english language arts literacy in history/social studies, science … · standards represent a...

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English Language Arts

&

Literacy in History/Social Studies,

Science and Technical Subjects

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Contents Introduction ....................................................................................................... 3

What is Not Covered by the Standards? ........................................................... 8

How to Read This Document ........................................................................... 11

College and Career Readiness Anchor Standards for Reading ........................ 14

Reading Standards for Literature 6-8 .......................................................... 16

Reading Standards for Literature 9-12 ........................................................ 20

Reading Standards for Informational Text 6-8 ............................................ 23

Reading Standards for Informational Text 9-12 .......................................... 26

College and Career Readiness Anchor Standards for Writing ......................... 29

Writing Standards 6-8.................................................................................. 31

Writing Standards 9-12................................................................................ 37

College and Career Readiness Anchor Standards for Speaking and Listening 42

Speaking and Listening Standards 6-8 ......................................................... 43

Speaking and Listening Standards 9-12 ....................................................... 46

College and Career Readiness Anchor Standards for Language...................... 48

Language Standards 6-8 .............................................................................. 49

Language Standards 9-12 ............................................................................ 53

Grade 6 Examples: ........................................................................................... 63

G6 ELA Practice Test .................................................................................... 63

G6 ELA Performance Task ........................................................................... 88

Grade 7 Examples: ......................................................................................... 103

G7 ELA Practice Test .................................................................................. 103

G7 ELA Performance Task ......................................................................... 130

Grade 8 Examples: ......................................................................................... 144

G8 ELA Practice Test .................................................................................. 144

G8 ELA Performance Task .......................................................................... 167

NAEP Grade 8 Examples ............................................................................. 181

High School Examples: ................................................................................... 198

ELA High School Practice Test .................................................................... 198

Grade 11 Examples: ....................................................................................... 208

G11 ELA Practice Test ................................................................................ 208

G11 ELA Performance Task ........................................................................ 239

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Introduction The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school. The present work, led by the Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA), builds on the foundation laid by states in their decades-long work on crafting high-quality education standards. The Standards also draw on the most important international models as well as research and input from numerous sources, including state departments of education, scholars, assessment developers, professional organizations, educators from kindergarten through college, and parents, students, and other members of the public. In their design and content, refined through successive drafts and numerous rounds of feedback, the Standards represent a synthesis of the best elements of standards-related work to date and an important advance over that previous work. As specified by CCSSO and NGA, the Standards are (1) research and evidence based, (2) aligned with college and work expectations, (3) rigorous, and (4) internationally benchmarked. A particular standard was included in the document only when the best available evidence indicated that its mastery was essential for college and career readiness in a twenty-first-century, globally competitive society. The Standards are intended to be a living work: as new and better evidence emerges, the Standards will be revised accordingly. The Standards are an extension of a prior initiative led by CCSSO and NGA to develop College and Career Readiness (CCR) standards in reading, writing, speaking, listening, and language as well as in mathematics. The CCR Reading, Writing, and Speaking and Listening Standards, released in draft form in September 2009, serve, in revised form, as the backbone for the present document. Grade-specific K–12 standards in reading, writing, speaking, listening, and language translate the broad (and, for the earliest grades,

seemingly distant) aims of the CCR standards into age- and attainment-appropriate terms. The Standards set requirements not only for English language arts (ELA) but also for literacy in history/social studies, science, and technical subjects. Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines. Literacy standards for grade 6 and above are predicated on teachers of ELA, history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields. It is important to note that the 6–12 literacy standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to supplement them. States may incorporate these standards into their standards for those subjects or adopt them as content area literacy standards. As a natural outgrowth of meeting the charge to define college and career readiness, the Standards also lay out a vision of what it means to be a literate person in the twenty-first century. Indeed, the skills and understandings students are expected to demonstrate have wide applicability outside the classroom or workplace. Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. They reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language. June 2, 2010

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Key Design Considerations CCR and grade-specific standards The CCR standards anchor the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. The K–12 grade-specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school. The CCR and high school (grades 9–12) standards work in tandem to define the college and career readiness line—the former providing broad standards, the latter providing additional specificity. Hence, both should be considered when developing college and career readiness assessments. Students advancing through the grades are expected to meet each year’s grade-specific standards, retain or further develop skills and understandings mastered in preceding grades, and work steadily toward meeting the more general expectations described by the CCR standards. Grade levels for K–8; grade bands for 9–10 and 11–12 The Standards use individual grade levels in kindergarten through grade 8 to provide useful specificity; the Standards use two-year bands in grades 9–12 to allow schools, districts, and states flexibility in high school course design. A focus on results rather than means By emphasizing required achievements, the Standards leave room for teachers, curriculum developers, and states to determine how those goals should be reached and what additional topics should be addressed. Thus, the Standards do not mandate such things as a particular writing process or the full range of metacognitive strategies that students may need to monitor and direct their thinking and learning. Teachers are thus free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards. An integrated model of literacy Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of

communication are closely connected, as reflected throughout this document. For example, writing standard 9 requires that students be able to write about what they read. Likewise, Speaking and Listening standard 4 sets the expectation that students will share findings from their research. Research and media skills blended into the Standards as a whole To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section. Shared responsibility for students’ literacy development The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K–5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well. Part of the motivation behind the interdisciplinary approach to literacy promulgated by the Standards is extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently in a variety of content areas. Most of the required reading in college and workforce training programs is informational in structure and challenging in content; postsecondary education programs typically provide students with both a higher volume of such reading than is generally required in K–12 schools and comparatively little scaffolding. The Standards are not alone in calling for a special emphasis on informational text. The 2009 reading framework of the National Assessment of Educational

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Progress (NAEP) requires a high and increasing proportion of informational text on its assessment as students advance through the grades.

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Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office. The Standards aim to align instruction with this framework so that many more students than at present can meet the requirements of college and career readiness. In K–5, the Standards follow NAEP’s lead in balancing the reading of literature with the reading of informational texts, including texts in history/social studies, science, and technical subjects. In accord with NAEP’s growing emphasis on informational texts in the higher grades, the Standards demand that a significant amount of reading of informational texts take place in and outside the ELA classroom. Fulfilling the Standards for 6–12 ELA requires much greater attention to a specific category of informational text—literary nonfiction—than has been traditional. Because the ELA classroom must focus on literature (stories, drama, and poetry) as well as literary nonfiction, a great deal of informational reading in grades 6–12 must take place in other classes if the NAEP assessment framework is to be matched instructionally.1 To measure students’ growth toward college and career readiness, assessments aligned with the Standards should adhere to the distribution of texts across grades cited in the NAEP framework. NAEP likewise outlines a distribution across the grades of the core purposes and types of student writing. The 2011 NAEP framework, like the Standards, cultivates the development of three mutually reinforcing writing capacities: writing to persuade, to explain, and to convey real or imagined experience.

1The percentages on the table reflect the sum of student reading, not just reading in ELA settings.

Teachers of senior English classes, for example, are not required to devote 70 percent of student reading

across the grade should be informational.

Evidence concerning the demands of college and career readiness gathered during development of the Standards concurs with NAEP’s shifting emphases: standards for grades 9–12 describe writing in all three forms, but, consistent with NAEP, the overwhelming focus of writing throughout high school should be on arguments and informative/explanatory texts.2 Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework

Grade To Persuade To Explain To Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

Source: National Assessment Governing Board. (2007). Writing framework for the 2011 National Assessment of Educational Progress, pre-publication edition. Iowa City, IA: ACT, Inc.

It follows that writing assessments aligned with the Standards should adhere to the distribution of writing purposes across grades outlined by NAEP. Focus and coherence in instruction and assessment While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment. Often, several standards can be addressed by a single rich task. For example, when editing writing, students address Writing standard 5 (“Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach”) as well as Language standards 1–3 (which deal with conventions of standard English and knowledge of language). When drawing evidence from literary and informational texts per writing standard 9, students are also demonstrating their comprehension skill in relation to specific standards in Reading. When discussing something they have read or written, students are also

2As with reading, the percentages in the table reflect the sum of student writing, not just writing in ELA

settings.

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demonstrating their speaking and listening skills. The CCR anchor standards themselves provide another source of focus and coherence. The same ten CCR anchor standards for Reading apply to both literary and informational texts, including texts in history/social studies, science, and technical subjects. The ten CCR anchor standards for Writing cover numerous text types and subject areas. This means that students can develop mutually reinforcing skills and exhibit mastery of standards for reading and writing across a range of texts and classrooms.

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What is Not Covered by the Standards? The Standards should be recognized for what they are not as well as what they are. The most important intentional design limitations are as follows:

1. The Standards define what all students are expected to know and be able to do, not how teachers should teach. For instance, the use of play with young children is not specified by the Standards, but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this document. Furthermore, while the Standards make references to some particular forms of content, including mythology, foundational U.S. documents, and Shakespeare, they do not—indeed, cannot—enumerate all or even most of the content that students should learn. The Standards must therefore be complemented by a well-developed, content-rich curriculum consistent with the expectations laid out in this document.

2. While the Standards focus on what is most essential, they do not describe all that can or should be taught. A great deal is left to the discretion of teachers and curriculum developers. The aim of the Standards is to articulate the fundamentals, not to set out an exhaustive list or a set of restrictions that limits what can be taught beyond what is specified herein.

3. The Standards do not define the nature of advanced work for students who meet the Standards prior to the end of high school. For those students, advanced work in such areas as literature, composition, language, and journalism should be available. This work should provide the next logical step up from the college and career readiness baseline established here.

4. The Standards set grade-specific standards but do not define the

intervention methods or materials necessary to support students who are well below or well above grade-level expectations. No set of grade-specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given classroom. However, the Standards do provide clear signposts along the way to the goal of college and career readiness for all students.

5. It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post–high school lives. Each grade will include students who are still acquiring English. For those students, it is possible to meet the standards in reading, writing, speaking, and listening without displaying native-like control of conventions and vocabulary. The Standards should also be read as allowing for the widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs. For example, for students with disabilities reading should allow for the use of Braille, screen-reader technology, or other assistive devices, while writing should include the use of a scribe, computer, or speech-to-text technology. In a similar vein, speaking and listening should be interpreted broadly to include sign language.

6. While the ELA and content area literacy components described

herein are critical to college and career readiness, they do not define the whole of such readiness. Students require a wide-ranging, rigorous academic preparation and, particularly in the early grades, attention to such matters as social, emotional, and physical development and approaches to learning. Similarly, the Standards define literacy expectations in history/social studies, science, and technical subjects, but literacy standards in other areas, such as mathematics and health education, modeled on those in this document are strongly encouraged to facilitate a comprehensive, schoolwide literacy program.

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Students who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document. As students advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity these capacities of the literate individual. They demonstrate independence. Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials. They build strong content knowledge. Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking. They respond to the varying demands of audience, task, purpose, and discipline. Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science). They comprehend as well as critique.

Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning. They value evidence. Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence. They value evidence. Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning. They use technology and digital media strategically and capably. Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals. They come to understand other perspectives and cultures. Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and

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contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.

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How to Read This Document Overall Document Organization The Standards comprise three main sections: a comprehensive K–5 section and two content area–specific sections for grades 6–12, one for ELA and one for history/social studies, science, and technical subjects. Three appendices accompany the main document. Each section is divided into strands. K–5 and 6–12 ELA have Reading, Writing, Speaking and Listening, and Language strands; the 6–12 history/ social studies, science, and technical subjects section focuses on Reading and Writing. Each strand is headed by a strand-specific set of College and Career Readiness Anchor Standards that is identical across all grades and content areas. Standards for each grade within K–8 and for grades 9–10 and 11–12 follow the CCR anchor standards in each strand. Each grade-specific standard (as these standards are collectively referred to) corresponds to the same-numbered CCR anchor standard. Put another way, each CCR anchor standard has an accompanying grade-specific standard translating the broader CCR statement into grade-appropriate end-of-year expectations. Individual CCR anchor standards can be identified by their strand, CCR status, and number (R.CCR.6, for example). Individual grade-specific standards can be identified by their strand, grade, and number (or number and letter, where applicable), so that RI.4.3, for example, stands for Reading, Informational Text, grade 4, standard 3 and W.5.1a stands for Writing, grade 5, standard 1a. Strand designations can be found in brackets alongside the full strand title. Who is responsible for which portion of the Standards? A single K–5 section lists standards for reading, writing, speaking, listening, and language across the curriculum, reflecting the fact that most or all of the instruction students in these grades receive comes from one teacher. Grades 6–12 are covered in two content area–specific sections, the first for the English language arts teacher and the second for teachers of history/social studies, science, and technical subjects. Each section uses the same CCR anchor standards but also includes grade-specific standards tuned to the literacy requirements of the particular discipline(s). Key Features of the Standards Reading: Text complexity and the growth of comprehension The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-by-grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an

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increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts. Writing: Text types, responding to reading, and research The Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing; other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives. Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts. Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important to research are infused throughout the document. Speaking and Listening: Flexible communication and collaboration Including but not limited to skills necessary for formal presentations, the Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task. Language: Conventions, effective use, and vocabulary The Language standards include the essential “rules” of standard written and spoken English, but they also approach language as a matter of craft and informed choice among alternatives. The vocabulary standards focus on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words and phrases.

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Standards for

English Language Arts

(6-12)

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College and Career Readiness Anchor Standards for Reading The grades 6–12 standards on the following pages define what students should understand

and be able to do by the end of each grade. They correspond to the College and Career

Readiness (CCR) anchor standards below by number. The CCR and grade-specific

standards are necessary complements—the former providing broad standards, the latter

providing additional specificity—that together define the skills and understandings that all

students must demonstrate.

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from

it; cite specific textual evidence when writing or speaking to support conclusions drawn

from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the

key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course

of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical,

connotative, and figurative meanings, and analyze how specific word choices shape

meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger

portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

Note on range and content of student

reading

To become college and career ready,

students must grapple with works of

exceptional craft and thought whose range

extends across genres, cultures, and

centuries. Such works offer profound

insights into the human condition and serve

as models for students’ own thinking and

writing. Along with high-quality

contemporary works, these texts should be

chosen from among seminal U.S.

documents, the classics of American

literature, and the timeless dramas of

Shakespeare. Through wide and deep

reading of literature and literary nonfiction

and thoughtful exposure to visual media of

steadily increasing sophistication, students

gain a reservoir of literary and cultural

knowledge, references, and images; the

ability to evaluate intricate arguments; and

the capacity to surmount the challenges

posed by complex texts.

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7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and

sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors

take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

* Please see “Research to Build Knowledge” in Writing and Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying

information from print and digital sources.

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Reading Standards for Literature 6-8 The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and

tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing

through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered

in preceding grades.

Grade 6 students: Grade 7 students: Grade 8 students:


1. Cite textual evidence to support analysis

of what the text says explicitly as well as

inferences drawn from the text. (RL.6.1)

(DOK 1,2,3)

1. Cite several pieces of textual evidence to

support analysis of what the text says

explicitly as well as inferences drawn from

the text. (RL.7.1) (DOK 1,2,3)

1. Cite the textual evidence that most

strongly supports an analysis of what the

text says explicitly as well as inferences

drawn from the text. (RL.8.1) (Ex. 2)

(Ex. 3) (DOK 1,2,3)

2. Determine a theme or central idea of a

text and how it is conveyed through

particular details; provide a summary of

the text distinct from personal opinions or

judgments. (RL.6.2) (DOK 2,3)


text and analyze its development over the

course of the text; provide an objective

summary of the text. (RL.7.2 ) (DOK 2,3)


text and analyze its development over the

course of the text, including its

relationship to the characters, setting,

and plot; provide an objective summary

of the text. (RL.8.2) (DOK 2,3)

3. Describe how a particular story’s or

drama’s plot unfolds in a series of

episodes as well as how the characters

respond or change as the plot moves

toward a resolution. (RL.6.3) (DOK 2,3)

3. Analyze how particular elements of a story

or drama interact (e.g., how setting shapes

the characters or plot). (RL.7.3) (Ex. 2)

(DOK 2,3)

3. Analyze how particular lines of dialogue

or incidents in a story or drama propel

the action, reveal aspects of a character,

or provoke a decision. (RL.8.3) (Ex. 2)

(DOK 2,3)

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Craft and Structure

4. Determine the meaning of words and

phrases as they are used in a text,

including figurative and connotative

meanings; analyze the impact of a specific

word choice on meaning and tone.

(RL.6.4) (DOK 1,2,3)




meanings; analyze the impact of rhymes

and other repetitions of sounds (e.g.,

alliteration) on a specific verse or stanza of

a poem or section of a story or drama.

(RL.7.4) (DOK 1,2,3)




meanings; analyze the impact of specific

word choices on meaning and tone,

including analogies or allusions to other

texts. (RL.8.4) (Ex. 2) (DOK 1,2,3)

5. Analyze how a particular sentence,

chapter, scene, or stanza fits into the

overall structure of a text and contributes

to the development of the theme, setting,

or plot. (RL.6.5) (DOK 2,3)

5. Analyze how a drama’s or poem’s form or

structure (e.g., soliloquy, sonnet)

contributes to its meaning. (RL.7.5)

(DOK 3,4)

5. Compare and contrast the structure of

two or more texts and analyze how the

differing structure of each text contributes

to its meaning and style. (RL.8.5)

(DOK 3,4)

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6. Explain how an author develops the point

of view of the narrator or speaker in a

text. (RL.6.6) (DOK 2,3,4)

6. Analyze how an author develops and

contrasts the points of view of different

characters or narrators in a text. (RL.7.6)

(DOK 3,4)

6. Analyze how differences in the points of

view of the characters and the audience

or reader (e.g., created through the use of

dramatic irony) create such effects as

suspense or humor. (RL.8.6) (DOK 3,4)


7. Compare and contrast the experience of

reading a story, drama, or poem to

listening to or viewing an audio, video, or

live version of the text, including

contrasting what they "see" and "hear"

when reading the text to what they

perceive when they listen or watch.

(RL.6.7) (DOK 3,4)

7. Compare and contrast a written story,

drama, or poem to its audio, filmed,

staged, or multimedia version, analyzing

the effects of techniques unique to each

medium (e.g., lighting, sound, color, or

camera focus and angles in a film). (RL.7.7)

(DOK 3,4)

7. Analyze the extent to which a filmed or

live production of a story or drama stays

faithful to or departs from the text or

script, evaluating the choices made by the

director or actors. (RL.8.7) (DOK 3,4)

8. (Not applicable to literature) (RL.6.8) 8. (Not applicable to literature) (RL.7.8) 8. (Not applicable to literature) (RL.8.8)

9. Compare and contrast texts in different

forms or genres (e.g., stories and poems;

historical novels and fantasy stories) in

terms of their approaches to similar

themes and topics. (RL.6.9) (DOK 3,4)

9. Compare and contrast a fictional portrayal

of a time, place, or character and a

historical account of the same period as a

means of understanding how authors of

fiction use or alter history. (RL.7.9)

(DOK 3,4)

9. Analyze how a modern work of fiction

draws on themes, patterns of events, or

character types from myths, traditional

stories, or religious works such as the

Bible, including describing how the

material is rendered new. (RL.8.9)

(DOK 3,4)

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10. By the end of the year, read and

comprehend literature, including stories,

dramas, and poems, in the grades 6–8 text

complexity band proficiently, with

scaffolding as needed at the high end of

the range. (RL.6.10) (DOK 1,2)



dramas, and poems, in the grades 6–8

text complexity band proficiently, with

scaffolding as needed at the high end of

the range. (RL.7.10) (DOK 1,2)



dramas, and poems, at the high end of

grades 6–8 text complexity band

independently and proficiently. (RL.8.10)

(DOK 1,2)

20

Reading Standards for Literature 9-12 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness

expectations—the former providing broad standards, the latter providing additional specificity.

Grades 9-10 students: Grades 11-12 students:


1. Cite strong and thorough textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the

text. (RL.9-10.1) (DOK 1,2,3)



text, including determining where the text leaves matters

uncertain. (RL.11-12.1) (DOK 1,2,3)

2. Determine a theme or central idea of a text and analyze in detail

its development over the course of the text, including how it

emerges and is shaped and refined by specific details; provide an

objective summary of the text. (RL.9-10.2) (DOK 2,3)

2. Determine two or more themes or central ideas of a text and

analyze their development over the course of the text, including

how they interact and build on one another to produce a complex

account; provide an objective summary of the text. (RL.11-12.2)

(Ex. 2) (DOK 2,3,4)

3. Analyze how complex characters (e.g., those with multiple or

conflicting motivations) develop over the course of a text, interact

with other characters, and advance the plot or develop the theme.

(RL.9-10. 3) (DOK 2,3)

3. Analyze the impact of the author’s choices regarding how to

develop and relate elements of a story or drama (e.g., where a

story is set, how the action is ordered, how the characters are

introduced and developed). (RL.11-12.3) (DOK 2,3,4)

21


Craft and Structure

4. Determine the meaning of words and phrases as they are used in

the text, including figurative and connotative meanings; analyze

the cumulative impact of specific word choices on meaning and

tone (e.g., how the language evokes a sense of time and place;

how it sets a formal or informal tone). (RL.9-10.4) (DOK 1,2,3)

4. Determine the meaning of words and phrases as they are used in

the text, including figurative and connotative meanings; analyze

the impact of specific word choices on meaning and tone,

including words with multiple meanings or language that is

particularly fresh, engaging, or beautiful. (Include Shakespeare as

well as other authors) (RL.11-12.4) (DOK 1,2,3)

5. Analyze how an author’s choices concerning how to structure a

text, order events within it (e.g., parallel plots), and manipulate

time (e.g., pacing, flashbacks) create such effects as mystery,

tension, or surprise. (RL.9-10.5) (DOK 3,4)

5. Analyze how an author’s choices concerning how to structure

specific parts of a text (e.g., the choice of where to begin or end a

story, the choice to provide a comedic or tragic resolution)

contribute to its overall structure and meaning as well as its

aesthetic impact. (RL.11-12.5) (DOK 3,4)

6. Analyze a particular point of view or cultural experience reflected

in a work of literature from outside the United States, drawing on

a wide reading of world literature. (RL.9-10.6) (DOK 3,4)

6. Analyze a case in which grasping point of view requires

distinguishing what is directly stated in a text from what is really

meant (e.g., satire, sarcasm, irony, or understatement).

(RL.11-12.6) (DOK 3,4)


7. Analyze the representation of a subject or a key scene in two

different artistic mediums, including what is emphasized or absent

in each treatment (e.g., Auden’s “Musée des Beaux Arts” and

Breughel’s Landscape with the Fall of Icarus). (RL.9-10.7) (DOK 3,4)

7. Analyze multiple interpretations of a story, drama, or poem (e.g.,

recorded or live production of a play or recorded novel or poetry);

evaluating how each version interprets the source text. (Include at

least one play by Shakespeare and one play by an American

dramatist) (RL.11-12.7) (DOK 3,4)

8. (Not applicable to literature) (RL.9-10.8) 8. (Not applicable to literature) (RL.11-12.8)

9. Analyze how an author draws on and transforms source material in

a specific work (e.g., how Shakespeare treats a theme or topic

from Ovid or the Bible or how a later author draws on a play by

Shakespeare). (RL.9-10.9) (DOK 3,4)

9. Demonstrate knowledge of eighteenth-, nineteenth- and early-

twentieth-century foundational works of American literature,

including how two or more texts from the same period treat

similar themes or topics. (RL.11-12.9) (DOK 3,4)

22



10. By the end of grade 9, read and comprehend literature, including

stories, dramas, and poems, in the grades 9–10 text complexity

band proficiently, with scaffolding as needed at the high end of the

range.

By the end of grade 10, read and comprehend literature, including

stories, dramas, and poems, at the high end of the grades 9–10

text complexity band independently and proficiently. (RL.9-10.10)

(DOK 1,2)

10. By the end of grade 11, read and comprehend literature, including

stories, dramas, and poems, in the grades 11–CCR text complexity

band proficiently, with scaffolding as needed at the high end of the

range.

