use information delivered orally or visually
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Grade 6 ELA Item Specification C2 T2
Claim 4
1. PLAN/RESEARCH: Conduct short research projects to explore a topic, issue, or
problem, logically organizing ideas and supporting details
2. ANALYZE/INTEGRATE INFORMATION: Analyze information within and among sources
of information (print and non-print texts, data sets, conducting procedures, etc.)
3. EVALUATE INFORMATION/SOURCES: Use reasoning, planning, and evidence to
gather and select information to support inferences, interpretations, and analyses
4. USE EVIDENCE: Generate a claim or main idea and cite evidence to support analyses,
arguments, or critiques
Standards: W-3a, W-3b, W-3c, W-3d, W-3e, W-4, W-5, W-8, W-9
(additional claim 2 targets: L-1, L-2, L-3a, L-3b, L-6, W2d, W-6) (additional claim 1 targets: RL-1, RL-2, RL-3,
RL-5, RL-6, RL-7, RL-9, RI-1, RI-2, RI-3, RI-5, RI-6, RI7, RI-8, RI-9) (additional claim 3 targets: SL-1, SL-2,
SL-3) (additional claim 4 targets: SL-4, SL-5, W-6, W7)
DOK Target(s): 4
Evidence Required: Students use effective narrative strategies to write clear and
coherent full narrative stories in which development,
organization and style are appropriate to task, purpose, and
audience. Students may investigate a theme or story element
using various technological tools. They establish a situation
and introduce real or imagined characters and settings.
Students use dialogue, description, and pacing to develop
events in naturally unfolding sequence and show characters’
responses. Experiences are conveyed using precise concrete
language and sensory details with transitions that guide the
chronology of the narrative. Closure is provided to the story
with a conclusion that follows from the events. Students
demonstrate grade-appropriate command of the conventions
of standard English capitalization, punctuation, grammar, and
spelling.
Allowable Item Types*: PT
Task Models: Model 1: PT (DOK 4) – provides multiple stimulus materials,
including texts and multimedia presentations, and prompts
students to write a narrative text on the topic that develops
real or imagined characters and events. Students establish a
situation and point of view, and also introduce characters and
setting. Students order events within their texts
appropriately, using effective transitional strategies, and
employ narrative techniques, such as dialogue and
description, to engage the reader. They conclude with a clear
resolution. Throughout the text, students employ vivid
sensory details and precise language. The finished
composition is appropriate for the task, purpose, and
audience while demonstrating a grade-appropriate command
of standard spelling and grammar.
Model 2: PT (DOK 3) – provides multiple stimulus materials,
including texts and multimedia presentations, with similar
themes and prompts students to write an organized narrative
composition with the same theme. Students establish a
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Grade 6 ELA Item Specification C2 T2
Key Nontargeted
Constructs:
Allowable Stimulus
Materials:
Allowable Disciplinary
Vocabulary:
Allowable Tools:
Target-Specific Attributes:
Accessibility Concerns:
Sample Items:
Scoring Information:
situation and point of view, and also introduce characters and
setting. Students order events within their texts
appropriately, using effective transitional strategies, and
employ narrative techniques, such as dialogue and
description, to engage the reader. They conclude with a clear
resolution. Throughout the text, students employ vivid
sensory details and precise language. The finished
composition is appropriate for the task, purpose, and
audience while demonstrating a grade-appropriate command
of standard spelling and grammar.
None
Literary texts, informational texts, multimedia presentations
Narrative, composition, narrator, event, plot, setting,
character, dialogue, sensory, detail, vivid, transitional words,
introduction, conclusion
Word processing tools including spell check
Stimulus material should be one grade below grade level.
Students will be required to enter lengthy text using a
keyboard and to read literary texts at a grade level one below
their current grade. Alternative formats may be required for
visually- and physically-impaired students.
Hot links will provide access to sample items for this target.
PT rubrics
*SR = selected response item; CR = constructed response item; TE = technology-enhanced
item; PT = performance task
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