SBAC Achievement Level Descriptors, Grade 4 - ND Curriculum ...

GRADE 4Target 10. TECHNOLOGY:Use tools of technology togather information, makerevisions, or producetexts.Expectations for Studentsat the Cut ScoresLevel 1 students should be able to usetools of technology to gather information,make revisions, or produce texts withsignificant support.Level 2 students should be able to use tools oftechnology to gather information, make revisions,or produce texts with minimal support.The student who just enters Level 2 should be ableto:• Write or revise one simple-structureparagraph, demonstrating narrativetechniques, chronology, appropriatetransitional strategies for coherence, orauthors' craft.• Write full, simple compositions,occasionally demonstrating narrativetechniques, appropriate transitionalstrategies for coherence, or authors' craft.• Write or revise one simple-structureinformational/explanatory paragraph,occasionally demonstrating ability toorganize ideas by stating a focus,including transitional strategies forcoherence or supporting evidence andelaboration, or writing body paragraphswith a partial conclusion.• Write simple informational/explanatorytext on a topic, occasionally attending topurpose and audience; use minimalorganization of ideas by stating a focus;include structures and transitionalstrategies for coherence; and includeevidence, elaboration, and a partialconclusion.• Use few text features in information text toenhance meaning, with support.• Write or revise one simple paragraph,somewhat demonstrating ability to stateopinions about topics or sources, includefew organized ideas, loosely developevidence/reasons and elaboration, orinclude an undeveloped conclusion.• Write simple opinion pieces demonstratingminimal ability to state opinions about atopic or source, minimally attending topurpose and audience; organize few ideasby stating a context and focus; includestructures and transitional strategies forcoherence; include few supporting/reasons/evidence; and include a partialconclusion.DRAFTLevel 3 students should be able to sufficientlyuse tools of technology to gather information,make revisions, or to produce texts.The student who just enters Level 3 shouldbe able to:• Write or revise one paragraph,demonstrating narrative techniques,chronology, appropriate transitionalstrategies for coherence, and beginto use author’s craft with appropriatepurpose.• Write full compositions,demonstrating specific narrativetechniques, appropriate transitionalstrategies for coherence, and beginto use author’s craft with limitedpurpose.• Write one fullinformational/explanatoryparagraph, demonstrating ability toorganize ideas by stating a focus,including transitional strategies forcoherence or supporting evidenceand elaboration, and begin to writebody paragraphs appropriate to apurpose and audience.• Write informational/explanatory textson a topic, attending to purpose andaudience; organize ideas by stating afocus; include structures andtransitional strategies for coherence;include supporting evidence andelaboration; and begin to develop acomplete conclusion.• Use some text features ininformational text to enhancemeaning without support.• Write or revise one paragraph,demonstrating ability to stateopinions about topics or sources, setloose context, minimally organizeideas, develop evidence/reasonsand elaboration, or develop aconclusion with limited purpose andaudience.• Write opinion pieces, demonstratingability to state opinions about topicsLevel 4 students should be able to usemultiple tools of technology to gatherinformation, make revisions, and producetexts.The student who just enters Level 4 shouldbe able to:• Begin to write or revise one or morecomplex paragraphs, demonstratingspecific narrative techniques,chronology, appropriate transitionalstrategies for coherence, or authors'craft appropriate to purpose.• Begin to write full complexcompositions, demonstrating,specific narrative techniques,appropriate transitional strategiesfor coherence, and authors' craftappropriate to purpose.• Begin to write or revise more thanone complexinformational/explanatoryparagraph, demonstrating ability toorganize ideas by stating focus,including appropriate transitionalstrategies for coherence orsupporting evidence and elaboration,and writing body paragraphs with aconclusion appropriate to purposeand audience.• Begin to write full, complexinformational/explanatory texts on atopic, attending to purpose andaudience; organize ideas by stating afocus; include structures andappropriate transitional strategiesfor coherence; and include strongsupporting details and a welldeveloped,appropriate conclusion.• Begin to use text features in abovegrade-levelinformation texts toenhance meaning.• Begin to write or revise more thanone complex paragraph,demonstrating ability to stateopinions about topics or sources, seta context, efficiently organize ideas,develop strong supportingevidence/reasons and elaboration,21