By the end of grade 12, read and comprehend literature, including

stories, dramas, and poems, at the high end of the grades 11–CCR

text complexity band independently and proficiently. (RL.11-12.10)

(DOK 1,2)

23

Reading Standards for Informational Text 6-8 Grade 6 students: Grade 7 students: Grade 8 students:


1. Cite textual evidence to support analysis

of what the text says explicitly as well as

inferences drawn from the text. (RI.6.1)

(Ex. 2) (DOK 1,2,3)

1. Cite several pieces of textual evidence to

support analysis of what the text says

explicitly as well as inferences drawn from

the text. (RI.7.1) (DOK 1,2,3)

1. Cite the textual evidence that most

strongly supports an analysis of what the

text says explicitly as well as inferences

drawn from the text. (RI.8.1) (Ex. 2) (Ex. 3)

(Ex. 4) (Ex. 5) (Ex. 6) (Ex. 7) (Ex. 8)

(Ex. 9) (DOK 1,2,3)

2. Determine a central idea of a text and

how it is conveyed through particular

details; provide a summary of the text

distinct from personal opinions or

judgments. (RI.6.2) (Ex. 2) (DOK 2,3)

2. Determine two or more central ideas in a

text and analyze their development over

the course of the text; provide an

objective summary of the text. (RI.7.2)

(Ex. 2) (Ex. 3) (DOK 2,3,4)

2. Determine a central idea of a text and

analyze its development over the course

of the text, including its relationship to

supporting ideas; provide an objective

summary of the text. (RI.8.2) (Ex. 2) (Ex. 3)

(Ex. 4) (DOK 2,3,4)

3. Analyze in detail how a key individual,

event, or idea is introduced, illustrated,

and elaborated in a text (e.g., through

examples or anecdotes). (RI.6.3)

(DOK 2,3,4)

3. Analyze the interactions between

individuals, events, and ideas in a text

(e.g., how ideas influence individuals or

events, or how individuals influence ideas

or events). (RI.7.3) (DOK 2,3)

3. Analyze how a text makes connections

among and distinctions between

individuals, ideas, or events (e.g., through

comparisons, analogies, or categories).

(RI.8.3) (Ex. 2) (DOK 2,3)

24


Craft and Structure



including figurative, connotative, and

technical meanings. (RI.6.4) (DOK 1,2,3)




technical meanings; analyze the impact of

a specific word choice on meaning and

tone. (RI.7.4) (DOK 1,2,3)




technical meanings; analyze the impact of

specific word choices on meaning and

tone, including analogies or allusions to

other texts. (RI.8.4) (Ex. 2) (Ex. 3) (Ex. 4)

(DOK 1,2,3)

5. Analyze how a particular sentence,

paragraph, chapter, or section fits into the

overall structure of a text and contributes

to the development of the ideas. (RI.6.5)

(Ex. 2) (DOK 2,3)

5. Analyze the structure an author uses to

organize a text, including how the major

sections contribute to the whole and to

the development of the ideas. (RI.7.5)

(DOK 2,3)

5. Analyze in detail the structure of a specific

paragraph in a text, including the role of

particular sentences in developing and

refining a key concept. (RI.8.5) (Ex. 2)

(DOK 2,3)

6. Determine an author’s point of view or

purpose in a text and explain how it is

conveyed in the text. (RI.6.6) (DOK 2,3)


purpose in a text and analyze how the

author distinguishes his or her position

from that of others. (RI.7.6) (DOK 2,3)


purpose in a text and analyze how the

author acknowledges and responds to

conflicting evidence or viewpoints. (RI.8.6)

(Ex. 2) (Ex. 3) (DOK 2,3)

25



7. Integrate information presented in

different media or formats (e.g., visually,

quantitatively) as well as in words to

develop a coherent understanding of a

topic or issue. (RI.6.7) (DOK 3,4)

7. Compare and contrast a text to an audio,

video, or multimedia version of the text,

analyzing each medium’s portrayal of the

subject (e.g., how the delivery of a speech

affects the impact of the words). (RI.7.7)

(DOK 3,4)

7. Evaluate the advantages and

disadvantages of using different mediums

(e.g., print or digital text, video,

multimedia) to present a particular topic

or idea. (RI.8.7) (DOK 3,4)

8. Trace and evaluate the argument and

specific claims in a text, distinguishing

claims that are supported by reasons and

evidence from claims that are not. (RI.6.8)

(DOK 2,3)

8. Trace and evaluate the argument and

specific claims in a text, assessing whether

the reasoning is sound and the evidence is

relevant and sufficient to support the

claims. (RI.7.8) (DOK 2,3,4)

8. Delineate and evaluate the argument and

specific claims in a text, assessing whether

the reasoning is sound and the evidence is

relevant and sufficient; recognize when

irrelevant evidence is introduced. (RI.8.8)

(DOK 2,3,4)

9. Compare and contrast one author’s

presentation of events with that of

another (e.g., a memoir written by and a

biography on the same person). (RI.6.9)

(DOK 3,4)

9. Analyze how two or more authors writing

about the same topic shape their

presentations of key information by

emphasizing different evidence or

advancing different interpretations of

facts. (RI.7.9) (DOK 3,4)

9. Analyze a case in which two or more texts

provide conflicting information on the

same topic and identify where the texts

disagree on matters of fact or

interpretation. (RI.8.9) (DOK 3,4)



comprehend literary nonfiction in the


proficiently, with scaffolding as needed at

the high end of the range. (RI.6.10)

(DOK 1,2)


comprehend literary nonfiction in the


proficiently, with scaffolding as needed at

the high end of the range. (RI.7.10)

(DOK 1,2)


comprehend literary nonfiction at the high

end of the grades 6–8 text complexity

band independently and proficiently.

(RI.8.10) (DOK 1,2)

26

Reading Standards for Informational Text 9-12 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the

former providing broad standards, the latter providing additional specificity.





text. (RI.9-10.1) (DOK 1,2,3)



text, including determining where the text leaves matters

uncertain. (RI.11-12.1) (Ex. 2) (Ex. 3) (Ex. 4) (DOK 1,2,3)

2. Determine a central idea of a text and analyze its development

over the course of the text, including how it emerges and is shaped

and refined by specific details; provide an objective summary of

the text. (RI.9-10.2) (DOK 2,3)

2. Determine two or more central ideas of a text and analyze their

development over the course of the text, including how they

interact and build on one another to provide a complex analysis;

provide an objective summary of the text. (RI.11-12.2) (Ex. 2)

(Ex. 3) (DOK 2,3,4)

3. Analyze how the author unfolds an analysis or series of ideas or

events, including the order in which the points are made, how they

are introduced and developed, and the connections that are drawn

between them. (RI.9-10.3) (DOK 2,3)

3. Analyze a complex set of ideas or sequence of events and explain

how specific individuals, ideas, or events interact and develop over

the course of the text. (RI.11-12.3) (Ex. 2) (Ex. 3) (DOK 2,3)

27


Craft and Structure

4. Determine the meaning of words and phrases as they are used in a

text, including figurative, connotative, and technical meanings;

analyze the cumulative impact of specific word choices on meaning

and tone (e.g., how the language of a court opinion differs from

that of a newspaper). (RI.9-10.4) (DOK 1,2,3)

4. Determine the meaning of words and phrases as they are used in a

text, including figurative, connotative, and technical meanings;

analyze how an author uses and refines the meaning of a key term

or terms over the course of a text (e.g., how Madison defines

faction in Federalist No. 10). (RI.11-12.4) (DOK 1,2,3)

5. Analyze in detail how an author’s ideas or claims are developed

and refined by particular sentences, paragraphs, or larger portions

of a text (e.g., a section or chapter). (RI.9-10.5) (DOK 2,3)

5. Analyze and evaluate the effectiveness of the structure an author

uses in his or her exposition or argument, including whether the

structure makes points clear, convincing, and engaging.

(RI.11-12.5) (DOK 2,3,4)

6. Determine an author’s point of view or purpose in a text and

analyze how an author uses rhetoric to advance that point of view

or purpose. (RI.9-10.6) (DOK 2,3,4)

6. Determine an author’s point of view or purpose in a text in which

the rhetoric is particularly effective, analyzing how style and

content contribute to the power, persuasiveness, or beauty of the

text. (RI.11-12.6) (DOK 2,3,4)


7. Analyze various accounts of a subject told in different mediums

(e.g., a person’s life story in both print and multimedia),

determining which details are emphasized in each account.

(RI.9-10.7) (DOK 3,4)

7. Integrate and evaluate multiple sources of information presented

in different media or formats (e.g., visually, quantitatively) as well

as in words in order to address a question or solve a problem.

(RI.11-12.7) (DOK 3,4)

8. Delineate and evaluate the argument and specific claims in a text,

assessing whether the reasoning is valid and the evidence is

relevant and sufficient; identify false statements and fallacious

reasoning. (RI.9-10.8) (DOK 2,3,4)

8. Delineate and evaluate the reasoning in seminal U.S. texts,

including the application of constitutional principles and use of

legal reasoning (e.g., in U.S. Supreme Court majority opinions and

dissents) and the premises, purposes, and arguments in works of

public advocacy (e.g., The Federalist, presidential addresses).

(RI.11-12.8) (DOK 2,3,4)

28


9. Analyze seminal U.S. documents of historical and literary

significance (e.g., Washington’s Farewell Address, the Gettysburg

Address, Roosevelt’s Four Freedoms speech, King’s “Letter from

Birmingham Jail”), including how they address related themes and

concepts. (RI.9-10.9) (DOK 3,4)

9. Analyze seventeenth-, eighteenth-, and nineteenth-century

foundational U.S. documents of historical and literary significance

(including The Declaration of Independence, the Preamble to the

Constitution, the Bill of Rights, and Lincoln’s Second Inaugural

Address) for their themes, purposes, and rhetorical features.

(RI.11-12.9) (DOK 2,3)


10. By the end of grade 9, read and comprehend literary nonfiction in

the grades 9–10 text complexity band proficiently, with scaffolding

as needed at the high end of the range.

By the end of grade 10, read and comprehend literary nonfiction at

the high end of the grades 9–10 text complexity band

independently and proficiently. (RI.9-10.10) (DOK 1,2)

10. By the end of grade 11, read and comprehend literary nonfiction in

the grades 11–CCR text complexity band proficiently, with

scaffolding as needed at the high end of the range.

By the end of grade 12, read and comprehend literary nonfiction at

the high end of the grades 11–CCR text complexity band

independently and proficiently. (RI.11-12.10) (DOK 1,2)

29

College and Career Readiness Anchor Standards for Writing The grades 6–12 standards on the following pages define what students should understand

and be able to do by the end of each grade. They correspond to the College and Career

Readiness (CCR) anchor standards below by number. The CCR and grade-specific

standards are necessary complements—the former providing broad standards, the latter

providing additional specificity—that together define the skills and understandings that all

students must demonstrate.

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and

information clearly and accurately through the effective selection, organization, and

analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or

trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and

collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions,

demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility

and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and

research.


writing

For students, writing is a key means of

asserting and defending claims, showing

what they know about a subject, and

conveying what they have experienced,

imagined, thought, and felt. To be college-

and career-ready writers, students must

take task, purpose, and audience into

careful consideration, choosing words,

information, structures, and formats

deliberately. They need to know how to

combine elements of different kinds of

writing—for example, to use narrative

strategies within argument and explanation

within narrative—to produce complex and

nuanced writing. They need to be able to

use technology strategically when creating,

refining, and collaborating on writing and

visual media. They have to become adept at

gathering information, evaluating sources,

and citing material accurately, reporting

findings from their research and analysis of

sources in a clear and cogent manner. They

must have the flexibility, concentration, and

fluency to produce high-quality firstdraft

text under a tight deadline as well as the

capacity to revisit and make improvements

to a piece of writing over multiple drafts

when circumstances encourage or require it.

30

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day

or two) for a range of tasks, purposes, and audiences.

31

Writing Standards 6-8 The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of

skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from

vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources.

Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and

understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and

in the collection of annotated student writing samples in Appendix C.



1. Write arguments to support claims with clear

reasons and relevant evidence.

a. Introduce claim(s) and organize the

reasons and evidence clearly.

b. Support claim(s) with clear reasons and

relevant evidence, using credible sources

and demonstrating an understanding of

the topic or text.

c. Use words, phrases, and clauses to clarify

the relationships among claim(s) and

reasons.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section

that follows from the argument

presented. (W.6.1) (Ex. 2) (Ex. 3)

(DOK 3,4)

1. Write arguments to support claims with clear

reasons and relevant evidence.

a. Introduce claim(s), acknowledge alternate

or opposing claims, and organize the

reasons and evidence logically.

b. Support claim(s) with logical reasoning

and relevant evidence, using accurate,

credible sources and demonstrating an

understanding of the topic or text.

c. Use words, phrases, and clauses to create

cohesion and clarify the relationships

among claim(s), reasons, and evidence.


e. Provide a concluding statement or section

that follows from and supports the

argument presented. (W.7.1) (DOK 3,4)

1. Write arguments to support claims with clear reasons

and relevant evidence.

a. Introduce claim(s), acknowledge and distinguish the

claim(s) from alternate or opposing claims, and

organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant

evidence, using accurate, credible sources and

demonstrating an understanding of the topic or

text.

c. Use words, phrases, and clauses to create cohesion

and clarify the relationships among claim(s),

counterclaims, reasons, and evidence.


e. Provide a concluding statement or section that

follows from and supports the argument presented.

(W.8.1) (Ex. 2) (DOK 3,4)

32


2. Write informative/explanatory texts to

examine a topic and convey ideas, concepts,

and information through the selection,

organization, and analysis of relevant content.

a. Introduce a topic; organize ideas,

concepts, and information, using

strategies such as definition, classification,

comparison/contrast, and cause/effect;

include formatting (e.g., headings),

graphics (e.g., charts, tables), and

multimedia when useful to aiding

comprehension.

b. Develop the topic with relevant facts,

definitions, concrete details, quotations,

or other information and examples.

c. Use appropriate transitions to clarify the

relationships among ideas and concepts.

d. Use precise language and domain-specific

vocabulary to inform about or explain the

topic.

e. Establish and maintain a formal style.

f. Provide a concluding statement or section

that follows from the information or

explanation presented. (W.6.2) (Ex. 2)

(DOK 3,4)

2. Write informative/explanatory texts to examine a

topic and convey ideas, concepts, and information

through the selection, organization, and analysis of

relevant content.

a. Introduce a topic clearly, previewing what is to

follow; organize ideas, concepts, and

information, using strategies such as definition,

classification, comparison/contrast, and

cause/effect; include formatting (e.g.,

headings), graphics (e.g., charts, tables), and

multimedia when useful to aiding

comprehension.

b. Develop the topic with relevant facts,

definitions, concrete details, quotations, or

other information and examples.

c. Use appropriate transitions to create cohesion

and clarify the relationships among ideas and

concepts.


vocabulary to inform about or explain the topic.


f. Provide a concluding statement or section that

follows from and supports the information or

explanation presented. (W.7.2) (Ex. 2)

(DOK 3,4)

2. Write informative/explanatory texts to examine a

topic and convey ideas, concepts, and information

through the selection, organization, and analysis

of relevant content.

a. Introduce a topic clearly, previewing what is to

follow; organize ideas, concepts, and

information into broader categories; include

formatting (e.g., headings), graphics (e.g.,

charts, tables), and multimedia when useful to

aiding comprehension.

b. Develop the topic with relevant, well-chosen

facts, definitions, concrete details, quotations,

or other information and examples.

c. Use appropriate and varied transitions to

create cohesion and clarify the relationships

among ideas and concepts.


vocabulary to inform about or explain the

topic.


f. Provide a concluding statement or section that

follows from and supports the information or

explanation presented. (W.8.2) (Ex. 2) (Ex. 3)

(Ex. 4) (Ex. 5) (Ex. 6) (Ex. 7) (Ex. 8) (DOK 3,4)

33


3. Write narratives to develop real or imagined

experiences or events using effective

technique, relevant descriptive details, and

well-structured event sequences.

a. Engage and orient the reader by

establishing a context and introducing a

narrator and/or characters; organize an

event sequence that unfolds naturally and

logically.

b. Use narrative techniques, such as

dialogue, pacing, and description, to

develop experiences, events, and/or

characters.

c. Use a variety of transition words, phrases,

and clauses to convey sequence and signal

shifts from one time frame or setting to

another.

d. Use precise words and phrases, relevant

descriptive details, and sensory language

to convey experiences and events.

e. Provide a conclusion that follows from the

narrated experiences or events. (W.6.3)

(Ex. 2) (Ex. 3) (Ex. 4) (DOK 3,4)


experiences or events using effective

technique, relevant descriptive details, and

well-structured event sequences.

a. Engage and orient the reader by

establishing a context and point of view

and introducing a narrator and/or

characters; organize an event sequence

that unfolds naturally and logically.

b. Use narrative techniques, such as

dialogue, pacing, and description, to

develop experiences, events, and/or

characters.

c. Use a variety of transition words, phrases,

and clauses to convey sequence and

signal shifts from one time frame or

setting to another.

d. Use precise words and phrases, relevant

descriptive details, and sensory language

to capture the action and convey

experiences and events.

e. Provide a conclusion that follows from

and reflects on the narrated experiences

or events. (W.7.3) (Ex. 2) (Ex. 3)

(DOK 3,4)


experiences or events using effective technique,

relevant descriptive details, and well-structured event

sequences.

a. Engage and orient the reader by establishing a

context and point of view and introducing a

narrator and/or characters; organize an event

sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing,

description, and reflection, to develop experiences,

events, and/or characters.

c. Use a variety of transition words, phrases, and

clauses to convey sequence, signal shifts from one

time frame or setting to another, and show the

relationships among experiences and events.

d. Use precise words and phrases, relevant descriptive

details, and sensory language to capture the action

and convey experiences and events.

e. Provide a conclusion that follows from and reflects

on the narrated experiences or events. (W.8.3)

(DOK 3,4)

34



4. Produce clear and coherent writing in which the

development, organization, and style are

appropriate to task, purpose, and audience.

(Grade-specific expectations for writing types are

defined in standards 1–3 above) (W.6.4)

(DOK 3,4)

4. Produce clear and coherent writing in

which the development, organization, and

style are appropriate to task, purpose, and

audience. (Grade-specific expectations for

writing types are defined in standards 1–3

above) (W.7.4) (DOK 3,4)

4. Produce clear and coherent writing in which the

development, organization, and style are appropriate to

task, purpose, and audience. (Grade-specific

expectations for writing types are defined in standards

1–3 above) (W.8.4) (DOK 3,4)

5. With some guidance and support from peers and

adults, develop and strengthen writing as needed

by planning, revising, editing, rewriting, or trying a

new approach. (Editing for conventions should

demonstrate command of Language standards 1–

3 up to and including grade 6) (W.6.5)

(DOK 1,2,3,4)

5. With some guidance and support from

peers and adults, develop and strengthen

writing as needed by planning, revising,

editing, rewriting, or trying a new

approach, focusing on how well purpose

and audience have been addressed.

(Editing for conventions should

demonstrate command of Language

standards 1–3 up to and including grade 7)

(W.7.5) (DOK 1,2,3,4)

5. With some guidance and support from peers and adults,

develop and strengthen writing as needed by planning,

revising, editing, rewriting, or trying a new approach,

focusing on how well purpose and audience have been

addressed. (Editing for conventions should demonstrate

command of Language standards 1–3 up to and

including grade 8) (W.8.5) (DOK 1,2,3,4)

6. Use technology, including the Internet, to produce

and publish writing as well as to interact and

collaborate with others; demonstrate sufficient

command of keyboarding skills to type a minimum

of three pages in a single sitting. (W.6.6)

(DOK 1,2)

6. Use technology, including the Internet, to

produce and publish writing and link to

and cite sources as well as to interact and

collaborate with others, including linking

to and citing sources. (W.7.6) (DOK 1,2)

6. Use technology, including the Internet, to produce and

publish writing and present the relationships between

information and ideas efficiently as well as to interact

and collaborate with others. (W.8.6) (DOK 1,2)

35



7. Conduct short research projects to answer a

question, drawing on several sources and

refocusing the inquiry when appropriate. (W.6.7)

(DOK 3,4)

7. Conduct short research projects to answer

a question, drawing on several sources

and generating additional related, focused

questions for further research and

investigation. (W.7.7) (DOK 2,3,4)

7. Conduct short research projects to answer a question

(including a self-generated question), drawing on

several sources and generating additional related,

focused questions that allow for multiple avenues of

exploration. (W.8.7) (DOK 2,3,4)

8. Gather relevant information from multiple print

and digital sources; assess the credibility of each

source; and quote or paraphrase the data and

conclusions of others while avoiding plagiarism

and providing basic bibliographic information for

sources. (W.6.8) (Ex. 2) (Ex. 3) (Ex. 4)

(DOK 1,2,3,4)

8. Gather relevant information from multiple

print and digital sources, using search

terms effectively; assess the credibility

and accuracy of each source; and quote or

paraphrase the data and conclusions of

others while avoiding plagiarism and

following a standard format for citation.

(W.7.8) (Ex. 2) (DOK 1,2,3,4)

8. Gather relevant information from multiple print and

digital sources, using search terms effectively; assess

the credibility and accuracy of each source; and quote

or paraphrase the data and conclusions of others while

avoiding plagiarism and following a standard format for

citation. (W.8.8) (DOK 1,2,3,4)

36


9. Draw evidence from literary or informational texts

to support analysis, reflection, and research.

a. Apply grade 6 Reading standards to literature

(e.g., "Compare and contrast texts in different

forms or genres [e.g., stories and poems;

historical novels and fantasy stories] in terms

of their approaches to similar themes and

topics").

b. Apply grade 6 Reading standards to literary

nonfiction (e.g., "Trace and evaluate the

argument and specific claims in a text,

distinguishing claims that are supported by

reasons and evidence from claims that are

not").(W.6.9) (DOK 2,3,4)

9. Draw evidence from literary or

informational texts to support analysis,

reflection, and research.

a. Apply grade 7 Reading standards to

literature (e.g., "Compare and

contrast a fictional portrayal of a time,

place, or character and a historical

account of the same period as a

means of understanding how authors

of fiction use or alter history").

b. Apply grade 7 Reading standards to

literary nonfiction (e.g. "Trace and

evaluate the argument and specific

claims in a text, assessing whether the

reasoning is sound and the evidence is

relevant and sufficient to support the

claims").(W.7.9) (Ex. 2) (DOK 2,3,4)

9. Draw evidence from literary or informational texts to

support analysis, reflection, and research.

a. Apply grade 8 Reading standards to literature (e.g.,

"Analyze how a modern work of fiction draws on

themes, patterns of events, or character types from

myths, traditional stories, or religious works such as

the Bible, including describing how the material is

rendered new").

b. Apply grade 8 Reading standards to literary

nonfiction (e.g., "Delineate and evaluate the

argument and specific claims in a text, assessing

whether the reasoning is sound and the evidence is

relevant and sufficient; recognize when irrelevant

evidence is introduced").(W.8.9) (Ex. 2)

(DOK 2,3,4)

Range of Writing

10. Write routinely over extended time frames (time

for research, reflection, and revision) and shorter

time frames (a single sitting or a day or two) for a

range of discipline-specific tasks, purposes, and

audiences. (W.6.10) (DOK 1,2,3,4)

10. Write routinely over extended time

frames (time for research, reflection, and

revision) and shorter time frames (a single

sitting or a day or two) for a range of

discipline-specific tasks, purposes, and

audiences. (W.7.10) (DOK 1,2,3,4)

10. Write routinely over extended time frames (time for

research, reflection, and revision) and shorter time

frames (a single sitting or a day or two) for a range of

discipline-specific tasks, purposes, and audiences.

(W.8.10) (DOK 1,2,3,4)

37

Writing Standards 9-12 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the




1. Write arguments to support claims in an analysis of substantive topics

or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate

or opposing claims, and create an organization that establishes

clear relationships among claim(s), counterclaims, reasons, and

evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for

each while pointing out the strengths and limitations of both in a

manner that anticipates the audience’s knowledge level and

concerns.

c. Use words, phrases, and clauses to link the major sections of the

text, create cohesion, and clarify the relationships between claim(s)

and reasons, between reasons and evidence, and between claim(s)

and counterclaims.

d. Establish and maintain a formal style and objective tone while

attending to the norms and conventions of the discipline in which

they are writing.

e. Provide a concluding statement or section that follows from and

supports the argument presented. (W.9-10.1) (Ex. 2) (DOK 3,4)

1. Write arguments to support claims in an analysis of substantive topics or

texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise, knowledgeable claim(s), establish the significance

of the claim(s), distinguish the claim(s) from alternate or opposing

claims, and create an organization that logically sequences claim(s),

counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying

the most relevant evidence for each while pointing out the strengths

and limitations of both in a manner that anticipates the audience’s

knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the

major sections of the text, create cohesion, and clarify the

relationships between claim(s) and reasons, between reasons and

evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while


they are writing.

e. Provide a concluding statement or section that follows from and

supports the argument presented. (W.11-12.1) (Ex. 2) (Ex. 4) (Ex. 5)

(Ex. 6) (DOK 3,4)

38


2. Write informative/explanatory texts to examine and convey complex

ideas, concepts, and information clearly and accurately through the

effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and

information to make important connections and distinctions;

include formatting (e.g., headings), graphics (e.g., figures, tables),

and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts,

extended definitions, concrete details, quotations, or other

information and examples appropriate to the audience’s

knowledge of the topic.

c. Use appropriate and varied transitions to link the major sections of

the text, create cohesion, and clarify the relationships among

complex ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage

the complexity of the topic.

e. Establish and maintain a formal style and objective tone while


they are writing.

f. Provide a concluding statement or section that follows from and

supports the information or explanation presented (e.g.,

articulating implications or the significance of the topic). (W.9-10.2)

(DOK 3,4)

2. Write informative/explanatory texts to examine and convey complex

ideas, concepts, and information clearly and accurately through the

effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and

information so that each new element builds on that which

precedes it to create a unified whole; include formatting (e.g.,

headings), graphics (e.g., figures, tables), and multimedia when

useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and

relevant facts, extended definitions, concrete details, quotations, or

other information and examples appropriate to the audience’s

knowledge of the topic.

c. Use appropriate and varied transitions and syntax to link the major

sections of the text, create cohesion, and clarify the relationships

among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary, and techniques

such as metaphor, simile, and analogy to manage the complexity of

the topic.

e. Establish and maintain a formal style and objective tone while


they are writing.

f. Provide a concluding statement or section that follows from and

supports the information or explanation presented (e.g., articulating

implications or the significance of the topic). (W.11-12.2) (Ex. 2)

(Ex. 3) (Ex. 4) (DOK 3,4)

39


3. Write narratives to develop real or imagined experiences or events

using effective technique, well-chosen details, and well-structured

event sequences.

a. Engage and orient the reader by setting out a problem, situation, or

observation, establishing one or multiple point(s) of view, and

introducing a narrator and/or characters; create a smooth

progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description,

reflection, and multiple plot lines, to develop experiences, events,

and/or characters.

c. Use a variety of techniques to sequence events so that they build

on one another to create a coherent whole.

d. Use precise words and phrases, telling details, and sensory

language to convey a vivid picture of the experiences, events,

setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is

experienced, observed, or resolved over the course of the

narrative. (W.9-10.3) (DOK 3,4)

3. Write narratives to develop real or imagined experiences or events using

effective technique, well-chosen details, and well-structured event

sequences.

a. Engage and orient the reader by setting out a problem, situation, or

observation and its significance, establishing one or multiple point(s)

of view, and introducing a narrator and/or characters; create a

smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description,

reflection, and multiple plot lines, to develop experiences, events,

and/or characters.

c. Use a variety of techniques to sequence events so that they build on

one another to create a coherent whole and build toward a

particular tone and outcome (e.g., a sense of mystery, suspense,

growth, or resolution).

d. Use precise words and phrases, telling details, and sensory language

to convey a vivid picture of the experiences, events, setting, and/or

characters.

e. Provide a conclusion that follows from and reflects on what is

experienced, observed, or resolved over the course of the narrative.

(W.11-12.3) (DOK 3,4)


4. Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

(Grade-specific expectations for writing types are defined in standards

1–3 above) (W.9-10.4) (DOK 3,4)

4. Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

(Grade-specific expectations for writing types are defined in standards

1–3 above) (W.11-12.4) (DOK 3,4)

40


5. Develop and strengthen writing as needed by planning, revising,

editing, rewriting, or trying a new approach, focusing on addressing

what is most significant for a specific purpose and audience. (Editing for

conventions should demonstrate command of Language standards 1–3

up to and including grades 9–10) (W.9-10.5) (DOK 1,2,3,4)

5. Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach, focusing on addressing what is most

significant for a specific purpose and audience. (Editing for conventions

should demonstrate command of Language standards 1–3 up to and

including grades 11–12) (W.11-12.5) (DOK 1,2,3,4)

6. Use technology, including the Internet, to produce, publish, and update

individual or shared writing products, taking advantage of technology's

capacity to link to other information and to display information flexibly

and dynamically. (W.9-10.6) (DOK 1,2)

6. Use technology, including the Internet, to produce, publish, and update

individual or shared writing products in response to ongoing feedback,

including new arguments or information. (W.11-12.6) (DOK 1,2)


7. Conduct short as well as more sustained research projects to answer a

question (including a self-generated question) or solve a problem;

narrow or broaden the inquiry when appropriate; synthesize multiple

sources on the subject, demonstrating understanding of the subject

under investigation. (W.9-10.7) (DOK 2,3,4)

7. Conduct short as well as more sustained research projects to answer a

question (including a self-generated question) or solve a problem;

narrow or broaden the inquiry when appropriate; synthesize multiple

sources on the subject, demonstrating understanding of the subject

under investigation. (W.11-12.7) (DOK 2,3,4)

8. Gather relevant information from multiple authoritative print and

digital sources, using advanced searches effectively; assess the

usefulness of each source in answering the research question; integrate

information into the text selectively to maintain the flow of ideas,

avoiding plagiarism and following a standard format for citation.

(W.9-10.8) (DOK 1,2,3,4)

8. Gather relevant information from multiple authoritative print and digital

sources, using advanced searches effectively; assess the strengths and

limitations of each source in terms of the task, purpose, and audience;

integrate information into the text selectively to maintain the flow of

ideas, avoiding plagiarism and overreliance on any one source and

following a standard format for citation. (W.11-12.8) (Ex. 2)

(DOK 1,2,3,4)

41


9. Draw evidence from literary or informational texts to support analysis,


a. Apply grades 9–10 Reading standards to literature (e.g., "Analyze

how an author draws on and transforms source material in a

specific work [e.g., how Shakespeare treats a theme or topic from

Ovid or the Bible or how a later author draws on a play by

Shakespeare]").

b. Apply grades 9–10 Reading standards to literary nonfiction (e.g.,

"Delineate and evaluate the argument and specific claims in a text,

assessing whether the reasoning is valid and the evidence is

relevant and sufficient; identify false statements and fallacious

reasoning"). (W.9-10.9) (DOK 2,3,4)

9. Draw evidence from literary or informational texts to support analysis,


a. Apply grades 11–12 Reading standards to literature (e.g.,

"Demonstrate knowledge of eighteenth-, nineteenth- and early-

twentieth-century foundational works of American literature,

including how two or more texts from the same period treat similar

themes or topics").

b. Apply grades 11–12 Reading standards to literary nonfiction (e.g.,

"Delineate and evaluate the reasoning in seminal U.S. texts,

including the application of constitutional principles and use of legal

reasoning [e.g., in U.S. Supreme Court Case majority opinions and

dissents] and the premises, purposes, and arguments in works of

public advocacy [e.g., The Federalist, presidential addresses]").

(W.11-12.9) (DOK 2,3,4)

Range of Writing

10. Write routinely over extended time frames (time for research,

reflection, and revision) and shorter time frames (a single sitting or a

day or two) for a range of tasks, purposes, and audiences. (W.9-10.10)

(DOK 1,2,3,4)

10. Write routinely over extended time frames (time for research,

reflection, and revision) and shorter time frames (a single sitting or a day

or two) for a range of tasks, purposes, and audiences. (W.11-12.10)

(DOK 1,2,3,4)

42

College and Career Readiness Anchor Standards for Speaking and

Listening The grades 6–12 standards on the following pages define what students should

understand and be able to do by the end of each grade. They correspond to the College

and Career Readiness (CCR) anchor standards below by number. The CCR and grade-

specific standards are necessary complements—the former providing broad standards,

the latter providing additional specificity—that together define the skills and

understandings that all students must demonstrate.

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations

with diverse partners, building on others' ideas and expressing their own clearly and

persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including

visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow

the line of reasoning and the organization, development, and style are appropriate to

task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information

and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating

command of formal English when indicated or appropriate.


speaking and listening

To become college and career ready, students

must have ample opportunities to take part in a

variety of rich, structured conversations—as

part of a whole class, in small groups, and with

a partner—built around important content in

various domains. They must be able to

contribute appropriately to these conversations,

to make comparisons and contrasts, and to

analyze and synthesize a multitude of ideas in

accordance with the standards of evidence

appropriate to a particular discipline. Whatever

their intended major or profession, high school

graduates will depend heavily on their ability to

listen attentively to others so that they are able

to build on others’ meritorious ideas while

expressing their own clearly and persuasively.

New technologies have broadened and

expanded the role that speaking and listening

play in acquiring and sharing knowledge and

have tightened their link to other forms of

communication. The Internet has accelerated

the speed at which connections between

speaking, listening, reading, and writing can be

made, requiring that students be ready to use

these modalities nearly simultaneously.

Technology itself is changing quickly, creating a

new urgency for students to be adaptable in

response to change.

43

Speaking and Listening Standards 6-8 The following standards for grades 6–12 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range

of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further

develop skills and understandings mastered in preceding grades.



1. Engage effectively in a range of

collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse

partners on grade 6 topics, texts, and issues,

building on others’ ideas and expressing

their own clearly.

a. Come to discussions prepared having read

or studied required material; explicitly

draw on that preparation by referring to

evidence on the topic, text, or issue to

probe and reflect on ideas under

discussion.

b. Follow rules for collegial discussions, set

specific goals and deadlines, and define

individual roles as needed.

c. Pose and respond to specific questions

with elaboration and detail by making

comments that contribute to the topic,

text, or issue under discussion.

d. Review the key ideas expressed and

demonstrate understanding of multiple

perspectives through reflection and

paraphrasing. (SL.6.1) (DOK 1,2,3)

1. Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade

7 topics, texts, and issues, building on others’

ideas and expressing their own clearly.

a. Come to discussions prepared, having

read or researched material under study;

explicitly draw on that preparation by

referring to evidence on the topic, text,

or issue to probe and reflect on ideas

under discussion.

b. Follow rules for collegial discussions,

track progress toward specific goals and

deadlines, and define individual roles as

needed.

c. Pose questions that elicit elaboration

and respond to others’ questions and

comments with relevant observations

and ideas that bring the discussion back

on topic as needed.

d. Acknowledge new information expressed

by others and, when warranted, modify

their own views. (SL.7.1) (DOK 1,2,3)

1. Engage effectively in a range of

collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse

partners on grade 8 topics, texts, and issues,

building on others’ ideas and expressing

their own clearly.

a. Come to discussions prepared, having

read or researched material under study;

explicitly draw on that preparation by

referring to evidence on the topic, text, or

issue to probe and reflect on ideas under

discussion.

b.Follow rules for collegial discussions and

decision-making, track progress toward

specific goals and deadlines, and define


c.Pose questions that connect the ideas of

several speakers and respond to others'

questions and comments with relevant

evidence, observations, and ideas.

d.Acknowledge new information expressed

by others, and, when warranted, qualify or

justify their own views in light of the

evidence presented. (SL.8.1) (DOK 1,2,3)

44


2. Interpret information presented in

diverse media and formats (e.g., visually,

quantitatively, orally) and explain how it

contributes to a topic, text, or issue under

study. (SL.6.2) (DOK 2,3,4)

2. Analyze the main ideas and supporting

details presented in diverse media and

formats (e.g., visually, quantitatively,

orally) and explain how the ideas clarify a

topic, text, or issue under study. (SL.7.2)

(DOK 2,3,4)

2. Analyze the purpose of information

presented in diverse media and formats

(e.g., visually, quantitatively, orally) and

evaluate the motives (e.g., social,

commercial, political) behind its

presentation. (SL.8.2) (DOK 2,3,4)

3. Delineate a speaker’s argument and

specific claims, distinguishing claims that

are supported by reasons and evidence

from claims that are not. (SL.6.3)

(DOK 2,3)


specific claims, evaluating the soundness

of the reasoning and the relevance and

sufficiency of the evidence. (SL.7.3)

(DOK 2,3,4)


specific claims, evaluating the soundness

of the reasoning and relevance and

sufficiency of the evidence and identifying

when irrelevant evidence is introduced.

(SL.8.3). (DOK 2,3,4)


4. Present claims and findings, sequencing

ideas logically and using pertinent

descriptions, facts, and details to

accentuate main ideas or themes; use

appropriate eye contact, adequate

volume, and clear pronunciation. (SL.6.4)

(DOK 1,2,3)

4. Present claims and findings, emphasizing

salient points in a focused, coherent

manner with pertinent descriptions, facts,

details, and examples; use appropriate eye

contact, adequate volume, and clear

pronunciation. (SL.7.4) (DOK 1,2,3)

4. Present claims and findings, emphasizing

salient points in a focused, coherent

manner with relevant evidence, sound

valid reasoning, and well-chosen details;

use appropriate eye contact, adequate

volume, and clear pronunciation. (SL.8.4)

(DOK 1,2,3)

5. Include multimedia components (e.g.,

graphics, images, music, sound) and visual

displays in presentations to clarify

information. (SL.6.5) (DOK 2,3)

5. Include multimedia components and visual

displays in presentations to clarify claims

and findings and emphasize salient points.

(SL.7.5) (DOK 2,3)

5. Integrate multimedia and visual displays

into presentations to clarify information,

strengthen claims and evidence, and add

interest. (SL.8.5) (DOK 2,3)

45


6. Adapt speech to a variety of contexts and

tasks, demonstrating command of formal

English when indicated or appropriate.

(See grade 6 Language standards 1 and 3

for specific expectations) (SL.6.6)

(DOK 1,2)






(DOK 1,2)






(DOK 1,2)

46

Speaking and Listening Standards 9-12 The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the




1. Initiate and participate effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse

partners on grades 9–10 topics, texts, and issues, building on

others' ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched

material under study; explicitly draw on that preparation by

referring to evidence from texts and other research on the

topic or issue to stimulate a thoughtful, well-reasoned

exchange of ideas.

b. Work with peers to set rules for collegial discussions and

decision-making (e.g., informal consensus, taking votes on key

issues, presentation of alternate views), clear goals and

deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions

that relate the current discussion to broader themes or larger

ideas; actively incorporate others into the discussion; and

clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize

points of agreement and disagreement, and, when warranted,

qualify or justify their own views and understanding and make

new connections in light of the evidence and reasoning

presented. (SL.9-10.1) (DOK 1,2,3)

1. Initiate and participate effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse

partners on grades 11–12 topics, texts, and issues, building on

others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched

material under study; explicitly draw on that preparation by

referring to evidence from texts and other research on the

topic or issue to stimulate a thoughtful, well-reasoned

exchange of ideas.

b. Work with peers to promote civil, democratic discussions and

decision-making, set clear goals and deadlines, and establish


c. Propel conversations by posing and responding to questions

that probe reasoning and evidence; ensure a hearing for a full

range of positions on a topic or issue; clarify, verify, or

challenge ideas and conclusions; and promote divergent and

creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize

comments, claims, and evidence made on all sides of an issue;

resolve contradictions when possible; and determine what

additional information or research is required to deepen the

investigation or complete the task. (SL.11-12.1) (DOK 1,2,3)

47

2. Integrate multiple sources of information presented in diverse

media or formats (e.g., visually, quantitatively, orally) evaluating

the credibility and accuracy of each source. (SL.9-10.2) (DOK 2,3,4)

2. Integrate multiple sources of information presented in diverse

formats and media (e.g., visually, quantitatively, orally) in order to

make informed decisions and solve problems, evaluating the

credibility and accuracy of each source and noting any

discrepancies among the data. (SL.11-12.2) (DOK 3,4)

3. Evaluate a speaker’s point of view, reasoning, and use of evidence

and rhetoric, identifying any fallacious reasoning or exaggerated or

distorted evidence. (SL.9-10.3) (DOK 2,3,4)

3. Evaluate a speaker’s point of view, reasoning, and use of evidence

and rhetoric, assessing the stance, premises, links among ideas,

word choice, points of emphasis, and tone used. (SL.11-12.3)

(DOK 2,3,4)


4. Present information, findings, and supporting evidence clearly,

concisely, and logically such that listeners can follow the line of

reasoning and the organization, development, substance, and style

are appropriate to purpose, audience, and task. (SL.9-10.4)

(DOK 1,2,3)

4. Present information, findings, and supporting evidence, conveying

a clear and distinct perspective, such that listeners can follow the

line of reasoning, alternative or opposing perspectives are

addressed, and the organization, development, substance, and

style are appropriate to purpose, audience, and a range of formal

and informal tasks. (SL.11-12.4) (DOK 1,2,3)

5. Make strategic use of digital media (e.g., textual, graphical, audio,

visual, and interactive elements) in presentations to enhance

understanding of findings, reasoning, and evidence and to add

interest. (SL.9-10.5) (DOK 2,3)

5. Make strategic use of digital media (e.g., textual, graphical, audio,

visual, and interactive elements) in presentations to enhance

understanding of findings, reasoning, and evidence and to add

interest. (SL.11-12.5) (DOK 1,2,3)

6. Adapt speech to a variety of contexts and tasks, demonstrating

command of formal English when indicated or appropriate. (See

grades 9–10 Language standards 1 and 3 for specific expectations)

(SL.9-10.6) (DOK 1,2)

6. Adapt speech to a variety of contexts and tasks, demonstrating a

command of formal English when indicated or appropriate. (See

grades 11–12 Language standards 1 and 3 for specific

expectations) (SL.11-12.6) (DOK 1,2)

48

College and Career Readiness Anchor Standards for Language The grades 6–12 standards on the following pages define what students should understand and be

able to do by the end of each grade. They correspond to the College and Career Readiness (CCR)

anchor standards below by number. The CCR and grade-specific standards are necessary

complements—the former providing broad standards, the latter providing additional specificity—

that together define the skills and understandings that all students must demonstrate.

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing.

Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts,

to make effective choices for meaning or style, and to comprehend more fully when

reading or listening.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by

using context clues, analyzing meaningful word parts, and consulting general and

specialized reference materials, as appropriate.

5. Demonstrate understanding of figurative language, word relationships, and nuances in

word meanings.

6. Acquire and use accurately a range of general academic and domain-specific words and

phrases sufficient for reading, writing, speaking, and listening at the college and career

readiness level; demonstrate independence in gathering vocabulary knowledge when

considering a word or phrase important to comprehension or expression.


language use

To be college and career ready in language,

students must have firm control over the

conventions of standard English. At the

same time, they must come to appreciate

that language is as at least as much a

matter of craft as of rules and be able to

choose words, syntax, and punctuation to

express themselves and achieve particular

functions and rhetorical effects. They must

also have extensive vocabularies, built

through reading and study, enabling them

to comprehend complex texts and engage in

purposeful writing about and conversations

around content. They need to become

skilled in determining or clarifying the

meaning of words and phrases they

encounter, choosing flexibly from an array

of strategies to aid them. They must learn to

see an individual word as part of a network

of other words—words, for example, that

have similar denotations but different

connotations. The inclusion of Language

standards in their own strand should not be

taken as an indication that skills related to

conventions, effective language use, and

vocabulary are unimportant to reading,

writing, speaking, and listening; indeed,

they are inseparable from such contexts.

49

Language Standards 6-8 The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of

skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further

develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to

require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk

(*).



1. Demonstrate command of the conventions

of standard English grammar and usage

when writing or speaking.

a. Ensure that pronouns are in the proper

case (subjective, objective, possessive).

b. Use intensive pronouns (e.g., myself,

ourselves).

c. Recognize and correct inappropriate

shifts in pronoun number and person.*

d. Recognize and correct vague pronouns

(i.e., ones with unclear or ambiguous

antecedents).*

e. Recognize variations from standard

English in their own and others’ writing

and speaking, and identify and use

strategies to improve expression in

conventional language.* (L.6.1) (DOK 1)




a. Explain the function of phrases and

clauses in general and their function in

specific sentences.

b. Choose among simple, compound,

complex, and compound-complex

sentences to signal differing

relationships among ideas.

c. Place phrases and clauses within a

sentence, recognizing and correcting

misplaced and dangling modifiers.*

(L.7.1) (DOK 1,2)




a. Explain the function of verbals

(gerunds, participles, infinitives) in

general and their function in particular

sentences.

b. Form and use verbs in the active and

passive voice.

c. Form and use verbs in the indicative,

imperative, interrogative, conditional,

and subjunctive mood.

d. Recognize and correct inappropriate

shifts in verb voice and mood.* (L.8.1)

(Ex. 2) (DOK 1,2)

50



of standard English capitalization,

punctuation, and spelling when writing.

a. Use punctuation (commas, parentheses,

dashes) to set off

nonrestrictive/parenthetical elements.*

b. Spell correctly. (L.6.2) (DOK 1)




a. Use a comma to separate coordinate

adjectives (e.g., It was a fascinating,

enjoyable movie but not He wore an

old[,] green shirt).

b. Spell correctly. (L.7.2) (DOK 1)




a. Use punctuation (comma, ellipsis,

dash) to indicate a pause or break.

b. Use an ellipsis to indicate an omission.

c. Spell correctly. (L.8.2) (DOK 1)


3. Use knowledge of language and its

conventions when writing, speaking,

reading, or listening.

a. Vary sentence patterns for meaning,

reader/listener interest, and style.*

b. Maintain consistency in style and tone.*

(L.6.3) (DOK 2,3)




a. Choose language that expresses ideas

precisely and concisely, recognizing

and eliminating wordiness and

redundancy.* (L.7.3) (DOK 1,2,3)




a. Use verbs in the active and passive

voice and in the conditional and

subjunctive mood to achieve particular

effects (e.g., emphasizing the actor or

the action; expressing uncertainty or

describing a state contrary to fact).

(L.8.3) (DOK 2,3)

51



4. Determine or clarify the meaning of

unknown and multiple-meaning words and

phrases based on grade 6 reading and

content, choosing flexibly from a range of

strategies.

a. Use context (e.g., the overall meaning of

a sentence or paragraph; a word’s

position or function in a sentence) as a

clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek

or Latin affixes and roots as clues to the

meaning of a word (e.g., audience,

auditory, audible).

c. Consult reference materials (e.g.,

dictionaries, glossaries, thesauruses),

both print and digital, to find the

pronunciation of a word or determine or

clarify its precise meaning or its part of

speech.

d. Verify the preliminary determination of

the meaning of a word or phrase (e.g.,

by checking the inferred meaning in

context or in a dictionary). (L.6.4)

(DOK 1,2)


unknown and multiple-meaning words and



strategies.

a. Use context (e.g., the overall meaning

of a sentence or paragraph; a word’s


clue to the meaning of a word or

phrase.


or Latin affixes and roots as clues to

the meaning of a word (e.g.,

belligerent, bellicose, rebel).

c. Consult general and specialized

reference materials (e.g., dictionaries,

glossaries, thesauruses), both print and

digital, to find the pronunciation of a

word or determine or clarify its precise

meaning or its part of speech.

d. Verify the preliminary determination

of the meaning of a word or phrase

(e.g., by checking the inferred meaning

in context or in a dictionary). (L.7.4)

(Ex. 2) (DOK 1,2)


unknown and multiple-meaning words or



strategies.

a. Use context (e.g., the overall meaning

of a sentence or paragraph; a word’s


clue to the meaning of a word or

phrase.


or Latin affixes and roots as clues to

the meaning of a word (e.g., precede,

recede, secede).

c. Consult general and specialized

reference materials (e.g., dictionaries,

glossaries, thesauruses), both print

and digital, to find the pronunciation

of a word or determine or clarify its

precise meaning or its part of speech.

d. Verify the preliminary determination

of the meaning of a word or phrase

(e.g., by checking the inferred meaning

in context or in a dictionary). (L.8.4)

(Ex. 2) (DOK 1,2)

52


5. Demonstrate understanding of figurative

language, word relationships, and nuances

in word meanings.

a. Interpret figures of speech (e.g.,

personification) in context.

b. Use the relationship between particular

words (e.g., cause/effect, part/whole,

item/category) to better understand

each of the words.

c. Distinguish among the connotations

(associations) of words with similar

denotations (definitions) (e.g., stingy,

scrimping, economical, unwasteful,

thrifty). (L.6.5) (Ex. 2) (DOK 1,2,3)



in word meanings.

a. Interpret figures of speech (e.g.,

literary, biblical, and mythological

allusions) in context.

b. Use the relationship between

particular words (e.g.,

synonym/antonym, analogy) to better

understand each of the words.



denotations (definitions) (e.g., refined,

respectful, polite, diplomatic,

condescending). (L.7.5) (DOK 1,2,3)



in word meanings.

a. Interpret figures of speech (e.g. verbal

irony, puns) in context.

b. Use the relationship between

particular words to better understand

each of the words.



denotations (definitions) (e.g.,

bullheaded, willful, firm, persistent,

resolute). (L.8.5) (Ex. 2) (DOK 1,2,3)

6. Acquire and use accurately grade-

appropriate general academic and domain-

specific words and phrases; gather

vocabulary knowledge when considering a

word or phrase important to comprehension

or expression. (L.6.6) (DOK 1,2)





word or phrase important to

comprehension or expression. (L.7.6)

(DOK 1,2)





word or phrase important to

comprehension or expression) (L.8.6)

(DOK 1,2)

53

Language Standards 9-12 The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of

skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further

develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to

require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk

(*).



1. Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking.

a. Use parallel structure.*

b. Use various types of phrases (noun, verb, adjectival, adverbial,

participial, prepositional, absolute) and clauses (independent,

dependent; noun, relative, adverbial) to convey specific

meanings and add variety and interest to writing or

presentations. (L.9-10.1) (DOK 1,2)


grammar and usage when writing or speaking.

a. Apply the understanding that usage is a matter of convention,

can change over time, and is sometimes contested.

b. Resolve issues of complex or contested usage, consulting

references (e.g., Merriam-Webster’s Dictionary of English

Usage, Garner’s Modern American Usage) as needed.

(L.11-12.1) (Ex. 2) (DOK 1,2)


capitalization, punctuation, and spelling when writing.

a. Use a semicolon (and perhaps a conjunctive adverb) to link

two or more closely related independent clauses.

b. Use a colon to introduce a list or quotation.

c. Spell correctly. (L.9-10.2) (DOK 1)


capitalization, punctuation, and spelling when writing.

a. Observe hyphenation conventions.

b. Spell correctly. (L.11-12.2) (DOK 1)

54



3. Apply knowledge of language to understand how language

functions in different contexts, to make effective choices for

meaning or style, and to comprehend more fully when reading or

listening.

a. Write and edit work so that it conforms to the guidelines in a

style manual (e.g., MLA Handbook, Turabian’s Manual for

Writers) appropriate for the discipline and writing type. (L.9-

10.3) (DOK 1,2,3)

3. Apply knowledge of language to understand how language

functions in different contexts, to make effective choices for

meaning or style, and to comprehend more fully when reading or

listening.

a. Vary syntax for effect, consulting references (e.g., Tufte’s

Artful Sentences) for guidance as needed; apply an

understanding of syntax to the study of complex texts when

reading. (L.11-12.3) (DOK 1,2,3)

55



4. Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grades 9–10 reading and

content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence,

paragraph, or text; a word’s position or function in a sentence)

as a clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that

indicate different meanings or parts of speech (e.g., analyze,

analysis, analytical; advocate, advocacy).

c. Consult general and specialized reference materials (e.g.,

dictionaries, glossaries, thesauruses), both print and digital, to

find the pronunciation of a word or determine or clarify its

precise meaning, its part of speech, or its etymology.

d. Verify the preliminary determination of the meaning of a word

or phrase (e.g., by checking the inferred meaning in context or

in a dictionary). (L.9-10.4) (DOK 1,2)

4. Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grades 11–12 reading and

content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence,

paragraph, or text; a word’s position or function in a sentence)

as a clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that

indicate different meanings or parts of speech (e.g., conceive,

conception, conceivable).

c. Consult general and specialized reference materials (e.g.,

dictionaries, glossaries, thesauruses), both print and digital, to

find the pronunciation of a word or determine or clarify its

precise meaning, its part of speech, its etymology, or its

standard usage.

d. Verify the preliminary determination of the meaning of a word

or phrase (e.g., by checking the inferred meaning in context or

in a dictionary). (L.11-12.4) (Ex. 2) (DOK 1,2)

5. Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., euphemism, oxymoron) in

context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar

denotations. (L.9-10.5) (DOK 2,3)

5. Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., hyperbole, paradox) in

context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar

denotations. (L.11-12.5) (DOK 2,3)

56


6. Acquire and use accurately general academic and domain-specific

words and phrases, sufficient for reading, writing, speaking, and

listening at the college and career readiness level; demonstrate

independence in gathering vocabulary knowledge when

considering a word or phrase important to comprehension or

expression. (L.9-10.6) (DOK 1,2)

6. Acquire and use accurately general academic and domain-specific

words and phrases, sufficient for reading, writing, speaking, and

listening at the college and career readiness level; demonstrate

independence in gathering vocabulary knowledge when

considering a word or phrase important to comprehension or

expression. (L.11-12.6) (Ex. 2) (Ex. 3) (DOK 1,2)

57

Language Progressive Skills, by Grade

The following skills, marked with an asterisk (*) in Language standards 1–3, are particularly likely to require continued attention in higher grades

as they are applied to increasingly sophisticated writing and speaking.

Standard Grade(s)

3 4 5 6 7 8 9–10 11–12

L.3.1f. Ensure subject-verb and pronoun-antecedent agreement.

L.3.3a. Choose words and phrases for effect.

L.4.1f. Produce complete sentences, recognizing and correcting inappropriate

fragments and run-ons.

L.4.1g. Correctly use frequently confused words (e.g., to/too/two; there/their).

L.4.3a. Choose words and phrases to convey ideas precisely.*

L.4.3b. Choose punctuation for effect.

L.5.1d. Recognize and correct inappropriate shifts in verb tense.

L.5.2a. Use punctuation to separate items in a series.†

L.6.1c. Recognize and correct inappropriate shifts in pronoun number and person.

L.6.1d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous

antecedents).

L.6.1e. Recognize variations from standard English in their own and others’ writing

and speaking, and identify and use strategies to improve expression in conventional

language.

58

Standard Grade(s)

L.6.2a. Use punctuation (commas, parentheses, dashes) to set off

nonrestrictive/parenthetical elements.

L.6.3a. Vary sentence patterns for meaning, reader/listener interest, and style.‡

L.6.3b. Maintain consistency in style and tone.

L.7.1c. Place phrases and clauses within a sentence, recognizing and correcting

misplaced and dangling modifiers.

L.7.3a. Choose language that expresses ideas precisely and concisely, recognizing

and eliminating wordiness and redundancy.

L.8.1d. Recognize and correct inappropriate shifts in verb voice and mood.

L.9–10.1a. Use parallel structure.

*Subsumed by L.7.3a

†Subsumed by L.9–10.1a

‡Subsumed by L.11–12.3a

59

Standard 10: Range, Quality, and Complexity of Student Reading 6-12

Measuring Text Complexity: Three Factors

Range of Text Types for 6-12

Students in 6-12 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and

periods.

Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity, and

knowledge demands

Quantitative evaluation of the text: Readability measures and other scores of text complexity

Matching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and

task variables (such as purpose and the complexity generated by the

task assigned and the questions posed)

60

Literature Informational Text

Stories Dramas Poetry Literary Nonfiction

Includes the subgenres of

adventure stories,

historical fiction,

mysteries, myths, science

fiction, realistic fiction,

allegories, parodies,

satire, and graphic novels

Includes one-act and

multi-act plays, both in

written form and on film

Includes the subgenres of

narrative poems, lyrical

poems, free verse poems,

sonnets, odes, ballads, and

epics

Includes the subgenres of exposition, argument, and

functional text in the form of personal essays, speeches,

opinion pieces, essays about art or literature, biographies,

memoirs, journalism, and historical, scientific, technical, or

economic accounts (including digital sources) written for a

broad audience

61

Texts Illustrating the Complexity, Quality, and Range of Student Reading 6–12

Literature: Stories, Drama, Poetry Informational Texts: Literary Nonfiction

6–8

Little Women by Louisa May Alcott (1869)

The Adventures of Tom Sawyer by Mark Twain (1876)

“The Road Not Taken” by Robert Frost (1915)

The Dark Is Rising by Susan Cooper (1973)

Dragonwings by Laurence Yep (1975)

Roll of Thunder, Hear My Cry by Mildred Taylor (1976)

“Letter on Thomas Jefferson” by John Adams (1776)

Narrative of the Life of Frederick Douglass, an American Slave by

Frederick Douglass (1845)

“Blood, Toil, Tears and Sweat: Address to Parliament on May 13th,

1940” by Winston Churchill (1940)

Harriet Tubman: Conductor on the Underground Railroad by Ann Petry

(1955)

Travels with Charley: In Search of America by John Steinbeck (1962)

9–10

The Tragedy of Macbeth by William Shakespeare (1592)

“Ozymandias” by Percy Bysshe Shelley (1817)

“The Raven” by Edgar Allan Poe (1845)

“The Gift of the Magi” by O. Henry (1906)

The Grapes of Wrath by John Steinbeck (1939)

Fahrenheit 451 by Ray Bradbury (1953)

The Killer Angels by Michael Shaara (1975)

“Speech to the Second Virginia Convention” by Patrick Henry (1775)

“Farewell Address” by George Washington (1796)

“Gettysburg Address” by Abraham Lincoln (1863)

“State of the Union Address” by Franklin Delano Roosevelt (1941)

“Letter from Birmingham Jail” by Martin Luther King, Jr. (1964)

“Hope, Despair and Memory” by Elie Wiesel (1997)

62

11–

CCR

“Ode on a Grecian Urn” by John Keats (1820)

Jane Eyre by Charlotte Brontë (1848)

“Because I Could Not Stop for Death” by Emily Dickinson (1890)

The Great Gatsby by F. Scott Fitzgerald (1925)

Their Eyes Were Watching God by Zora Neale Hurston (1937)

A Raisin in the Sun by Lorraine Hansberry (1959)

The Namesake by Jhumpa Lahiri (2003)

Common Sense by Thomas Paine (1776)

Walden by Henry David Thoreau (1854)

“Society and Solitude” by Ralph Waldo Emerson (1857)

“The Fallacy of Success” by G. K. Chesterton (1909)

Black Boy by Richard Wright (1945)

“Politics and the English Language” by George Orwell (1946)

“Take the Tortillas Out of Your Poetry” by Rudolfo Anaya (1995)

Note: Given space limitations, the illustrative texts listed above are meant only to show individual titles that are representative of a range of

topics and genres. (See Appendix B for excerpts of these and other texts illustrative of grades 6–12 text complexity, quality, and range) At a

curricular or instructional level, within and across grade levels, texts need to be selected around topics or themes that generate knowledge and

allow students to study those topics or themes in depth.

63

Grade 6 Examples:

G6 ELA Practice Test

Read the text. Then answer the questions.

Fishy Weather Conditions By Phillip Cho (Questions #1-8)

Lajamanu, Australia, is a dry little town with 600 residents, sitting right on the edge of the

Tanami desert. On a map, Lajamanu looks a lot closer to the center of Australia than any coast.

On any given day, red dust blows down the streets, and a dry wind hurries weeds down the dirt

roads. Not much happens that is new or unexpected, so imagine how amazed its residents were

when live fish rained down on them from a dark gray cloud one afternoon.

That is exactly what happened in the remote Australian village. Raining fish, especially more

than 300 miles from an ocean, seems like it must be an elaborate hoax. In some places, however,

it happens so often that it doesn't even surprise residents any longer. In Yoro, Honduras, it

happens so regularly that they have begun to predict the Lluvia de Peces, or Rain of Fishes, once

or twice a year.

How do clouds make fish? The simple answer is that they don't. There is a particular weather

phenomenon called a waterspout. A waterspout is just like a tornado, only it forms above oceans,

lakes, or rivers. Like a tornado, a waterspout is shaped like a funnel and moves in a circle at high

speeds. The speed creates a vacuum effect which causes the funnel to suck everything it passes

upward into its highest, widest section. Some waterspouts are only a few feet tall, but others are

over a hundred feet high! When they vacuum in the water, waterspouts tend to carry the fish with

them, as well as frogs or other small plants or animals.

As these waterspouts reach land, they begin to dissipate, or lose momentum. But since warm air

rises, the water and all of the things in it tend to move upward, into the atmosphere, in the form

of clouds. When the clouds, carried by wind, travel rapidly over land, they become laden with

too much weight, and it begins to rain. This is how the fish and frogs seem to fall from the sky.

Scientists couldn't figure it out at first. To make matters stranger still, the fish in Yoro were very

much alive when they rained down to the ground, but they were all blind. In England, it rained

fish, frogs, spiders, and snakes, and none were blind. In Lajamanu, Australia, the fish were not

only alive, but some were large enough to eat. It was difficult to puzzle out, but the blind fish in

Yoro gave them a place to start.

Scientists knew that some fish that lived in deep, underground caves with no light sources often

lost their eyesight over generations of adaptation. They simply no longer needed to see. So when

blind fish rained down on Yoro, scientists began to connect some dots. Clearly, these particular

64

fish were pulled from an underground water source by force. The waterspout theory began to

seem more and more possible.

It has rained fish on every continent, and each time, people have tried in various ways to explain

this strange phenomenon. Historically, villagers thought the “fishes from the heavens” might be

answers to prayers for food. Others proposed that flashfloods overran river banks and oceans,

depositing the fish on the city streets. No scientist had actually seen the rain as it occurred, only

the fish left on the ground. But in 1970, a National Geographic team happened to be in Yoro

when the Rain of Fishes began. They recorded what was happening and made history by finally

proving that the fish really did fall from the sky.

This huge breakthrough wasn't just a spot of good luck. It changed thousands of years of myths

and legends into true stories and provided scientific explanations for how fish came to live in

deep caves and isolated ponds. It explained ancient cave paintings and shed new light on how

species have spread over time. It turned out to be a lot more than just a little fishy weather.

65

1. Fishy Weather Conditions

The author suggests that raining fish was a welcomed event to some people. Which

sentence from the text best supports this inference?

a. “In some places, however, it happens so often that it doesn't even surprise

residents any longer.”

b. “In Yoro, Honduras, it happens so regularly that they have begun to predict the

Lluvia de Peces, or Rain of Fishes, once or twice a year.”

c. “In Lajamanu, Australia, the fish were not only alive, but some were large enough

to eat.”

d. “It has rained fish on every continent, and each time, people have tried in various

ways to explain this strange phenomenon.”

Item # Grade Claim Target DOK Item:

Standards Evidence Statement

1 6 1 8 2 RI-1

Key: C

The student will identify explicit

text evidence to support a GIVEN

inference based on the text.


Which statement best summarizes the central idea of the text?

a. Fish adapt to their environments, and in some cases lose certain abilities.

b. Animals raining from the sky is an unusual event that can be explained through

science.

c. Scientists need to capture fish raining from the sky on film before the event is

believable.

d. Animals live through varying weather conditions despite extreme changes to their

environments.



2 6 1 9 2 RI-2

Key: B

The student will summarize a

central idea in a text.


Read the paragraphs from the text. Then, answer the question.

Scientists couldn't figure it out at first. To make matters stranger still, the fish in Yoro

were very much alive when they rained down to the ground, but they were all blind. In

England, it rained fish, frogs, spiders, and snakes, and none were blind. In Lajamanu,

66

Australia, the fish were not only alive, but some were large enough to eat. It was difficult

to puzzle out, but the blind fish in Yoro gave them a place to start.

Scientists knew that some fish that lived in deep, underground caves with no light sources

often lost their eyesight over generations of adaptation. They simply no longer needed to

see. So when blind fish rained down on Yoro, scientists began to connect some dots.

Clearly, these particular fish were pulled from an underground water source by force. The

waterspout theory began to seem more and more possible.

Which statement best summarizes the central idea of the paragraphs?

a. Scientists were interested in knowing why the raining animals differed from place

to place.

b. Details about animals affected by the unusual event led to an understanding of

how it was happening.

c. The presence of unusual animals brought about the belief that the event was rare

and due to special situations.

d. Understanding how animals change to match their environments helped scientists

determine why particular events happened to them.

Item # Grade Claim Target DOK

Item:


3 6 1 9 2 RI-2

Key: B

The student will determine the central

idea of a key paragraph in the text.


Read the paragraph from the text.

It has rained fish on every continent, and each time, people have tried in various

ways to explain this strange phenomenon. Historically, villagers thought the “fishes from

the heavens” might be answers to prayers for food. Others proposed that flashfloods

overran river banks and oceans, depositing the fish on the city streets. No scientist had

actually seen the rain as it occurred, only the fish left on the ground. But in 1970, a

National Geographic team happened to be in Yoro when the Rain of Fishes began. They

recorded what was happening and made history by finally proving that the fish really did

fall from the sky.

What most likely did the author intend by mentioning some of the beliefs people had

about raining fish at the beginning of the paragraph? Support your answer with evidence

from the text.

67



4 6 1 11 3 RI-8

The student will make an inference

about an author's intention and identify

evidence within the text that supports

the inference.

Score Rationale Exemplar

2

A response: • Gives sufficient evidence of the ability to make a

clear inference/conclusion • Includes specific examples/details that make

clear reference to the text • Adequately explains inference/conclusion with

clearly relevant information based on the text Responses may include (but are not limited to):

• (conclusion) Author wanted to explain why people had different explanations about raining fish.

• (support) the ideas about the meaning of the fish

(gift from heaven, the result of heavy rainfall)

• (support) National Geographic was present for

the Rain of Fishes • (support) Filming the fish made stories

believable

The author wanted to highlight how for years

people had different explanations for why there

were raining fish. Some people thought that

they were fishes from the heavens, while others

thought they came from flash floods. But since

no scientists had seen raining fish, it was rather

confusing. The mystery was solved when the

National Geographic team saw the raining fish.

1

A response: • Gives limited evidence of the ability to make an

inference/conclusion • Includes vague/limited examples/details that

make reference to the text • Explains inference/conclusion with vague/limited

information based on the text Responses may include those listed in the 2 point

response.

The author wanted to show that many different

people had different explanations for why

there were raining fish, however because no

one solved the problem, they didn't know the

exact reason. The mystery was solved in 1970.

0

A response: • Gives no evidence of the ability to make an

inference/conclusion OR • Gives an inference/conclusion but includes no

examples or no examples/details that make reference to the text

OR

• Gives an inference/conclusion but includes no

explanation or no relevant information from

the text

People have talked about seeing fish fall from

the sky for a long time.

68


This question has two parts. First, answer part A. Then, answer part B.

Part A

Circle the statement that best describes what the reference to tornadoes shows about

waterspouts.

a. A waterspout can cause destruction.

b. A waterspout can carry items within it.

c. A waterspout is difficult to catch on film.

d. A waterspout is a unique weather system.

Part B

Underline the sentence from the text that best supports your answer in part A.

How do clouds make fish? The simple answer is that they don't. There is a

particular weather phenomenon called a waterspout. A waterspout is just like a tornado,

only it forms above oceans, lakes, or rivers. Like a tornado, a waterspout is shaped like a

funnel and moves in a circle at high speeds. The speed creates a vacuum effect which

causes the funnel to suck everything it passes upward into its highest, widest section.

Some waterspouts are only a few feet tall, but others are over a hundred feet high!


Item:


5 6 1 12 3 RI-3

Part A: B

Part B: “The speed creates …”

The student will analyze the interaction between

ideas within a text.


Read the sentence from the text. Then, answer the question.

Lajamanu, Australia, is a dry little town with 600 residents, sitting right on the

edge of the Tanami desert.

How does this sentence add to the confusion about raining fish as presented in the text?

a. It helps the reader picture an area that would make raining fish an unusual event.

b. It helps the reader consider whether there were raining fish in neighboring towns.

c. It helps the reader know that raining fish was welcomed in the area.

d. It helps the reader understand why few people knew about raining fish.

69



6 6 1 13 2 RI-5

Key: A

The student will determine how structuring a text with

a specific detail at its beginning impacts the meaning

of the text.


How does the last paragraph add to the central idea of the text? Select three options.

a. It describes how species in the area changed over time.

b. It illustrates the importance of finding the explanation behind the event.

c. It explains how waterspouts came to be a center of scientific research.

d. It identifies how the discovery cleared up many different scientific theories.

e. It shows how the understanding of waterspouts affected other areas of science.



7 6 1 13 3 RI-5

Key: B, D, E

The student will analyze why an author included

certain elements in a text and analyze how that

inclusion impacts meaning.


Read the sentence from the text.

This huge breakthrough wasn't just a spot of good luck.

Which statement best describes what the phrase “wasn't just a spot of good luck” adds to

the meaning of the text?

a. It explains the idea that the raining fish could only be seen in certain places.

b. It establishes that the scientists were fortunate to have made their discoveries.

c. It reinforces the idea that hard work went into determining the cause for the

raining fish.

d. It suggests that the scientists relied heavily on random events to drive their

investigation.



8 6 1 14 3 L-5.a

Key: C

The student will interpret the use of literary devices.

70

Read the text. Then, answer the questions.

Libby’s Graduation by M. G. Merfeld (Questions #9-15)

It was final exam day—for my dog. And I was nervous.

It all started a few months ago when my mom and dad made a deal with me. After years of

hearing me pester them about our need for a dog, they agreed to get one if I promised to care for

it, train it, and love it.

“The dog will be your responsibility,” Dad warned, “—and not just when it’s convenient.”

Libby, a four-month-old yellow Labrador retriever, arrived shortly thereafter. She was a 30-

pound ball of fur, claws, and teeth with an uncanny ability to jump, dig, and chew.

“I think she is part-kangaroo,” I said as she bounced up and down on her hind legs to greet me.

She could also run like a racehorse. Each day after school I exercised Libby by taking her for

long walks or by repeatedly throwing a tennis ball for her to chase down. When it was too wet to

play outside, I lobbed an assortment of furry, squeaky toys up and down the stairs for her to

retrieve. She never seemed to tire.

When Libby was six months old, Dad enrolled her in a puppy training class. I was to accompany

them each Saturday for five weeks to learn how to train Libby to behave properly.

On the first day of dog school, Libby was as excited as I had ever seen her. She howled and

whined and stood on her hind legs when she saw the other dogs in the class. Her tail wagged at

about 100 miles an hour as she ran and greeted each of her canine classmates.

“If we could harness her tail’s energy,” my dad said, “I think she could generate enough power

to light up a small city.”

Despite the distraction of having four potential playmates in the room, Libby breezed through

her first class because we had already taught her to sit, lie down, and recognize her name. My

homework was to reinforce these ideas throughout the week.

Weeks 2 and 3 were more difficult. We were tasked with training Libby to avoid jumping on

people when she met them and to walk on a leash without tugging ahead. When she was

introduced to these concepts in class, she responded the way she usually did: she leapt on every

dog owner in the class and pulled me around the room like she was leading a team of Alaskan

sled dogs.

“Dad, she’s not getting it,” I told him a few days later. “She’d rather greet people and lick them

to death than stay down and get a treat.”

“You have to work with her more,” he told me. “She’ll come around.”

71

When I objected, saying I didn’t have enough time because of baseball practice and homework,

my dad gave me his serious look. All he said was, “Remember our deal.”

That was enough for me. Our trainer said we were supposed to keep a “smile” in the leash when

we walked, meaning there should be some slack between the owner and the dog. My leash was

more of a tight-lipped grin. On our training treks down the street to the park, I frequently

commanded Libby to “stop and sit” when she forged ahead. Libby would obediently sit and wait;

then she would charge ahead. With so many starts and stops, our 15-minute walks stretched to

half an hour.

I grudgingly missed a trip to the water park with my best friend for week 4, so I was not the

happiest owner at the class. But the teacher said it was the most important class of the series

because she was going to talk about the commands to “stay” and “come.”

“Teaching your dog to come when she is called can save her life,” she said. “If she takes off

chasing something into a dangerous area, she has to respond to your call.”

She was right. I had seen Libby bolt across the street once while chasing a squirrel, and I was

glad we lived on a quiet street with little traffic. So I worked extra hard on our homework that

week.

Now, it was time for her fifth class—her final exam and, hopefully, her graduation. It seemed

strange that I was so nervous for Libby’s final test. I wondered what would happen if she failed.

Do dogs flunk?

When Libby’s turn came, she nailed the sit, lie down, and stay commands. When I told her to

stay and I crossed the room, she waited patiently, ignoring the other dogs, tilting her head to one

side, and fixing her eyes on mine until I told her to “come.” It was impressive. We made our way

through the cones pretty well, too, with only a couple of brief “stops” needed when Libby pulled

the leash ahead of me.

At the end, the teacher applauded. “I definitely think Libby gets the most improved award,” she

announced.

I hugged Libby and gave her a jackpot: five sausage treats. “Way to go, Libs,” I said as she

licked my cheek. I could smell the sausage all over my face, but I didn’t care. “I’m so proud of

you.”

My dad put his hand on my shoulder and patted Libby on the head. “I’m proud of both of you.”

"Libby's Graduation" by M. G. Merfeld. Copyright © 2012 by CTB/McGraw-Hill.

72

9. Libby’s Graduation

Which detail from the text best supports the idea that the narrator is feeling

discouraged?

a. The narrator says that Libby is not understanding the training.

b. The narrator says that Libby leaps on other dog owners during class.

c. The narrator is disappointed about missing a trip to the water park with a friend.

d. The narrator hears Libby howl and whine when she sees the other dogs in class.



9 6 1 1 2 RI-1

Key: A

The student will identify text evidence

to support a given inference based on

the text.


Which sentence from the text best summarizes the central idea of the text?

a. “It all started a few months ago when my mom and dad made a deal with me.”

b. “'The dog will be your responsibility,' Dad warned, '—and not just when it’s

convenient.'”

c. “She was a 30-pound ball of fur, claws, and teeth with an uncanny ability to jump,

dig, and chew.”

d. “But the teacher said it was the most important class of the series because she was

going to talk about the commands to 'stay' and 'come.'”



10 6 1 2 2 RL-2

Key: B

The student will summarize key ideas and

events in a text.


First, read the dictionary definition. Then, complete the task.

(v) 1. to use for a practical purpose

Circle the word that most closely matches the definition provided.

On the first day of dog school, Libby was as excited as I had ever seen her. She howled

and whined and stood on her hind legs when she saw the other dogs in the class. Her tail

wagged at about 100 miles an hour as she ran and greeted each of her canine classmates.

73

“If we could harness her tail’s energy,” my dad said, “I think she could generate enough

power to light up a small city.”

Despite the distraction of having four potential playmates in the room, Libby breezed

through her first class because we had already taught her to sit, lie down, and recognize

her name. My homework was to reinforce these ideas throughout the week.



11 6 1 3 2 RL-4, L-4.a

Key: harness

The student will use resources to

determine the correct meaning of an

unknown word in a literary text.


What inference can be made about the narrator's feelings about Libby's successes?

Support your answer with details from the text.


Item:


12 6 1 4 3 RL-6

The student will form an inference about

a literary text and identify details within

the text that support that inference.

74


2

A response: • Gives sufficient evidence of the ability to make a

clear inference/conclusion • Includes specific examples/details that make clear

reference to the text • Adequately explains inference/conclusion with

clearly relevant information based on the text Responses may include (but are not limited to):

• (inference) They are close. • (inference) They both have worked hard. • (inference) The dog has done well in obedience

training school. • (inference) other inferences supported by the text. • (support) The narrator uses the word “nailed” to

describe how Libby did on the test. • (support) “It was impressive” shows that the

narrator is pleased with Libby's accomplishments. • (support) The narrator hugged Libby to show her

enthusiasm and pleasure about Libby’s

accomplishments. • (support) The narrator gave Libby “the jackpot” of

five sausage treats to show her pleasure about Libby's accomplishments.

• (support) The narrator says, “Way to go, Libs.” • (support) The narrator says, “I’m so proud of you.”

One inference that could be made about

the narrator is that although it was hard

work and a lot of responsibility, it was

worth it to see Libby succeed. The narrator

worked extra hard to train Libby to come

when she was called so she wouldn't go

into the street. The narrator also gave up a

trip to the water park so she wouldn't miss

a puppy training class. It was all worth it in

the end because Libby not only graduated,

but was named most improved.

1

A response: • Gives limited evidence of the ability to make an

inference/conclusion • Includes vague/limited examples/details that make

reference to the text • Explains inference/conclusion with vague/limited

information based on the text Responses may include those listed in the 2 point

response.

One inference is that the narrator is

happy about her dog. Libby did a good

job in puppy class, she learned to sit and

stay.

0




OR

• Gives an inference/conclusion but includes no

explanation or no relevant information from the

text

Libby is a great dog.

75



Part A

Read the paragraphs from the text.

I grudgingly missed a trip to the water park with my best friend for week 4, so I was not

the happiest owner at the class. But the teacher said it was the most important class of the

series because she was going to talk about the commands to “stay” and “come.”

“Teaching your dog to come when she is called can save her life,” she said. “If she takes

off chasing something into a dangerous area, she has to respond to your call.”

She was right. I had seen Libby bolt across the street once while chasing a squirrel, and I

was glad we lived on a quiet street with little traffic. So I worked extra hard on our

homework that week.

Select the statement that best describes how the relationship between the narrator and

Libby develops in the paragraphs.

a. The narrator is disappointed about missing the trip to the water park until she

realizes the importance of Libby's lesson.

b. The narrator was nervous about missing the trip to the water park with her best

friend and later becomes excited to know that Libby is learning an important skill.

c. The narrator is unhappy that she is missing the trip to the water park with her best

friend, which makes her regret having to take Libby to puppy training class.

d. The narrator is angry that she is missing the trip to the water park with her best

friend, but realizes she made the agreement with her father to take Libby to puppy

training class.

Part B

Which sentences from the text best support your answer in part A? Select three options.

a. “I grudgingly missed a trip to the water park with my best friend for week 4, so I

was not the happiest owner at the class.”

b. “But the teacher said it was the most important class of the series because she was

going to talk about the commands to ‘stay' and ‘come.’”

c. “‘Teaching your dog to come when she is called can save her life,’ she said. ‘If

she takes off chasing something into a dangerous area, she has to respond to your

call.’”

d. “She was right. I had seen Libby bolt across the street once while chasing a

squirrel, and I was glad we lived on a quiet street with little traffic.”

e. “So I worked extra hard on our homework that week.”

76



13 6 1 5 3 RL-3

Part A: A Part B: A, D, E The student will analyze the relationships among characters' actions/interactions within one

text.


Read the sentences from the text.

Our trainer said we were supposed to keep a "smile" in the leash when we walked,

meaning there should be some slack between the owner and the dog. My leash was more

of a tight-lipped grin. On our training treks down the street to the park, I frequently

commanded Libby to “stop and sit” when she forged ahead.

What does the phrase "tight-lipped grin" suggest about the narrator's comfort level with

her dog?

Select two choices.

a. The narrator is anxious with her dog.

b. The narrator is confident with how to teach her dog.

c. The narrator is confused about how to lead her dog.

d. The narrator feels a sense of pride in training her dog.

e. The narrator is cautious when holding the leash of her dog.

f. The narrator is excited to begin the important lesson with her dog.



14 6 1 7 3 L-5

Key: A, E

The student will interpret the meaning of

a figurative phrase used in context and

its impact on meaning and tone.


Read the sentences from the text and the question that follows.

Libby, a four-month-old yellow Labrador retriever, arrived shortly thereafter. She was a

30-pound ball of fur, claws, and teeth with an uncanny ability to jump, dig, and chew.

“I think she is part-kangaroo,” I said as she bounced up and down on her hind legs to

greet me.

77

She could also run like a racehorse. Each day after school I exercised Libby by taking her

for long walks or by repeatedly throwing a tennis ball for her to chase down. When it was

too wet to play outside, I lobbed an assortment of furry, squeaky toys up and down the

stairs for her to retrieve. She never seemed to tire.

What do the descriptions “part-kangaroo” and “run like a racehorse” suggest about

Libby?

a. She does not behave well.

b. She is playful and attentive.

c. She does not act like a dog.

d. She is energetic and excitable.


Item:


15 6 1 7 3 RL-5

Key: D

The student will analyze the impact of

word choice on reader interpretation of

meaning or tone.

16. A student is writing a narrative for class about a speech contest. Read the draft of the

narrative and complete the task that follows.

The big day had finally arrived. I had won the local speech contest and had advanced to

the regional, representing Madison Middle School. Now it was the state competition. I

waited backstage for the host to announce my name. Even though I had practiced much, I

was extremely nervous. My heart was thumping, my mouth was dry, and my palms were

sweating. “You’re ready for this,” I told myself. Still, picturing an audience of parents,

teachers, and classmates made me want to totally disappear.

Patrick, my best friend, reminded me, “You’ll do great. You’re prepared. You’ve come

this far.”

I nodded affirmatively. Patrick was right. I was ready for this, and besides, I won first

place in the earlier contests. Yet, I pictured all eyes on me waiting for me to mess up. My

heart was gradually sinking into my stomach.

“You can’t back out now,” I told myself as Mr. Nichols, the host, announced my name

and the title of my speech, “My Hero.”

Patrick smiled and gave me a pat on the back. The next thing I knew, I was walking

confidently across the stage to the microphone. Taking a deep breath, I greeted the

audience and began my speech. I heard my voice, strong and steady. I told myself, “This

is great. I feel prepared and have something to share with my audience.”

The time flew past. I delivered my conclusion and said a final “Thank you.

78

In one paragraph write an ending to the narrative that follows logically from the events or

experiences in the narrative.



16 6 2 1a 3 W-3.b

1. (Organization) The student will use

information provided in a stimulus to write

organized narratives that engage and orient

the reader by e. providing closure that follows

logically from the narrative


2

The response: • provides an adequate transition from

the “body of the story” to the ending/conclusion

• provides an appropriate ending to the

narrative that provides a sense of

closure and/or follows logically from

the events or experiences in the story

The audience began clapping, rising, and standing up saying, “Way to go, Eric.” gave the audience a final bow and walked backstage, feeling really good about my speech. From this experience, I learned that speaking on stage is an opportunity to share my thoughts with an audience. I also learned that having a good friend and practicing helped me be a better speaker. I was more prepared, sincere, and enthusiastic.

Annotation: This response provides a logical ending,

based on the experience as described in the stimulus.

This response incorporates a “lesson learned,” which

is appropriate and effective although not all “2”

responses would include such reflection.

1

The response: • provides a limited and/or awkward

transition from the “body of the story” to the ending or conclusion

• provides a general or partial ending to

the narrative about a speech contest

that may provide a limited sense of

closure and/or somewhat follow

logically from the events or

experiences in the story

I bowed and walked off stage. I know that having a good friend and practicing helped me be a better speaker.

Annotation: The response offers a limited sense of closure (“walking off the stage” is self-evident, although it does transition from

the stimulus). This response attempts to reflect on the experience, but the sense of closure is limited by the generality— “practice…worked,” which merely repeats an idea

from the first paragraph of the stimulus). Note:

Other “1” responses may have other rubric

strengths/weaknesses but would be overall

“limited.”

79

17. A student wrote a narrative for a creative writing contest. Her teacher suggested that she

add a transition sentence to connect the paragraphs below. Read the draft of the narrative

and the directions that follow.

On the first day of middle school, Grace marched onto the school bus and slid into an

empty seat. She wondered how many more times she would have to ride the bus without

her best friend Alex. The noisy bus filled with laughter and the chirping sounds of

chatter. The bus driver started the old, tired engine and, with a grumpy tone, told all the

students to find a seat. Grace opened her book bag in search of her library book. Unable

to locate the book, she sat back in her seat and tried to relax.

Her kindergarten teacher had smiled brightly and sung songs to the class every morning.

He had made school exciting and Grace remembered enjoying every minute of her time

in the bright, colorful classroom. She thought about meeting Alex at lunch on the first

day of kindergarten. They had brought the same type of lunch box and, after a brief

introduction, they had decided to swap sandwiches.

Select the best sentence to transition between the two paragraphs.

a. Grace began to daydream about her other teachers, friends, and favorite subjects.

b. Grace felt a sense of relief as she thought about all the books she had read.

c. Grace’s mind began to focus on her lunch as her stomach grumbled loudly.

d. Grace’s thoughts slowly led her back to another, happier first day of school.



17 6 2 1b 2 W-3.c

Key: D

(Organization) The student will revise

narrative texts by identifying/choosing

improved narrative elements such as d.

Transition strategies to convey sequence,

establish pacing, signal shifts in time or place

0

The response:

• provides a minimal or no transition from the “body of the story” to the ending/conclusion; or the transition relies on summary, repetition of details, or addition of extraneous details

• provides an unclear or incomplete

ending to the narrative that provides

little or no closure and/or does not

follow logically from or contradicts the

events or experiences in the story

My friend Patrick had told me that I would do a good job.

Annotation: While the response is not illogical or

extraneous (Patrick did tell him he would be fine), it

does not provide any sense of closure. Other types of

“0” papers might receive the score because the ending

is illogical, or because the ending does not flow from

the previous paragraph, etc.

80

18. A student is writing a letter to the school principal about summer homework. Read the

draft of the letter and complete the task that follows.

Students who attend this school have noticed an increase in the amount of summertime

homework over the past few years. Teachers hope that by giving homework over the

summer, they will help students retain the information they learned during the school

year. Some studies show that students score lower on standardized tests at the end of

summer vacation than they score on the same tests at the end of the previous school year.

The reality is that unless students are engaged in the learning process, they most likely

will not remember all that they have learned.

Nonetheless, students spend many hours doing homework during the school year, and

some people feel that students deserve a break from this routine. Many students have

other commitments during the summer that prevent them from committing to studying for

hours each day. Even students without such commitments look forward to spending time

outdoors when the weather is nice. These are strong reasons against assigning summer

homework.

The student needs to add an introduction that clearly establishes the claim about summer

homework. Choose the paragraph that would make the best introduction.

a. Some people feel that summertime homework is necessary for students to perform

well in school. Research can be found, however, to support both the advantages

and disadvantages of summertime homework. Both sides of the issue should be

carefully studied before making a decision on the issue.

b. Students do not get to choose whether or not they want to have homework over

the summer. Students should be able to help decide if summertime homework

would be beneficial. Teachers and students should work together to decide on the

type and amount of summertime homework.

c. Currently at our school, students are assigned summer homework by teachers. As

a middle school student, I know the concerns that students have regarding this

practice. I firmly believe that teachers should not give homework to students over

the summer.

d. Summer assignments should not be worksheets. Sure, students are assigned

summer homework by teachers. But reading books would be better than filling in

worksheets.



18 6 2 6b 2 W-1.a

Key: C


arguments by identifying improved

organizational elements such as

establishing a clear claim.

81

19. A student is writing an article for her school newspaper about the Library of Congress.

Read the draft of a paragraph from her article and answer the question that follows.

The Library of Congress is the world’s largest library. It celebrated its 200th birthday in

2000. It has 16 million books, art works, and CDs. The first library was in the Capitol

Building in Washington, D.C. British troops burned the Capitol in 1814 and ruined many

books. The library was then moved to a new place.

The writer wants to replace the underlined phrase to make her meaning more exact.

Which word would make her word choice better?

a. rearranged

b. relocated

c. switched

d. transported


Item:


19

6

2

8

1

W-2.d

Key: B The student will identify and use the best academic or grade-level or below domain-specific (but not scientific or social studies) construct-relevant word(s)/phrase to convey the precise or intended meaning of a text especially with informational/explanatory writing.

20. A student is writing an informational report about New York City for a geography class.

The student needs to use words that are clear and specific in her report. Read the

paragraph from the draft of the report and answer the question that follows.

New York City is often described as a “melting pot.” The term “melting pot” refers to a

group of people of different cultures living in the same place. In a melting pot, different

customs and traditions “melt” together and become more and more similar to each other.

However, some people believe that the idea of a melting pot is not really right. In fact,

people of different cultures often live side-by-side while keeping their own customs and

traditions.

Which set of words best replaces the underlined phrases with more clear and specific

language?

a. organization, correct

b. association, truthful

c. community, accurate

d. crowd, honest

82

Item #

Grade

Claim

Target

DOK

Item:

Standards

Evidence Statement

20

6

2

8

2

W-2d, W-3d, L-

3a, L-6

Key: C

The student will identify and use the

best word(s)/phrase to convey ideas in a

text precisely.

21. A student has written an essay for his English class about his life before sixth grade. Read

the draft of the essay, and complete the task that follows.

Growing up in Chicago, I always felt that one of the best things in life was going to my

grandmother’s homestead. When I grew sick of the humid weather, I welcomed the trip

to her northern Wisconsin farm, where cool breezes blew off Lake Superior. Grandma

was a fabulous cook, and she wouldn't hear of going out for fast food. She always had a

home-cooked meal—made from old family recipes featuring secret herbs and spices—

waiting for us. We couldn't wait to get in the door. One thing she always had just for me

was pumpkin cake with cream cheese frosting. It didn't matter what we were eating for

dinner, we would have pumpkin cake for dessert. It was my grandma’s way of saying she

loved me, and every time I eat pumpkin cake now, I think of that little farm and Grandma

and the wonderful times we shared with her there.

Underline the two sentences that contain errors in spelling.


Item:


21 6 2 9 1 L-2.b

Key: “Growing up in …”

“She always had a home-cooked …”

The student will identify and/or edit for

correct spelling of words that are at or two

grades below grade level, including

frequently misspelled words.

22. A student is writing a report about sleep. Read both sources and the directions that

follow.

Source 1: “During Sleep” by Dr. Howard Dell

If you are like some people, you may think that sleep is a process during which the body

and brain shut off, but this is not the case. The body goes through a series of stages

during sleep in which body and brain activity change. Most of these changes are not

noticed nor remembered. However, sleep does usually follow a pattern.

83

Muscle activity and breathing slow in the initial stages of sleep. The body's temperature

also decreases. Sometimes during sleep, the heart can begin to beat more quickly, blood

pressure can rise, and many muscles experience small movements. These changes often

happen during dreams.

Source 2:

The student took notes about information in the sources. Select two notes that correctly

paraphrase, or restate, information from both sources.

a. We dream several times each night.

b. People can be easily awakened from sleep.

c. We do not remember what happens during sleep.

d. People can sleepwalk during a stage of deep sleep.

e. Our bodies and brains continue to work during sleep.

f. During some stages of sleep, our bodies decrease in activity.



22 6 4 2 2 W-8

Key: E, F

The student will analyze information

within and among sources of

information in order to integrate

information that is paraphrased.

23. A student is writing a research report about earthworms. Read the sentences from his

report and the directions that follow.

84

Although native to Europe, earthworms are found underground throughout North

America and western Asia. They do not live in deserts or regions where there is frost or

permanent snow and ice because the ground is too hard. Typically only a few inches

long, earthworms have been known to grow to 14 inches in length. Earthworms' bodies

are made up of ring-like sections called annuli. These sections are covered in setae, or

small hairs, which the worm uses to move and dig tunnels. As the earthworm moves

through the soil, their tunnels aerate, or add air to, the ground. An earthworm can eat up

to one third of its body weight in a day. That would be equal to a 75-pound child eating

25 pounds of food in one day!

Which source would most likely give the student more information for the paragraph

from his report?

a. www.moreaboutscience.com

Purchase our videos about Milo the Earthworm and find out what adventures he

has as he burrows through the ground.

b. www.scienceanimalxplorer.com

Here I discuss the different animals I find every week in my backyard and which

ones are my favorites.

c. www.scienceundertheground.com

You walk on top of the ground every day. Learn about what crawls and burrows

in the dirt below you.

d. www.sciencemadefun4u.com

Keep underground creatures from coming into your home in this exciting game.

Item #

Grade

Claim

Target

DOK

Item:

Standards

Evidence Statement

23 6 4 3 2 W-8

Key: C

The student will use reasoning, evaluation,

and evidence to assess the credibility of

each source in order to select relevant

information to support research.

24. A student is writing an argumentative report about the best way to improve the quality of

life in her city. She found possible sources for her report. Read the sources and the

directions that follow.

Source 1: “Spending Money for the Town” by Ray Butler

According to Mayor Greg Davidson, the city has received a grant of $100,000. This

money is to be used to improve the quality of life here. He has received several

suggestions. One is that the playgrounds of two parks should be improved. Another is

that more trails for hiking and biking should be added. Those additions would help

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increase exercise. A number of young people have also suggested building a skateboard

park.

Source 2: “What Makes People Happy with Their City?” by Rosalie Davis A recent survey of residents of twenty cities showed some interesting findings. Those

people who were most happy with life in their towns had several things in common. All

of them had activity programs for children. The activities ranged from swimming and

soccer to skating and art. Several of them also had drama and music programs. There

were also activity programs for adults. Almost all of the towns included volunteer

programs for both adults and children.

The student wrote down some claims to use in her report. Look at the claims on the table.

Decide if the information in Source 1, Source 2, both sources, or neither source supports

each claim. Check the box that appropriately describes each claim. There will be only one

box selected for each claim.



24 6 4 4 2 W-1b, W-8

Key: Claim 1- Source 1

Claim 2- Neither

Claim 3- Source 2

Claim 4-Both

The student will cite evidence to support

analyses, arguments, or critiques.

25. Read the text and complete the task that follows it.

Cell Phones in School—Yes or No?

Cell phones are convenient and fun to have. However, there are arguments about whether or

not they belong in schools. Parents, students, and teachers all have different points of view.

Some say that to forbid them completely is to ignore some of the educational advantages of

having cell phones in the classroom. On the other hand, cell phones can interrupt classroom

activities and some uses are definitely unacceptable. Parents, students, and teachers need to

think carefully about the effects of having cell phones in school.

Some of the reasons to support cell phones in school are as follows:

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Students can take pictures of class projects to e-mail or show to parents.

Students can text-message missed assignments to friends that are absent.

Many cell phones have calculators or Internet access that could be used for

assignments.

If students are slow to copy notes from the board, they can take pictures of the missed

notes and view them later.

During study halls, students can listen to music through cell phones.

Parents can get in touch with their children and know where they are at all times.

Students can contact parents in case of emergencies.

Some of the reasons to forbid cell phones in school are as follows:

Students might send test answers to friends or use the Internet to cheat during an

exam.

Students might record teachers or other students without their knowledge. No one

wants to be recorded without giving consent.

Cell phones can interrupt classroom activities.

Cell phones can be used to text during class as a way of passing notes and wasting time.

Based on what you read in the text, do you think cell phones should be allowed in schools?

Using the lists provided in the text, write a paragraph arguing why your position is more

reasonable than the opposing position.



25 6 2 6

W-1a, W-1b,

W-1c, W-1d,

and/or W-1e

This item asks students to use the

information provided to write a brief text

stating and supporting a position.

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Score

Points

Organization Evidence/Elaboration

2 The Response:

Maintains consistent focus on the

topic, purpose, or main idea

Has a logical organizational

pattern and conveys a sense of

wholeness and completeness

Provides transitions to connect

ideas

The response:

Provides appropriate and

predominately specific details or

evidence

Uses appropriate word choices for

the intended audience and purpose

1 The response:

Demonstrates some focus on the

topic, purpose, or main idea

Has a logical organizational

pattern and conveys a sense of

wholeness and completeness

Provides transitions to connect

ideas

The response:

Provides mostly general details and

evidence, but may include extraneous

or loosely related details

Has a limited and predictable

vocabulary that may not be

consistently appropriate for the

intended audience and purpose

0 The response:

Demonstrates little or no focus

Has little evidence of an

organizational pattern

Provides poorly utilized or no

transitions

The response:

Includes few supporting details that

may be vague, repetitive, or incorrect

or that may interfere with the

meaning of the text

Has an inappropriate vocabulary for

the intended audience and purpose

88

G6 ELA Performance Task

Robots Narrative Performance Task

Task: Your school's technology club is building a new website. The club sponsor is also your

English teacher, and he has encouraged everyone to research a topic related to technology for an upcoming project. Since you saw a movie about robots recently, you want to know more about what real robots can do. During your research, you have found three articles about robots.

After you have reviewed these sources, you will answer some questions about them. Briefly scan the sources and the three questions that follow. Then, go back and read the sources carefully so you will have the information you will need to answer the questions and complete your research. You may also use scratch paper to take notes.

In Part 2, you will write a story on a topic related to the sources. Directions for Beginning:

You will now examine several sources. You can re-examine any of the sources as often as you like. Research Questions:

After examining the research sources, use the rest of the time in Part 1 to answer three questions about them. Your answers to these questions will be scored. Also, your answers will help you think about the information you have read and viewed, which should help you write your story.

You may refer back to your scratch paper to review your notes when you think it would be helpful. Answer the questions in the spaces below the items.

Your written notes on scratch paper will be available to you in Part 1 and Part 2 of the performance task.

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Part 1

Sources for Performance Task: Source #1 The following is an article about several robots and the jobs they perform.

Meet the Robots by Lucas Langley

If you think of robots as a thing of the future, think again. Robots do many jobs today.

They work in mines and on farms, they help doctors and save lives, and even explore volcanoes. Here are some robots that are hard at work. Gemini-Scout

Gemini-Scout is a remote-controlled robot that does search-and-rescue work in mines under the ground. The robot is less than two feet tall and has wheels which enable it to go up and down stairs and make tight turns—it can even roll through water! Gemini may be small, but it is strong and can easily carry food, water, and other supplies. In real emergencies, Gemini can even drag an injured person to safety.

Wherever it goes, Gemini-Scout constantly collects information. For example, it tests the air for gases and then tells miners when the air is safe. The robot also has a thermal camera, a special camera that locates heat energy to produce images that help it find miners who are trapped underground.

Once the robot finds the trapped miners, the miners can use the robot's two-way radio to talk with the rescue team.

This robot was built to be easy to use because its remote control operates like a remote control used for many video games. If you've ever played a video game, you would probably know how to use Gemini-Scout.

Dante 2

Although Dante 2 isn't saving lives directly like Gemini-Scout, its job is just as interesting and important. Dante 2's job is to climb into volcanoes to gather information for scientists. Like a spider, this robot has eight legs, which can help it climb the steep walls of the volcano while secured with a rope. Dante 2 is also built to survive extreme heat. When a volcano is too dangerous for scientists to enter, Dante 2 goes instead.

Once in the volcano, Dante 2 looks for vents, or holes, in the crater. Then the robot collects information about the gases that come out of the vents. In the past, scientists could not learn as much about volcanoes, but Dante 2 is changing that. Now scientists can study a volcano up close while remaining at a safe distance.

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Dante 2 (NASA)

Mr. Gower At first glance, Mr. Gower looks like a small metal cabinet on wheels, but its job is just as

important as Dante 2 and Gemini-Scout. Mr. Gower is a robot that moves throughout a hospital, helping doctors and nurses bring medicine to patients. The body of the robot is a stack of locked drawers that store medicine. Nurses and doctors can unlock the drawers and get the medicine they need for their patients.

Mr. Gower can be programmed to go anywhere in the hospital. It can ride elevators, steer through hallways, and even move around things that get in the way. The robot is so strong that it can pull 500 pounds. Mr. Gower is battery powered, and after charging for only two hours, the robot can deliver medicine for twelve hours without stopping.

Not only does it work long days, but Mr. Gower can talk. It has been programmed to say hundreds of phrases like "Calling elevator" or "Your delivery is here." Mr. Gower reduces the amount of time doctors, pharmacists, and nurses spend walking around the hospital, allowing them to use their time to focus on other important tasks.

Agribots

Agribots may not save lives, but many farmers find them very useful. An agribot is a robot that picks fruit. It might pick berries, oranges, grapes, or apples. Agribots are not yet widely used, but farmers are very interested in what these robots can do. Because picking a strawberry is different than picking an apple, agribots come in all shapes and sizes. Some have giant arms that are towed behind trucks, while others are able to move around on their own. In Japan, there is a strawberry-picking robot that can sense the color of the berries. This helps the robot know when each berry is ripe.

At the Massachusetts Institute of Technology (MIT), scientists are working to grow cherry tomatoes with no human help at all! They have created a greenhouse full of plants that are cared for by small agribots. The agribots are like robot farmers. Every plant has sensors that tell the robots what the plant needs. If a plant is too dry, a robot will water it. When a robot senses

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that a tomato is ripe, it uses a mechanical arm to pick the tomato. Agribots may seem unusual now, but one day they may be common on farms.

No matter how large or small a robot's job, one thing is for certain—robots are here to stay. Because robots are dependable and tireless, they are valuable tools, and as technology advances, they will be capable of doing increasingly complex jobs.

References Dillow, C. (2011). Rescue robot just made for mine disasters. NBC News. Retrieved from

http://www.nbcnews.com/technology/rescuerobot-just-made-mine-disasters-121251 Leary, W. E. (1994). Robot completes volcano exploration. The New York Times. Retrieved from

http://www.nytimes.com/1994/08/03/us /robot-completes-volcano-exploration.html Bares, J., & Whittaker, W. L. Dante II. Carnegie Mellon: The Robotics Institute. Retrieved from

http://www.ri.cmu.edu /research_project_detail.html?project_id=163&menu_id=261 Rivers, C., & Boston, S. (2004). Robot delivers medications at shock trauma center. University of Maryland Medical

Center. Retrieved from http://umm.edu/news-and-events/news-releases/2004/robot-delivers-medications-at-shock-trauma-center

Fields of automation. (2009) The Economist. Retrieved from http://www.economist.com/node/15048711 Image of Dante 2 by NASA. In the public domain. Retrieved from

http://www.nasa.gov/images/content/260941main_photographers-03.jpg

Source #2

The following is an article about robots at play.

Robots That Play Well with Others by Lisa Langston

About 50 years ago, the author Isaac Asimov wrote a story called I, Robot. The story is

set in the future, when robots take care of children. The main character loves her robot babysitter, Robbie. Unlike the child's parents, Robbie always has time to play. Robbie and the child have adventures together; Robbie is an endless source of fun!

When the story was written, it was only a fantasy. Now it is close to coming true because today robots can do all kinds of work. They assemble electronic gadgets, guide trains on tracks, and sort trash. Today's robots can play as well as work―robots sing, dance, and even play music. A Japanese robot can even play the piano with its two mechanical hands.

Many playful robots are made to copy animals too. Some robots play the way animals play while other robots play with animals. For example, moviemakers have designed huge robotic apes and dinosaurs to be in movies, but these kinds of robots aren't made only for movies. Robot animals can live with you. You can buy a robot pet, such as a dog, a seal, or even a dinosaur. These robot pets have a lot in common with real pets. They want your attention and you can teach them tricks. There is even a new version of a robot pet that has fake fur so you can pet your robot just like you pet your dog or cat. There is one difference, though―you don't need to take them outside or feed them!

Other robots help people play with live animals. One company, I-Pet Companion, has made a robot that lets people play with kittens, but from a distance. When you log on to the

92

Internet, you can control the robotic pet from far away. The robot is put in a room full of kittens, and it drags a piece of string for the kittens to chase. When it's your turn, you can control the robot to pull the string this way or that way while the kittens jump after the string as you push the controls.

Some robots even play all by themselves. College students in Oregon have created robots that can play hockey or shuffleboard on their own. All year, the students work hard to design the robots. Then, the robots play the game without anyone controlling them. They grab the puck, turn, twist and compete to score, and as part of the final test, the robots must push the puck to the goal without being told what to do.

Even though there are no robots quite like Robbie, today's robots can still offer hours of fun. Who knows, maybe robots in the future will make Asimov's fantasy into a reality. References Taylor, A. (2011). Robots at work and play. The Atlantic. Retrieved from

http://www.theatlantic.com/infocus/2011/04/robots-at-workand-play/100052/#img06 Lerner, E. (2012). Robotic hockey teams face-off at Penn Engineering. Penn Current. Retrieved from

http://www.upenn.edu/pennnews /current/2012-01-26/latest-news/robotic-hockey-teams-faceoff-penn-engineering

Cole, G. (2011). Robots at play. Corvallis Gazette-Times. Retrieved from http://www.gazettetimes.com/news/local /article_be8aab10-90dd-11e0-9473-001cc4c002e0.html

Hornyak, T. (2010). Piano player bot tickles the ivories in Taiwan. CNET. Retrieved from http://news.cnet.com /8301-17938_105-20020139-1.html

Kee, E. (2012). Smart fur might see more sentient robotic pets. Übergizmo Retrieved from http://www.ubergizmo.com/2012/03/smartfur-robo-bunny/

Source #3

Here is an article on self-driving cars from the National Public Radio website (NPR.com), published on February 17, 2012.

When the Car Is the Driver by Steve Henn

This week the state of Nevada finalized new rules that will make it possible for robotic

self-driving cars to receive their own special driving permits. It's not quite driver's licenses for robots—but it's close.

The other day I went for a spin in a robotic car. This car has an $80,000 cone-shaped laser mounted on its roof. There are radars on the front, back and sides. Detailed maps help it navigate.

Do people notice it's a self-driving car and gawk? "We get a lot of thumbs up," says Anthony Levandowski, one of the leaders of Google's

self-driving car project. "People drive by and then they wave. I wish they would keep their eyes on the road."

93

Levandowski is in the passenger seat with a laptop showing him what the car can see. Chris Urmson is behind the wheel. But his hands are in his lap and the steering wheel is gently turning back and forth, tracing the contours of California's busy Highway 85.

"And it can adjust the speed. If there is a particularly tight corner, it will slow down for that," Urmson says. "It adjusts speed to stay out of blind spots of other vehicles. It tries to match speed with traffic."

Urmson has been working on this technology for close to a decade. His first car managed to travel just 11 miles on a dusty road. Google's vehicle is a giant leap forward.

"When we got this on the freeway and it was doing 70 miles an hour and just smoothly driving along the road, you could taste it—the technology," Urmson says. "You could really feel the impact and how it's going to change people's lives. It was just amazing."

While he was talking, a motorcycle cut us off. The car saw the move coming, and we hardly even noticed.

Google's fleet of robotic cars has driven more than 200,000 miles over highways and city streets in California and Nevada. Google did this testing in kind of a legal limbo1. These cars aren't forbidden, but, "There was no permission granted for any of that to happen by anybody," says Steve Jurvetson, a venture capitalist2 and robotic car enthusiast.

"It's essential that there be a place to do tests," he says. "There's two ways to do it—the seek-forgiveness strategy and the seek-permission strategy. Frankly, the 200,000 hours I think that have been driven here in California—that's a seek-forgiveness strategy. Right?"

If anything [had gone] wrong, Google would have had a huge amount of explaining to do. So last year, the company hired a lobbyist3 in Nevada.

"The state of Nevada is close [to California], it's a lot easier to pass laws there than it is in California," Levandowski says.

He says Google convinced the state Legislature to pass a law making robotic cars explicitly legal. But the Legislature went further than just creating a place to test these cars—it ordered the Department of Motor Vehicles to create basically a driver's license for these robot cars.

"I thought it was great," says Bruce Breslow, director of the Nevada DMV. "My grandfather took me to the 1964 World's Fair in New York City many times. And they were promising me the car of the future as an 8-year-old, and I thought to myself, this finally could be it."

Starting March 1, companies will be able to apply to test self-driving cars on Nevada roads.

"The test vehicles will be Nevada's first red license plate since the 1940s," Breslow says. Think of it like a learner's permit—those bright red plates will let everyone know there's a student robot driver behind the wheel.

"And eventually when these vehicles are sold, it will be the first ever neon green license plate that the state of Nevada will ever issue—green meaning go, and the future's arrived," Breslow says.

Google says it will probably be years before cars like this go on sale. But Jurvetson, the venture capitalist, says he's convinced this technology could save thousands of lives "today, already, right now."

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Robots are never distracted. They don't text or drink or get tired. They see things no human can.

"That front radar catches [a signal that] bounces off the ground," Jurvetson says. . . . [Therefore] no human will ever have the amount of information that these cars have when they are driving."

While Nevada may be the first state to create a licensing system for self-driving cars, it won't be the last; Hawaii, Florida and Oklahoma are already following suit. And Jurvetson says one day we may be asking ourselves if humans should still be allowed to drive.

1 legal limbo: when the law isn't clear on a specific issue 2 venture capitalist: businessperson who invests money into startup or small companies 3 lobbyist: a person who tries to influence laws or government policies by government officials on behalf of a group

or individual whohires them "When the Car is the Driver" by Steve Henn, from National Public Radio. Copyright © National Public Radio.

1. Explain what Source #1 and Source #3 say about how robots are able to save lives by paraphrasing the information while avoiding plagiarism.


Item

Standard Evidence Statement

1 6 4 2 4 W-8

The student will analyze information within and

among multiple sources of information in order

to integrate the information that is paraphrased

while avoiding plagiarism.

Key Elements:

Source #1 (Meet the Robots)

• Gemini-Scout can test the air for gases, can find missing miners using a thermal camera,

can be used to radio for help, and can even drag miners to safety.

• The Dante 2 goes into a volcano if it is too dangerous for people. Source #3 (When the

Car Is the Driver)

• A motorcycle cut off the driverless car. The car saw the move coming, while the people

in the car hardly noticed.

• Robots are never distracted. They don’t text or drink or get tired. They see things no

human can.

• Google’s robot driver uses radar to detect a car in front of an 18-wheeler— something

that the human eye can’t do.

• The robot driver has more information than a human driver because of numerous

sensors.

95

Rubric

(2 points) Response provides an adequate explanation of what Source #1 and Source #3 say

about how robots are able to save lives and appropriately paraphrases both sources involved

while avoiding plagiarism.

(1 point) The response provides a limited/partial explanation of what Source #1 and Source

#3 say about how robots are able to save lives and appropriately paraphrases both sources

involved while avoiding plagiarism.

OR

The response provides an adequate explanation of what Source #1 and Source #3 say about

how robots are able to save lives, but does not appropriately paraphrase all sources involved.

(0 points) Response is an explanation that is incorrect, irrelevant, insufficient, or blank.

Exemplar:

(2 points) Both Source #1 and Source #3 explain how robots are able to save lives. Source

#1 says that the robot Dante 2 is able to enter volcanoes and gather information for

scientists. This is saves the lives of scientists by keeping them at a safe distance from the

volcanoes they are researching. Source #3 describes cars that are driven by robots. Human

drivers can make mistakes because they can only see what is in their line of site, but robot

drivers use signals bouncing under another car to tell what cars are doing that aren’t in direct

site. This saves lives because the robot drivers can avoid mistakes humans might make that

could lead to accidents.

(1 point) Both Source #1 and Source #3 explain how robots are able to save lives. Source #1

says that the robot Dante 2 is able to enter volcanoes and gather information for scientists.

Source #3 describes cars that are driven by robots. Human drivers can make mistakes

because they can only see what is in their line of site, but robot drivers use signals bouncing

under another car to tell what cars are doing that aren’t in direct site.

(0 points) Robots are useful because they can do things people can't do. For example, they

can drive cars more safely than humans can.

96

2. Many robots are designed to do normal tasks that improve people's lives or jobs. Provide two pieces of evidence from different sources that support this idea and explain how each example supports the idea. Cite evidence for each piece of information and identify the source title or number.


Item


2 6 4 4 4 RST-1



Key Elements:

Source #1 (Meet the Robots)

• Mr. Gower delivers medicine to different hospital rooms, reducing the workload for

doctors, pharmacists, and nurses.

• Agribots pick fruit when it is ripe.

Source #2 (Robots that Play Well with Others)

• Robots assemble electronics, guide trains, and sort trash.

• People can get robot pets to teach tricks to, and these pets don’t need to be fed or walked

Source #3 (When the Car Is the Driver)

• Self-driving cars would make driving easier and safer.

Rubric:

(2 points) Response is an evidence-based explanation that provides two pieces of evidence

from different sources that support this idea and that explains how each example supports

the idea. Student cites the source for each example.

(1 point) Response is an evidence-based explanation that provides two pieces of evidence

from different sources that support this idea but doesn't explain how each example supports

the idea. Student cites the sources.

OR

Response is an evidence-based explanation that provides two pieces of evidence from a

single source that supports this idea and that explains how that example supports the idea.

Student cites the source.

OR

97

Response is an evidence-based explanation that provides only one piece of evidence from a

single source that support this idea and that explains how that example supports the idea.


OR

Response is an evidence-based explanation that provides two pieces of evidence from

different sources that support this idea and that explains how each example supports the

idea. Student does not cite sources.


Exemplar:

(2 points) Source #1 points out that Mr. Gower delivers medicine around the hospital.

Almost any person can deliver medicine, but having Mr. Gower do this task saves nurses,

doctors, and pharmacists time that they can then spend taking care of patients. Source #3

talks about how the robot driver can drive a car. People drive cars every day, but people can

make mistakes or bad decisions. Google's robot driver uses sensors and radar to make

driving easier and safer. Robots that perform everyday tasks can still improve people's lives.

(1 point) Source #1 points out that Mr. Gower delivers medicine around the hospital. Almost

any person can deliver medicine, but having Mr. Gower do this task saves nurses, doctors,

and pharmacists time that they can then spend taking care of patients. Even robots that

perform everyday tasks can still improve people's lives.

(0 points) Even robots that perform everyday tasks can still improve people's lives.

3. Check the boxes to show the claim(s) that each source supports. Some sources will have more than one box selected.


Item


3 6 4 4 3 RST-1



98

Key Elements:

Robots are more reliable because they don’t get tired.

1. Source #1

2. Source #3

Robots could serve as a substitute pet when a person has an allergy to animals.

1. Source #2

Robots often save time and energy.

1. Source #1

Rubric:

(1 point) 4 cells completed correctly

(0 points) Fewer than 4 cells completed correctly, any cell incorrect, or blank.

Part 2:

4. Student Directions Robots Narrative Performance Task

You will now review your notes and sources, and plan, draft, revise, and edit your writing. You may use your notes and refer to the sources. Now read your assignment and the information about how your writing will be scored; then begin your work.

Your Assignment:

Your technology club is ready to launch its website. Your English teacher is making the website into a class project. For your part in the project, you are assigned to write a story that is several paragraphs long about what happens when you get a robot of your own.

In your story, you have just received your new robot. You are excited to turn it on and see how it works. You press the button to turn on the robot. Write a story about what happens next. When writing your story, find ways to use information and details from the sources to improve your story. Make sure you develop your character(s), the setting, and the plot, using details, dialogue, and description where appropriate.

Narrative Story Scoring: Your story will be scored using the following:

1. Organization/purpose: How effective was your plot, and did you maintain a logical sequence of events from beginning to end? How well did you establish and develop a setting, narrative, characters, and point of view? How well did you use a variety of transitions? How effective was your opening and closing for your audience and purpose?

2. Development/elaboration: How well did you develop your story using description, details, dialogue? How well did you use relevant details or information from the sources in your story?

99

3. Conventions: How well did you follow the rules of grammar usage, punctuation, capitalization, and spelling?

Now begin work on your story. Manage your time carefully so that you can plan your multi-paragraph story. write your multi-paragraph story. revise and edit the final draft of your multi-paragraph story. For Part 2, you are being asked to write a story that is several paragraphs long, so please be as thorough as possible. Write your response in the space provided. The box will expand as you type. Remember to check your notes and your prewriting/planning as you write and then revise and edit your story.


Item


4 6 2 2 4 W-3.a

The student will write longer narrative texts

demonstrating narrative strategies,

structures, and transitional strategies for

coherence, closure, and authors’ craft—all

appropriate to purpose (writing a speech;

style or point of view in a short story).

100

*point of view begins at grade 7

4‐Point

Narrative

Performance Task Writing Rubric

(Grades 3–8)

Score 4 3 2 1 NS

The organization

of the narrative,

real or imagined,

is fully sustained

and the focus is

clear and

maintained

throughout:

• an effective plot

helps to create a

sense of unity and

completeness

• effectively

establishes a

setting,

narrator/character

s, and/or point of

view*

• consistent use of

a variety of

transitional

strategies to

clarify the

relationships

between and

among ideas;

strong connection

between and

among ideas

• natural, logical

sequence of

events from

beginning to end

• effective opening

and closure for

audience and

purpose

The organization of

the narrative, real or

imagined, is

adequately sustained,

and the focus is

adequate and

generally maintained:

• an evident plot

helps to create a

sense of unity and

completeness,

though there may

be minor flaws and

some

ideas may be

loosely

connected

• adequately

establishes a

setting,

narrator/characters,

and/or point of

view*

• adequate use of a

variety of

transitional

strategies to clarify

the relationships

between and

among ideas

• adequate sequence

of events from

beginning to end

• adequate opening

and closure for

audience and

purpose

The organization

of the narrative,

real or imagined,

is somewhat

sustained and may

have an uneven

focus:

• there may be an

inconsistent

plot, and/or

flaws may be

evident

• unevenly or

minimally

establishes

a setting,

narrator/ch

aracters,

and/or

point of

view*

• uneven use of

appropriate

transitional

strategies

and/or

little variety

• weak or uneven

sequence of

events

• opening and

closure, if

present, are

weak

The organization of

the narrative, real or

imagined, may be

maintained but may

provide little or no

focus: • there is little or no

discernible plot or

there may just be

a series of events

• may be brief or

there is little to no

attempt to

establish a setting,

narrator/character

s, and/or point of

view*

• few or no

appropriate

transitional

strategies may be

evident and may

cause confusion

• little or no

organization of an

event sequence;

frequent

extraneous ideas

and/or a major

drift may be

evident

• opening and/or

closure may be

missing or

unsatisfactory

• Insufficient

(incudes

copied

text)

• In a

language

other than

English

• Off‐topic

• Off‐purpose

101

4‐Point

Narrative

Performance Task Writing

Rubric (Grades 3–8)

Score 4 3 2 1 NS

The narrative,

real or

imagined,

provides

thorough,

effective

elaboration

using relevant

details,

dialogue, and/or

description:

• experiences,

characters, setting

and/or events are

clearly

developed

• connections to

source materials

may enhance the

narrative

• effective use of a

variety of

narrative

techniques that

advance the story

or illustrate

the experience

• effective use of

sensory, concrete,

and figurative

language that

clearly advances

the purpose

• effective,

appropriate style

enhances the

narration

The narrative,

real or imagined,

provides

adequate

elaboration using

details, dialogue,

and/or

description: • experiences,

characters,

setting, and/or

events are

adequately

developed

• connections to

source

materials may

contribute to

the narrative

• adequate use of

a variety of

narrative

techniques that

generally

advance the

story or

illustrate the

experience

• adequate use of

sensory,

concrete, and

figurative

language that

generally

advances the

purpose

• generally

appropriate

style is evident

The narrative, real

or imagined,

provides uneven,

cursory elaboration

using partial and

uneven details,

dialogue, and/or

description:

• experiences,

characters,

setting, and/or

events are

unevenly

developed

• connections to

source materials

may be

ineffective,

awkward, or

vague but do not

interfere with the

narrative

• narrative

techniques are

uneven and

inconsistent

• partial or weak

use of sensory,

concrete, and

figurative

language that

may not advance

the purpose

• inconsistent or

weak attempt to

create

appropriate style

The narrative,

real or imagined,

provides minimal

elaboration using

few or no details,

dialogue, and/or

description: • experiences,

characters,

setting, and/or

events may be

vague, lack

clarity, or

confusing

• connections to

source

materials, if

evident, may

detract from the

narrative

• use of narrative

techniques may

be minimal,

absent,

incorrect, or

irrelevant

• may have little

or no use of

sensory,

concrete, or

figurative

language;

language does

not advance and

may interfere

with the purpose

• little or no

evidence of

appropriate style

• Insufficient

(incudes

copied

text)

• In a language

other than

English

• Off‐topic

• Off‐purpose

102

Holistic Scoring:

• Variety: A range of errors includes sentence formation, punctuation,

capitalization, grammar usage, and spelling

• Severity: Basic errors are more heavily weighted than higher‐level

errors.

• Density: The proportion of errors to the amount of writing done well.

This includes the ratio of errors to the length of the piece.

2‐Point

Narrative

Performance Task Writing Rubric (Grades 3‐8)

Score

2

1

0

NS

The response demonstrates

an adequate command of

conventions:

adequate use of

correct sentence

formation,

punctuation,

capitalization,

grammar usage, and

spelling


a partial command of

conventions:

limited use of

correct sentence

formation,

punctuation,

capitalization,

grammar usage,

and spelling


little or no command of

conventions:

• infrequent use of

correct sentence formation,

punctuation, capitalization,

• grammar usage, and

spelling

• Insufficient

(incudes

copied text)

• In a

language

other than

English

• Off‐topic

• Off‐purpose

103

Grade 7 Examples:


Grade 7 Practice Test Questions

Read the text. Then answer the questions. (Questions #1-7)

Life in the Food Chain by Ellen R. Braaf

What Do You Have in Common with Corn, Mushrooms, Cows, and Grass?

Like all living things, you need energy. The energy you use to live every day travels from one

living thing to another, in a chain that starts with the sun.

The energy in all your food comes from the sun, 93 million miles away. How did the sun's

energy end up in the things you eat? You can thank green plants. They contain chlorophyll—a

substance that traps the energy in sunlight. This energy then helps plants change water from the

soil and carbon dioxide from the air into oxygen and carbohydrates that power their cells. This

process is called photosynthesis.

Most plants make more food than they need. They store the extra in their roots, leaves, stems,

flowers, fruit, and seeds. So, when you eat carrots, spinach, celery, cauliflower, bananas, or

walnuts, some of the energy stored in plants passes on to you.

Certain bacteria also make their own food. So do most algae. Found just about everywhere on

Earth—in lakes, streams, oceans, deserts, soil, boiling hot springs, snow, and ice—algae range

from 200-foot-long kelp to tiny ocean plants called phytoplankton. Living things that make their

own food are called producers. All others—including humans—are consumers. They need to eat

other living things to survive.

Living Links

Food chains link producers and consumers together. When scientists talk about food chains,

they're not talking about the E-Z Burger restaurant chain. They mean the paths along which

energy and nutrients pass from one living thing to another in our "eat-or-be-eaten" world. Food

chains everywhere--in grasslands and deserts, oceans and tropical rainforests--begin with the

producers. They are the first link.

104

The consumers come next, starting with the plant eaters, or herbivores, the vegetarians of the

animal kingdom. Elephants grazing on grass, caterpillars munching leaves, and pandas chomping

bamboo get energy directly from producers. So do the shrimplike krill that dine on one-celled

plants in the ocean.

Carnivores, who consume other animals, come next. These predators get energy from plants

indirectly. When an owl eats a mouse that nibbled seeds, it tops a three-link chain. But if its prey

is a snake that ate a mouse that nibbled seeds, the snake becomes the third link, and the owl, the

fourth.

Because all organisms use the energy they get from food to live, grow, and reproduce, only small

amounts remain to pass between the living links in a food chain. That's why most chains are

short—usually about two to five links—and why it takes a lot of producers at the bottom of a

food chain to support a few supercarnivores at the top. It's also why life on Earth depends on a

constant supply of sunlight.

Isle Royale: Predators, Prey, and Producers

On Isle Royale—a small, remote island in Lake Superior--wolves, moose, and balsam fir trees

are bound together in a three-link food chain. Moose came to the island around 1900. These

long-legged herbivores probably swam 15 miles to the island from Canada. There they found

moose heaven—lots of plants and no large predators. As a result, they thrived, and their numbers

grew. Many lived a long time for moose, about 17 years.

In summer, moose eat a variety of ferns, shrubs, wildflowers, leaves, and water plants. An 800-

pound moose can scarf down 40 pounds of vegetation a day, packing on an extra 200 pounds in

just a couple of months. That's like an 80-pound kid gaining 20 pounds over summer vacation by

eating 4 pounds of salad every day.

But in winter when food is scarce, moose eat mostly the twigs and needles of balsam fir trees.

These meals are much less nutritious than their summer fare, and the moose use up lots of energy

plodding through deep snow to feed. They lose all the weight they gained in summer.

Wolves came to Isle Royale around 1950. Scientists think a mated pair probably walked across

an ice bridge between the island and Canada. Wolves are the island's only big predators. Their

arrival changed the lives of Isle Royale's moose forever.

105

Ups and Downs

Scientists have been studying this isolated food chain for 50 years to understand how changes in

one link can cause changes in another. As more moose are born on the island, they eat more

balsam fir. The more they consume, the more they damage the trees. Stunted trees mean less

food. Eventually, there's not enough food to support all the moose. Many starve, and their

numbers decrease. With fewer moose dining on them, fir trees gradually recover.

A similar boom-and-bust cycle occurs between predator and prey. Ten times the size of a wolf, a

moose has long, strong legs and a dangerous kick. So wolves prey mainly on old and weak

animals. Good hunting means food for the whole pack. Wolves then raise lots of pups, and their

numbers increase. More wolves mean more mouths to feed and more moose get eaten. However,

when the moose population decreases, wolves starve.

With fewer predators stalking the moose, more survive to old age. The moose population

increases, and the cycle begins again.

Excerpt from “Life in the Food Chain” by Ellen R. Braaf, from Ask magazine. Copyright © 2008 by Carus Publishing Company.

106

1. Life in the Food Chain

Circle the sentences that support the inference that the area is in danger of losing its

moose population. Circle all that apply.

A similar boom-and-bust cycle occurs between predator and prey. Ten times the size of a

wolf, a moose has long, strong legs and a dangerous kick. So wolves prey mainly on old

and weak animals. Good hunting means food for the whole pack. Wolves then raise lots

of pups, and their numbers increase. More wolves mean more mouths to feed and more

moose get eaten. However, when the moose population decreases, wolves starve.


Item:


1 7 1 8 2 RI-2

Key: “Wolves then raise …”

“More wolves mean …”

The student will identify text

evidence (explicit details and/or

implicit information) to support a

GIVEN inference or conclusion based

on the text.


Which of the following sentences from the passage best support the conclusion that all

living organisms are part of the food chain?

a. “The energy you use to live every day travels from one living thing to another, in

a chain that starts with the sun.”

b. “This energy then helps plants change water from the soil and carbon dioxide

from the air into oxygen and carbohydrates that power their cells.”

c. “Food chains everywhere—in grasslands and deserts, oceans and tropical

rainforests—begin with the producers.”

d. “Scientists have been studying this isolated food chain for 50 years to understand

how changes in one link can cause changes in another.


Item:


2 7 1 8 2 RI-2

Key: A


(explicit details and/or implicit

information) to support a GIVEN

inference or conclusion based on the

text.

107


Summarize the central idea in the section “Ups and Downs.” Use key evidence from the

text to support your summary.


Item:


3 7 1 9 3 RI-2

The student will summarize the central

idea of a subtopic in the text using

supporting evidence.


2

A response: • Gives sufficient evidence of the ability to

determine/summarize the author’s

message/claim/point/central idea, or to explain the

support for a central idea • Includes specific examples/details that make clear

reference to the text

• Adequately explains the author’s

message/claim/point/central idea, or explanation

with clearly relevant information based on the text

Responses may include (but are not limited to): • (central idea) The species on the island are all

interconnected. • (support) The moose affect the growth of the pine

when the moose population increases they eat more

trees.

• (support) The population of the wolves affects the population of the moose.

• (support) The pine trees and the wolves are

ultimately connected.

• (support) The island eventually replenishes itself.

The section “Ups and Downs” explains

how the food chain operates on the

island. When the moose increase, they eat

more pines. When the pines die, the

moose have nothing to eat, so they die.

When there are plenty of moose, the

wolves eat well. When the wolves eat

well, they multiply. They require more

moose to eat. The connections between

the species control the population on the

island as years go by.

1

A response:

Gives limited evidence of the ability to determine/summarize the author’s message/claim/point/central idea, or to explain the

support for a central idea • Includes vague/limited examples/details that

make reference to the text

• Explains the author’s

message/claim/point/central idea or explanation with vague/limited information

It focuses on how the life on the

island is connected. Wolves and

moose and pines all affect each

other's populations.

108

based on the text Responses may include those listed in the 2-point

response.

0

A response: • Gives no evidence of the ability to

determine/summarize the author’s

message/claim/point/central idea, or to explain

the support for a central idea OR • Gives the author’s message/claim/point/central

idea, or explanation, but includes no examples or

no examples/details that make reference to the text

OR

• Gives the author’s message/claim/point/central

idea, or explanation, but includes no explanation

or no relevant information from the text

Life is connected in a chain on the island.



On Isle Royale—a small, remote island in Lake Superior—wolves, moose, and balsam fir

trees are bound together in a three-link food chain.

The word remote has multiple meanings. What does the word remote most likely suggest

about human contact with the island?

a. The island can only be reached by radio signals.

b. The island is an uncomfortable environment for humans.

c. The animals and plants on the island are rarely disturbed by humans because the

island is isolated.

d. The animals and plants on the island bear little resemblance to the animals and

plants humans usually encounter.


Item:


4 7 1 10 2 RI-4, L-4.d

Key: C

The student will determine the meaning of

a word with multiple definitions using

context clues from the text.

109



Part A

Which of these inferences about the author's point of view is best supported by the text?

a. The author believes that all living things are connected.

b. The author believes that wolves are weaker animals than moose.

c. The author believes that all of the animals on the island will eventually disappear.

d. The author believes that the moose population will cause the extinction of the

balsam fir.

Part B

Which sentence from the text supports your answer in part A?

a. "Scientists have been studying this isolated food chain for 50 years to understand

how changes in one link can cause changes in another."

b. "As more moose are born on the island, they eat more balsam fir."

c. "Ten times the size of a wolf, a moose has long, strong legs and a dangerous

kick."

d. "However, when the moose population decreases, wolves starve."


Item:


5 7 1 11 3 RI-6

Part A: A

Part B: A “Scientists have …”


about the author’s purpose for writing

the article and support it with

evidence from the text.


What is the author’s most likely reason for including the “Isle Royale” section in the

text?

a. to explain why wolves are the island's only big predator

b. to provide a related example of the information in the introduction

c. to prove that plants in a food-chain are not an ideal source of food

d. to demonstrate how much vegetation a moose can consume in a day


Item:


6 7 1 13 3 RI-5

Key: B

The student will analyze or interpret why the author

structured elements within the text in a certain

manner and the impact of that structure on meaning.

110


What are the most likely reasons the author included the section “Living Links” before

the sections “Isle Royale: Predators, Prey, and Producers” and “Ups and Downs”? Select

two options.

a. The section “Living Links” introduces carnivores, and carnivores are mentioned

in the last two sections.

b. The section “Living Links” identifies humans as consumers, and humans are

addressed in the sections that follow.

c. The section “Living Links” defines a food chain before the other sections give an

example of a specific food chain.

d. The section “Living Links” explains how the sun provides energy for all living

things, and the sections that follow prove that this is the case.

e. The section “Living Links” gives examples of food chains that are recognizable

before the other sections introduce a possibly unfamiliar food chain.


Item:


7 7 1 13 3 RI-5

The student will analyze or interpret why

the author structured elements within

the text in a certain manner and the

impact of that structure on meaning

111

Read the text. Then answer the questions. (Questions #8- 15)

When Winning Took a Backseat by Bruce Nash and Allan Zullo

Scott Bennett and Brad Howes grew up south of Salt Lake City in the fertile valley between the

Jordan River and the towering Wasatch Mountains of Utah. The boys lived just far enough apart

not to attend the same schools, but close enough to compete in the same leagues in baseball,

football, and basketball.

No matter whose team won, Scott and Brad always shook hands and complimented each other on

the way they played. The two didn’t become close friends because they were always on opposite

sides. But the boys grew up admiring each other’s athletic skills.

And it was their childhood competition that forged a lasting friendship and set the stage for an

extraordinary display of sportsmanship seldom seen in track and field.

It happened while the boys were members of school cross-country teams—Scott at Murray High

and Brad at nearby Cottonwood High. During meets, as they pounded out mile after mile across

the empty fields, Scott and Brad formed an unspoken bond. They learned to respect one

another’s competitive spirit and strengths. Brad liked to set a blistering pace early in the race,

which wore down most other runners who tried to keep up with him. Scott, meanwhile, had a

strong finishing kick, which had him breathing down the leader’s neck on the final stretch.

Usually, the boys finished first and second when their schools competed. Sometimes Brad won;

other times it was Scott who broke the tape first.

Their most memorable race—the one track and field coaches still talk about—occurred during

the 1970 crosscountry regional meet, with the winner going to the state finals. The event, held as

part of Cottonwood High’s homecoming festivities, was run during halftime of the football game

between Cottonwood and Murray. Since the schools were only about ten miles apart, the stands

were jammed with rooters from both sides.

At halftime, Murray was leading by two touchdowns and threatening to spoil Cottonwood’s

homecoming. So when Scott and Brad took their places at the starting line, each knew there was

a lot more at stake than just a race. Brad felt that by winning he could salvage some of

Cottonwood’s pride at homecoming. Scott wanted to win to prove that Murray was the best at

everything.

112

There were three other runners in the race, but all eyes were on Scott and Brad when the starter’s

gun went off. The group circled the track that ringed the football field and headed out the exit for

the 2.6-mile crosscountry run.

As expected, Brad quickly took the lead in a race that went through the rolling, grassy hills of

Sugarhouse Park bordering the school grounds. At the halfway point, Brad had pulled ahead of

Scott by nearly 300 yards while the other runners had fallen out of contention.

Despite the gap, Scott wasn’t worried. In past races, Brad usually grabbed the lead, but Scott,

with his strong finish, often caught Brad on the final stretch. Sticking to his race strategy, Scott

steadily gained on Brad. By the time the two reached the stadium, Scott was only a couple of

steps behind.

When the pair dashed through the stadium tunnel and onto the track for the final lap, the capacity

crowd rose to its feet to cheer the runners who were now racing stride for stride.

But coming around the final turn, Scott cut to the inside to pass Brad and get in position for a

sprint down the stretch. Just then, Brad also moved inside and the runners’ legs tangled. Both

stumbled. Scott managed to keep his feet, but Brad sprawled headfirst onto the track.

Scott ran a few more paces. But suddenly, he became aware of an eerie silence. The crowd that

had been shouting moments before fell deathly silent when Brad tripped and hit the ground. So

Scott stopped and looked back at his lifelong rival. Brad, whose knees and hands were scraped

and bleeding from falling on the cinders, was struggling to regain his feet.

Who won or lost the race no longer mattered to Scott. His friend and competitor was hurt. Scott

knew what he had to do—he went back to help. “Give me your hand, Brad,” said Scott. “Let me

help you.”

Brad looked up at Scott, smiled, and said, “Man, you’re something else.” Scott pulled his injured

rival to his feet but Brad was hurting so badly that he couldn’t run very well. So Scott put his

arm around Brad and the two began trotting down the final stretch. The thousands of fans in the

stands gasped when they saw Scott’s gallant gesture and then erupted into thunderous applause.

Shocked by the unexpected spill, the track judges had dropped the tape that marked the finish

line. “Get that tape back up!” a coach yelled. “They’re coming in . . . together!”

With Brad limping the final 50 yards, and Scott helping him every step of the way, the two

competitors crossed the finish line arm in arm. The coaches and the track judges then huddled

over what to do about the incredibly unselfish act of sportsmanship they had just witnessed.

113

“One of the runners has to win, but that doesn’t mean the other one has to lose,” said Scott’s

coach, Sam

Moore. “I know Scott wouldn’t want to have his victory tainted. I say we give both kids first

place.”

Moore’s suggestion won unanimous approval from Brad’s coach and the judges. The race was

declared a dead heat.

“I have never seen such sportsmanship,” said Moore. “I doubt if I ever will again.”

Sources Used:

“When Winning Took a Backseat” by Bruce Nash and Allan Zullo, from The Greatest Sports Stories Never Told. Copyright ©

1993 by Nash & Zullo Productions, Inc. Published by Simon & Schuster for Young Readers. Used by permission of Nash &

Zullo Productions, Inc.

114

8. When Winning Took a Backseat

Which sentences from the text best support the conclusion that, despite their

sportsmanship, the boys were highly competitive? Select all that apply.

a. “The two didn’t become close friends because they were always on opposite

sides.”

b. “During meets, as they pounded out mile after mile across the empty fields, Scott

and Brad formed an unspoken bond.”

c. “In past races, Brad usually grabbed the lead, but Scott, with his strong finish,

often caught Brad on the final stretch.”

d. “But coming around the final turn, Scott cut to the inside to pass Brad and get in

position for a sprint down the stretch.”

e. “Brad, whose knees and hands were scraped and bleeding from falling on the

cinders, was struggling to regain his feet.”

f. “With Brad limping the final 50 yards, and Scott helping him every step of the

way, the two competitors crossed the finish line arm in arm.”


Determine the central idea of the text. Analyze the development of the central idea by

using key events in the text.


Item:


9 7 1 2 3 RL-2

The student will determine or

summarize a theme or central idea of a

text using supporting evidence.


Item:


8 7 1 1 2 RL-1

Key: C, D

The student will identify text evidence to

support a given conclusion based on the text.

115


2


determine/summarize the theme/central

idea/message, or to analyze the

development of the central idea • Includes specific examples/details that

make clear reference to the text • Adequately explains the theme/central

idea/message or analysis with clearly

relevant information based on the text

Responses may include (but are not

limited to): • (central idea) Good sportsmanship is more

important than competition. • (support) “…the boys grew up admiring

each other’s athletic skills.”

• (support) “Who won the race no longer

mattered.” • (support) Scott helped Brad across the

finish line.

The central idea of the story "When Winning Took

a Back Seat," is that good sportsmanship is more

important than competition. The authors develop

the idea of this central idea by first introducing

two likable characters, Brad and Scott. No matter

whose team won, the boys always complimented

each other on the way they played. Brad and Scott

play a number of sports and their teams

frequently compete. The authors point out how

the boys, “admire each other’s' athletic skills.”

This helps to exemplify the beginnings of good

sportsmanship between the young men. As the

story progresses, the authors mention the mutual

respect the athletes have for each other. When

Brad is injured, Scott helps him to the finish line.

Both boys win first place, exemplifying the central

idea.

1

A response: • Gives limited evidence of the ability to

determine/summarize the theme/central idea/message, or to analyze the

development of the central idea

• Includes vague/limited examples/details

that make reference to the text • Explains the theme/central idea/message

or analysis with vague/limited information

based on the text Responses may include those listed in the 2-

point response.

The central idea of the story is good

sportsmanship. Both boys always treat each other

with respect and admiration. In the end, when one

boy is hurt, the other chooses his friend over

winning.

116

0

A response: • Gives no evidence of the ability to

determine/summarize the theme/central

idea/message, or to analyze the

development of the central idea

OR • Gives the theme/central idea/message or

analysis, but includes no examples or no

examples/details that make reference to

the text OR

• Gives the theme/central idea/message or

analysis, but includes no explanation or

relevant information from the text

The author shows that good sportsmanship is

important.


Read the sentences from the text. Then, answer the question.

“One of the runners has to win, but that doesn’t mean the other one has to lose,” said

Scott’s coach, Sam Moore. “I know Scott wouldn’t want to have his victory tainted. I say

we give both kids first place.”

Moore’s suggestion won unanimous approval from Brad’s coach and the judges. The race

was declared a dead heat.

Which word means the opposite of unanimous?

a. Accepted

b. Cheerful

c. Divided

d. Expected


Item:


10 7 1 3 2 RL-4, L-4.a

Key: C

The student will determine the definition

of a word by using context clues.

117



Part A

What is most likely the authors’ intent by recounting the techniques Scott and Brad use

to run the race?

a. To show that the boys are good athletes

b. To build suspense about who will win the race

c. To create doubt that the boys are following the rules of racing

d. To show that the race is the most important element in the story

Part B

Which sentence from the text best supports your answer in part A?

a. “Their most memorable race-the one track and field coaches still talk about-

occurred, during the 1970 cross-country regional meet, with the winner going to

the state finals.”

b. “In past races, Brad usually grabbed the lead, but Scott, with his strong finish,

often caught Brad on the final stretch.”

c. “When the pair dashed through the stadium tunnel and onto the track for the final

lap, the capacity crowd rose to its feet to cheer the runners who were now racing

stride for stride.”

d. “But coming around the final turn, Scott cut to the inside to pass Brad and get in

position for a sprint down the stretch.


Item:


11 7 1 4 3 RL-3

Part A: B

Part B: B “In past races …”

The student will determine the author's

purpose for including specific elements

in the text and support those findings

with evidence from the text.

118


This question has two parts. First, answer part A. Then answer part B.

Part A

Circle the statement that best provides an inference about Brad that is supported by the

text.

a. Brad is angry at his bad luck.

b. Brad is grateful for Scott’s help.

c. Brad is upset that he injured himself.

d. Brad is embarrassed by Scott’s gesture.

Part B

Circle the sentence from the text that best supports your answer in part A. Choose one

option.

Who won or lost the race no longer mattered to Scott. His friend and competitor was hurt.

Scott knew what he had to do-he went back to help. “Give me your hand, Brad,” said

Scott. “Let me help you.”

Brad looked up at Scott, smiled, and said, “Man, you’re something else.” Scott pulled his

injured rival to his feet but Brad was hurting so badly that he couldn’t run very well. So

Scott put his arm around Brad and the two began trotting down the final stretch. The

thousands of fans in the stands gasped when they saw Scott’s gallant gesture and then

erupted into thunderous applause.


Item:


12 7 1 4 3 RL-6

Part A: B

Part B: “Brad looked up at Scott …”

The student will form a conclusion about

a literary text and identify details within

the text that support that conclusion.

119



Part A

Select the statement that best explains how the characters’ interactions develop over the

course of the text.

a. The boys begin as athletic rivals and become friends.

b. The boys are not friendly, but they respect each other.

c. The boys never become friends since they are from different areas.

d. The boys grow to dislike each other as the competitions between them grow more

intense.

Part B

Underline all of the sentences from the text that best support your answer in part A.

Scott Bennett and Brad Howes grew up south of Salt Lake City in the fertile valley

between the Jordan River and the towering Wasatch Mountains of Utah. The boys lived

just far enough apart not to attend the same schools, but close enough to compete in the

same leagues in baseball, football, and basketball.

No matter whose team won, Scott and Brad always shook hands and complimented each

other on the way they played. The two didn’t become close friends because they were

always on opposite sides. But the boys grew up admiring each other’s athletic skills.


How do the first two paragraphs add to the development of the characters in the text?

a. The paragraphs indicate that the boys are from two very different environments.

b. The paragraphs help the reader to understand how athletic both of the boys are.

c. The paragraphs help set the story among mountains and rivers which shape how

the boys grow.


Item:


13 7 1 5 3 RL-3

Part A: A

Part B: “No matter …”

“But the boys…”

The student will analyze the

relationships among the characters'

interactions within the text.

120

d. The paragraphs help the reader to understand how unlikely it is that a friendship

would develop between the boys.



Brad liked to set a blistering pace early in the race, which wore down most other runners

who tried to keep up with him. Scott, meanwhile, had a strong finishing kick, which had

him breathing down the leader’s neck on the final stretch.

Select the statement that best describes what the use of the underlined phrases “blistering

pace” and “breathing down the leader’s neck” adds to the reader’s understanding of the

text.

a. The phrases show the competitive nature of both runners.

b. The phrases share the character’s experience with the reader.

c. The phrases establish a serious tone to use throughout the story.

d. The phrases create a picture of the heat experienced by the runners

16. A student is writing a story for class about camping. Read the draft of the story and

complete the task that follows.

Wilderness Getaway

Alexis and Simon would be leaving on a camping trip with family and friends later in the

day. Simon did not know what to expect because he had never pitched a tent or stayed in

one overnight. Alexis, however, had been camping many times and loved waking up with


Item:


14 7 1 6 3 RL-5

Key: D

The student will determine how

the setting of the text adds to

the characterization.


Item:


15 7 1 7 3 L-5

Key: A

The student will interpret the

meaning of figurative words and

phrases used in context and analyze

its impact on meaning or tone.

121

the sun and breathing the fresh morning air. She showed Simon pictures of roasting

marshmallows and hot dogs over a large campfire. Alexis and Simon woke before dawn

to help pack the camping supplies—a tent, hot dogs, graham crackers, chocolate,

marshmallows, and sleeping bags.

Alexis, Simon, and their family and friends departed for the camping grounds at a nearby

park. When they arrived, they searched for the perfect place to pitch the tent. Simon

enjoyed the beautiful scenery. He was positive that he was going to have a great time at

this getaway.

Choose the best sentence to add descriptive detail to paragraph two.

a. Alexis and Simon gathered dry wood for the campfire.

b. Simon and Alexis pitched their tents in an area shaded by trees.

c. Alexis enjoyed playing at the park and building a campfire to roast

marshmallows.

d. Simon felt the soft earth beneath his feet and noticed the glassy lake near the

campsite.


Item:


16 7 2 1b 2 W-3.d

Key: D

The student will use information provided

in a stimulus to write well developed

narratives that apply narrative techniques

such as including descriptive details and

sensory language that convey

events/experiences

17. A student is writing a report for her English teacher about beneficial relationships

between people and animals. Read the draft of the introduction to the report and the


The bond between people and animals has remained strong throughout history. In the

past, tamed animals have helped humans with work such as hunting, farming, and

transportation. More recently, animals have served people who are blind or have other

disabilities. Today, people depend upon animals more for companionship than for work.

One important benefit of such companionship for humans with pets is improved health.

The student took these notes from reliable sources:

Taking dog to dog park = chance to be with others

Engaging with others = healthy mind

122

Researchers studied people, pets more than 25 years

Strong relationship with pet = less stress

Lowering stress = lower blood pressure

Children with pets = fewer allergies to furry animals

Dog owners who walk dogs healthier = walking is good exercise

Taking care of a pet—walking, grooming, playing—helps a person think

of others.

Using information from the student's notes, write one paragraph developing the idea in the

last sentence of the introduction.


Item:


17 7 2 3a 3 W-2.b

(Elaboration) The student will use information provided in a stimulus to write well-developed complex informational/explanatory text by applying elaboration techniques such as a. referencing and/or integrating relevant supporting evidence (e.g., facts, definitions, concrete details, quotations, examples from notes provided) appropriate for the required form (essay, report, etc.)

123


2 The response:

• provides adequate relevant

points/reasons/ details and/or evidence

from the student notes supporting the

thesis/controlling idea to enhance the

content

• adequately elaborates ideas using

precise words/language

More than twenty-five years of research show the health benefits of animal companionship. A strong

relationship between a pet and its owner reduces stress, which can lower blood pressure. In addition,

children who have pets are less likely to develop allergies to furry animals, and dog owners who walk their dogs get regular exercise too. Taking a dog to

the dog park also gives dog owners a chance to be with other people, which probably benefits

emotional health.

Annotation: There is adequate supporting

information from student notes. For elaboration,

there are some logical extensions that are well-

integrated (“probably benefits in emotional

health”). Note: other “kinds of 2” responses may

choose different details from student notes and

still reflect the “2” criteria.

1 The response:

• provides or lists mostly general and/or

limited points/reasons/details or evidence

from the student notes supporting

thesis/controlling idea. Some

points/reasons/ details may be extraneous

or loosely related to the main idea.

• partially elaborates ideas using general

words/language

Research show that pets can make their owners feel better. It can also make their kids less likely to become allergic to fur. However, that is kind of weird because dogs and cats have fur.

Annotation: The support for the thesis is limited

based on available information from the student

notes, and the attempted elaboration is irrelevant

(“dogs and cats have fur”). The language is general

(“this is kind of weird”)

0 The response:

• provides minimal or no supporting

points/reasons/details or evidence from

the student notes supporting

thesis/controlling idea. Those points/reasons/ details that are included

may be unclear, repetitive, incorrect,

contradictory, or interfere with the

meaning of the text.

• provides no appropriate elaboration

and/or may use poor word choice for

audience and purpose

It's fun to take your dog to the park. Dogs are fun.

The response has minimal support from student

notes (reference to “dog park”). The attempted

elaboration (“dogs are fun”) is irrelevant, and the

general word “fun” is repetitive.

124

18. A student is writing an argumentative letter to the principal about a plan to have students

attend school during the summer months. Read the paragraphs from the draft of the

student’s letter and complete the task that follows.

I am writing in opposition to your proposal to extend the school year. I also urge you to

consider carefully recommendations from everyone who would be affected—staff,

parents, the community, and especially students—before making your decision. With so

many changes occurring in education, a hasty decision would do more harm than good.

One reason I oppose your plan to extend the school year is that both students and parents

are likely to oppose it. The students are the ones affected by this decision, and a survey

by our school newspaper found that 76 percent of them like our schedule as it is. I am a

member of the newspaper staff, and I helped conduct the survey. These students are

likely to influence their parents' views. If that happens, you will be bombarded with

hundreds of emails and phone calls, insisting that kids are perfectly capable of learning

without an extension of the school year. Your email inbox would fill up in a hurry. Even

if parents agree with you, there’s still the fact that when students are unhappy, their

academic success rate goes down. That could undermine any additional learning achieved

during the added time in class.

Circle the two sentences that should be removed from the second paragraph because they

do not support the underlined sentence.


Item:


18 7 2 6b 2 W-1.b

Key: “I am a member …”

“Your email …”

(Elaboration) The student will revise

arguments by identifying best use of

elaboration techniques such as e.

deleting details that do not support

the claim

19. A student is writing a story for the school's online literary magazine. Read the draft of the

story and complete the task that follows.

Time Spent at the Lake

Martin visited his grandparents every summer near Round Lake. Typically, Martin

refused to go fishing with his grandfather at the lake as he preferred to spend hours

relaxing and reading books in the cool shade. The thought of sitting under the very bright

sun on a boat in the middle of the lake sounded like a boring waste of time. After years of

125

coaxing from his grandfather, however, Martin decided to attempt fishing. He listened

intently to his grandfather's directions on how to cast the line of his fishing pole into the

lake. Just seconds after his first cast, Martin felt a sharp tug on his fishing line.

Choose two words that best replace the underlined words.

a. colossal

b. concealed

c. dazzling

d. dramatic

e. enormous

f. radiant


Item:


19 7 2 8 1 W-3.d

Key: C, F

The student will identify and use the best

concrete or sensory word or words to

convey experiences or events in a text

precisely in narrative writing.

20. A student is writing a report for science class. This paragraph from the draft of the report

contains language that is not appropriate for the audience or the task. Read the paragraph

and complete the task that follows.

There are loads of reasons to eat organic food. The term “organic” indicates that the food

has been grown without pesticides or other chemicals. A consumer who chooses to eat

organic food does not consume any of this junk. Crops that are grown organically are

great for the land because farmers do not have to add chemicals to the soil. Growing

organic food also improves the lives of farm workers because they can avoid working

with poisons. In sum, everyone benefits from the farming of organic food.

Circle three words or groups of words that are too vague or informal for a science report.


Item:


20 7 2 8 2

W-2d, W-

3d, L-3a,

L6

Key: Loads of, junk, great

The student will identify and use the best

academic or grade-level or below domain-specific

(but not scientific or social studies) construct

relevant word(s)/phrase to convey the precise or

intended meaning of a text especially with

informational/explanatory writing.

126

21. A student has written a paper for her English class about living in a rural area. Read the

student's draft and complete the task that follows.

Of the many advantages of country life over city life, my favorite is the opportunity to

observe farm animals —especially pigs. Rolling in the mud, I like to watch them play.

Myths about pigs abound, including the belief that they aren't very smart. My own

observations confirm what scientific research has shown, namely, that pigs are highly

intelligent and have very good memories. They can remember where food is hidden,

recognize as many as 30 other pigs, and learned their names within a week of birth.

Another myth is that pigs are dirty and love to wallow in mud. They actually prefer water

to mud. When people joke about “pigging-out,” they can’t be talking about the animal

because pigs eat slowly and savor their food. City folks could learn a lot by spending

some time in the country.

Underline two sentences that contain errors in grammar usage.


Item:


21 7 2 9 1 L-1.a

Key: “Rolling in the mud …”

“They can remember …”

The student will identify or edit to correct

misplaced modifiers. The student will identify

and/or edit for correct shifts in verb tense

22. A student is writing a report about the history of computers. Read both sources and the


Source 1: “The Speed of Computers” by Jonathan Anders

The first computers were designed to solve math problems more quickly than a person

could. Essentially, computers were invented to help people be faster with their work. For

example, the United States takes a census of people living in the country to find out

information about the population. The Census of 1880 took about eight years to

complete; however, the 1890 census took only two years. This was because a machine

was used to count the results of the 1890 census. During the next 77 years, devices like

counting machines slowly changed to today's computers, which can do several jobs.

Source 2: “How Computers Became Common in the Business World” by Hanna

James

127

Before computers appeared in most offices, there were three machines that helped

businesses conduct work at a faster pace: the typewriter, the filing system, and the adding

machine. Since the first computers were big machines that could only solve difficult math

problems, it took time for them to be used in most offices. It took many inventors adding

different capabilities to make computers what they are today. This eventually made it

possible for offices to replace three machines with one. Nowadays people can solve math

problems, type, copy, email, and save all from one device.

The student took notes about information in the sources. Which note correctly

paraphrases, or restates, information from both sources?

a. Only companies with a lot of money could use the first computers.

b. In modern times computers are commonly found in businesses, schools, and

homes.

c. Throughout the years computers have advanced to be able to do more tasks than

they could before.

d. The first computers were big machines designed to solve math problems more

quickly than people can.

23. A student has made a plan for research. Read the plan and the directions that follow.

Research Report Plan

Topic: The Colony: The Most Organized of All Animal Social Groups

Audience: science students

Purpose: to inform

Research Question: How do colonies help animals adapt and survive?

The student needs to find a credible, or trustworthy, source with relevant information.

Which source would most likely have credible and relevant information?

a. www.biomebasics.net

Tour the world’s biomes without leaving your chair! Explore deserts where

termite colonies rise like pillars of sand. Swim oceans where coral reefs teem with

life. Survey the vegetation and animal populations of grasslands, forests, and


Item:


22 7 4 2 2

WLiteracy-

8, W-9

Key: D



information in order to integrate the

information that is paraphrased while

avoiding plagiarism.

128

tundra. Can you identify the biomes closest to where you live? Which biomes do

you think are the most . .

b. www.krazycolonies.com

Remember those ant farms you had when you were a kid? Well, THEY’RE

BACK! Surprise your son or daughter with a colony of creepy-cute ants. From

behind a crack-resistant wall of plastic, they’ll see drones, soldiers, and that all-

important queen, bustling about their buggy business. Only $15.99 and the

shipping is free . . .

c. www.animalinfozone.com

Why some animals live in colonies, and how this form of social organization is a

key to their survival. In a paper by Dr. Stephen T. Cora, the author shares the

work of biologists who have examined the social groups of ants, termites, bees,

mole rats, and more . . .

d. www.talkingaboutanimals.net

What is an animal colony? Jane Fuller answers questions about insects that live in

highly organized social groupings. Her answers may fascinate you, especially her

discussion of the term “eusocial” and…

24. A student is writing a research report about early sea navigation. She found a trustworthy

source. Read Source 1 and the directions that follow.

Source 1: “Harrison's Marvelous Clock,” from The Story of Longitude by H. O.

Bellevue, history professor

Before the use of planes and trains became popular forms of transportation, many people

relied upon boats to travel from one destination to the next. Sailors were a group of

individuals who helped to guide and navigate boats. Before the mid-1700s, there was not

a dependable or practical way to determine a boat's east-west position, or longitude.

Knowing a boat's longitude was essential to its safely reaching its destination. The key

was being able to keep accurate time at sea. Although clocks kept the correct time on

land, they did not work well on a rolling ship's deck. After years of effort, John Harrison

of England invented the marine chronometer. The marine chronometer is a clock that

allows a ship to determine its longitude at sea. Solving the longitude problem meant that


Item:


23 7 4 3 2

WLiteracy-

8, W-8

Key: C

The student will use reasoning,

evaluation, and evidence to assess the

credibility of each source in order to

select relevant information to support

research.

129

ships could navigate more safely and accurate maps could be made. It is hardly an

understatement to say that Harrison's success saved lives and continues to allow people to

find their way around the world.

The student found another source. Read Source 2 and circle two facts that support the

author's point of view about Harrison's clock in Source 1.

Source 2: from the diary of J. R. Smythe, sailor aboard the Resolution, 1775

Tomorrow we shall arrive home from our voyage. Like previous sailors, we could not

figure our longitude accurately. We navigated with charts of the moon and stars and big,

bulky telescopes that were hard to use. Twice we ran into islands that our maps did not

show. Fortunately, injury to the ship was fixable. We carried a clock, but it stopped

working during a storm. Finally, we were able to secure Mr. John Harrison's newest

invention. Because it kept nearly perfect time, we plotted our position most accurately

and thus kept from running aground or worse. This has made everyone on the ship very

happy. Now, our captain can draw updated maps that should be useful for sailors far into

the future.


Item:


24 7 4 4 2

RLiteracy-

1(History),

W-8

Key: “Because it kept …”

“Now, our captain …”

The student will cite evidence to

support analyses, arguments, or

critiques.

130


Student Directions

Napping Explanatory Performance Task

Task:

There has been much discussion in the news recently about the role of sleep and the role

of napping. How many hours of sleep is enough? What is too much sleep? What is too little

sleep? How do naps fit into sleep cycles? The journalism club advisor has asked you to research

the roles of sleep and napping. As part of your research, you have found three sources about

sleep and napping.

After you have reviewed these sources, you will answer some questions about them.

Briefly scan the sources and the three questions that follow. Then, go back and read the sources

carefully so you will have the information you will need to answer the questions and complete

your research. You may also use scratch paper to take notes.

In Part 2, you will write an explanatory article on a topic related to the sources.

Directions for Beginning:

You will now examine several sources. You can re-examine any of the sources as often

as you like.

Research Questions:

After examining the research sources, use the remaining time in Part 1 to answer three

questions about them. Your answers to these questions will be scored. Also, your answers will

help you think about the research sources you have read and viewed, which should help you

write your explanatory article.

You may refer back to your scratch paper to review your notes when you think it would

be helpful. Answer the questions in the spaces below the items.

Your written notes on scratch paper will be available to you in Part 1 and Part 2 of the

performance task.

131

Part 1

Sources for Performance Task:

Source #1

Here is an article based on scientific research about sleep.

How Much Sleep Is Enough?

The amount of sleep you need each day will change over the course of your life. Although sleep

needs vary from person to person, the chart below shows general recommendations for different

age groups.

If you routinely lose sleep or choose to sleep

less than needed, the sleep loss adds up. The total

sleep lost is called your sleep debt. For example, if

you lose 2 hours of sleep each night, you'll have a

sleep debt of 14 hours after a week.

Some people nap as a way to deal with

sleepiness. Naps may provide a short-term boost in

alertness and performance. However, napping doesn't

provide all of the other benefits of night-time sleep.

Thus, you can't really make up for lost sleep.

Some people sleep more on their days off than

on work days. They also may go to bed later and get

up later on days off.

Sleeping more on days off might be a sign

that you aren't getting enough sleep. Although extra

sleep on days off might help you feel better, it can

upset your body's sleep-wake rhythm.

Bad sleep habits and long-term sleep loss will

affect your health. If you're worried about whether

you're getting enough sleep, try using a sleep diary

for a couple of weeks.

Write down how much you sleep each night,

how alert and rested you feel in the morning, and how sleepy you feel during the day.

Sleeping when your body is ready to sleep is also very important. Sleep deficiency can

affect people even when they sleep the total number of hours recommended for their age group.

For example, people whose sleep is out of sync with their body clocks (such as shift workers) or

[is] routinely interrupted (such as caregivers or emergency responders) might need to pay special

attention to their sleep needs.

Sources Used:

How much sleep is enough? (2012, February 22). The National Heart, Blood, and Lung Institute. Retrieved from

https://www.nhlbi.nih.gov/health/health-topics/topics/sdd/howmuch.html

Age Recommended

Amount of Sleep

Newborns 16–18 hours a day

Preschool-aged

children

11–12 hours a day

School-aged

children

At least 10 hours a

day

Teens 9–10 hours a day

Adults

(including the

elderly)

7–8 hours a day

132

Source #2

This article appeared in a consumer health magazine and uses historical accounts, career-specific

research, and current attitudes to discuss napping.

The Secret Truth about Napping by Maria Allegra

Napping: Only for Kids?

In general, Americans regard napping as an unproductive habit. They think that only little

children should take naps. However, there is evidence that napping can benefit people of all ages.

Famous Nappers

Many famous historical figures have been nappers. American presidents John F.

Kennedy, Ronald Reagan, and Bill Clinton all took frequent naps to help them deal with the

pressures of leading a powerful nation. Napoleon Bonaparte, a French emperor, often gave

rousing speeches at a moment's notice. Perhaps this was due to his habit of taking frequent naps.

Winston Churchill, who helped lead the Allied Powers to victory during World War II, slept for

at least an hour every afternoon. He stated that a nap could renew a person's energy.

Other famous historical nappers include the brilliant scientist Albert Einstein and the

world-changing inventor Thomas Edison. The amazing artist Leonardo Da Vinci also took naps.

They all had unusual sleep patterns that allowed them to work in a focused and creative way.

Maybe if Edison had skipped his naps, he would never have invented the light bulb. Maybe

Leonardo would have been too sleepy to paint the Mona Lisa.

Naps for Certain Careers

Scientific studies show the benefits that naps can provide for individuals with unusual

work schedules. Examples include astronauts and certain medical personnel. The human body

operates according to an internal clock. This clock operates in relation to the Earth's pattern of

darkness at night and bright light during the day. When a person's internal clock is in sync with

her or his habits, the person can most likely sleep well at night and remain awake and alert all

day. But if the person's job makes for interrupted sleep—or sleep at odd hours—the internal

clock can become confused. Then the person has trouble getting enough sleep.

Astronauts traveling in space are not exposed to regular patterns of light and darkness. As

a result, astronauts average two hours less sleep than usual during every night they spend in

space. They often have trouble concentrating. They also become grumpy. NASA decided to

study whether astronauts should take naps. They did research with volunteers. The researchers

found that napping improved memory, but not alertness. NASA researchers also concluded that

longer naps worked better than shorter ones. Mark Rosekind of NASA, who conducted the

research, stated that even a 26-minute nap boosted a pilot's mental performance by 34%. A 45-

minute nap gave roughly the same mental boost but the boost lasted more than 6 hours.

Doctors in training, known as residents, work very long hours. As a result, they are often

sleep-deprived. Emergency-room doctors working at night also have problems sleeping. Sleep

133

experts recommend that these health workers take short naps on the job. A team of researchers

led by David F. Dinges, a professor at the University of Pennsylvania, found that letting subjects

nap for as little as 24 minutes improved their mental performance. So even short naps can reduce

the number of mistakes a tired person makes.

The main takeaway seems to be that a deep sleep, whether it is nighttime sleep or a

daytime nap, primes the brain to function at a higher level, allowing us to come up with better

ideas, find solutions to puzzles more quickly, identify patterns faster, and recall information

more accurately.

Siesta Tradition

There is a word in the Spanish language to describe the habit of taking a nap in the mid-

afternoon: siesta. However, taking a midday nap is common not only in Spain, but it is also

common in Greece, where people traditionally take a break in the middle of the day. They eat a

large meal and then take a nap.

It is not the big noontime meal that makes Greeks sleepy. Evidence suggests that people,

in general, become drowsy between 2:00 p.m. and 4:00 p.m. In fast-paced America, workers and

students usually fight to stay awake during this so-called "nap zone."

After a nap, people tend to be happier and more alert. They do better work and avoid

mistakes. Nappers may even have better long-term health than non-nappers. In 2007, a study by

the Harvard School of Public Health discovered that people who took 30 minute naps at least

three times a week were 37% less likely to die of heart disease. Furthermore, the study found that

even people who napped for less than 30 minutes or napped only one or two times per week were

12% less likely to die from heart disease. In a 2011 study, researchers at Allegheny College

found that napping was a factor in lowering blood pressure after mental stress. The people in the

study who took a daily 45 minute nap on average had lower blood pressure after taking a mental

stress test than those who didn't have a nap.

Finding Time to Sleep

But finding time to sleep—or to nap—can be challenging. Students involved in sports or

other extracurricular activities after school aren't often able to find time to nap before evening

sleep time. And finding places to nap during the day at school is challenging. However, Anton

Anderson, an English teacher at Greenwich (Connecticut) High School, decided to do something

to help the waves of weary teens he was seeing every day. In 1998, he founded the Power

Napping Club, which allows students to nap for about 20 minutes at the end of the day before

going on to extracurricular activities. Its motto: Veni, Vidi, Dormici (Latin for “I came, I saw, I

slept”).

The Power Napping Club co-president emphasizes the boost that naps provide.

"Obviously, it's no substitute for sleep, but I definitely feel more relaxed afterward," she says.

Sources Used:

134

NASA. (2001, September 4). Wide awake in outer space. NASA Science News. Retrieved from:

http://science.nasa.gov/sciencenews/science-at-nasa/2001/ast04sep_1/

White, T. (2006, October 25). For weary physicians and nurses, short naps can make a big difference. Retrieved from:

http://news.stanford.edu/news/2006/october25/med-nap-102506.html

HUFFPOST. (2010, March 18). Famous nappers: historical figures known for napping. Retrieved from:

http://www.huffingtonpost.com

/2010/01/14/famous-nappers-historical_n_423279.html? slidenumber=TPUrtMc2yQ8%3D&slideshow#slide_image

Gershaw, Dr. D. (1992, February 2). The sense of the siesta. Retrieved from:

http://virgil.azwestern.edu/~dag/lol/SiestaSense.html

Medina, J. (2006, August). Why do we sleep? Response. Retrieved from:

http://www.spu.edu/depts/uc/response/autumn2k6/features/sleep.asp

Education World. (n.d.). Power napping refuels weary students. Education World. Retrieved from:

http://www.educationworld.com /a_admin/admin/admin315.shtml

Powell, A. (2007, February 15). Sleeping your way to heart health. Harvard Gazette.

Retrieved from: http://news.harvard.edu/gazette/story/2007/02/sleeping-your-way-to-hearthealth/

Springer Science+Business Media. (2011, February 28). Napping may help with blood pressure management. Science Daily.

Retrieved from: http://www.sciencedaily.com/releases/2011/02/110228105308.htm

Source #3

Here is a letter asking for advice on the subject of sleep. The doctor who responds is the editor of

a medical advice column for a newspaper.

Ask the Sleep Doctor

Dear Dr. Vesslor,

I'm a 12-year-old middle school student who usually gets about eight hours of sleep a

night. I often feel tired when I get home from school at 3:30, and I want to be alert and energetic

in the evening so I can focus on all of my homework. However, when I tried taking a nap, I slept

for two or three hours. Then I woke up groggy. What can I do so I will have more energy in the

evening?

Sincerely,

Too Sleepy

Dear Too Sleepy,

Good for you for thinking of ways to increase your productivity for schoolwork. The first

thing I would like to point out is that you are not getting enough sleep at night for someone your

age. I recommend that you go to bed earlier. Remember, the most important thing you can do is

to sleep more at night.

On nights when you don't get enough sleep, napping can help to recharge your body and

increase your mental alertness. Did you know that 85% of animals sleep in short periods

throughout the day? Humans are one of the few species that do most of their sleeping at night.

Introducing a catnap into your day may be very helpful.

In fact, studies show that taking a short nap after learning new information may help you

remember that information better!

135

I do not, however, recommend a two-or three-hour nap because napping for several hours

during the day can make it hard for you to fall asleep at night. It can also be difficult to wake up

after a long nap. According to research by David F. Dinges, napping for as little as 24 minutes

improved mental performance. Short naps also don't cause the post-nap groggy feeling that

accompanies longer naps.

Another important issue to consider is when to take your nap. You don't want to nap too

late in the day. Why? Doing so can make it harder for you to fall asleep at night.

I recommend that if you decide to take a nap, you should do so right after you get home

from school. Set a timer for about 24 minutes so that you don't oversleep. You will most likely

wake up refreshed and have more energy to focus on your homework in the evening.

Sleep well!

Dr. Daniel Vesslor, M.D.

Sources Used:

Wood, S. (2012, January 13). Napping gets a bad rap. Chicago Sun-Times. Retrieved from:

http://www.suntimes.com/lifestyles/health /9929262-423/napping-gets-a-bad-rap.html

Innes, W. (2012, April 13). The negative effects of oversleeping on the body. Retrieved from:

http://www.symptomfind.com/health

/effects-of-oversleeping/

Swartz, T. (2008, July 24). "Naps: the rest of the story." In The Baltimore Sun. Retrieved from: http://articles.baltimoresun.com

/2008-07-24/features/0807230111_1_sleep-inertia-sleep-medicine-shives

National Sleep Foundation. (2014, January 1). Melatonin and sleep. Retrieved from:

http://www.sleepfoundation.org/article/sleep-topics /melatonin-and-sleep

Augustin, H. (2010, September 9). Some companies encourage napping at work to increase productivity. Retrieved from:

http://www.citytowninfo.com/career-and-education-news/articles/some-companies-encourage-napping-at-work-to-increase-

productivity-

10090901

Milner, C. & Cote, K. (2009, May 19). Journal of Sleep Research. Wiley Online Library. Retrieved from Wiley Online Library:

http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2869.2008.00718.x/full#b46

1. Explain how the table in Source #1 supports information provided in the two other sources.

Cite evidence and identify the source of each piece of information by title or number.

Item # Grade Claim Target DOK Item Standard Evidence Statement

1 7 4 2 4 RH-9

The student will select evidence to

support opinions based on evidence

collected.

136

Key Elements:

Source #2 (The Secret Truth about Napping)

• The human body has an internal clock that operates according to Earth’s patterns of day and

night.

• When your internal clock is not in sync with your habits, you don’t get the amount of good

night’s sleep you need.

• A deep sleep, whether it is nighttime sleep or a daytime nap, primes the brain to function at a

higher level, allowing us to come up with better ideas, find solutions to puzzles more quickly,

identify patterns faster, and recall information more accurately.

Source #3 (Ask the Sleep Doctor)

• “I’m a 12-year-old middle school student who usually gets about eight hours of sleep a night. I

often feel tired when I get home from school at 3:30…”

• The doctor says:

• The author of the letter is not getting enough sleep at night for someone his or her age.

• The most important thing the letter writer can do is sleep more at night.

• On nights when the letter writer doesn’t get enough sleep, napping can help recharge the letter

writer’s body and increase his or her mental alertness.

Rubric:

(2 points) Response is an evidence-based explanation of how the table supports two other sources

with two pieces of evidence from different sources and that explains how each example supports

the idea. Student cites the source for each example.

(1 point) Response is an evidence-based explanation of how the table supports two other sources

with two pieces of evidence from different sources but doesn't explain how each example supports

the idea. Student cites the sources.

OR

Response is an evidence-based explanation of how the table supports only one of the sources with

two pieces of evidence from a single source and that explains how that example supports the idea.


OR

Response is an evidence-based explanation of how the table supports only one of the sources with

only one piece of evidence from a single source and that explains how that example supports the

idea. Student cites the source.

OR

137

Response is an evidence-based explanation of how the table supports two other sources with two

pieces of evidence from different sources and that explains how each example supports the idea.

Student does not cite sources.


Exemplar:

(2 point) The table in Source #1 shows the amount of sleep that people of different age groups

need every day to function well. This supports the claim in Source #2 that says everyone has an

internal clock that follows day and night patterns. If your internal clock gets out of sync because of

your habits, your sleep patterns will get messed up and you don't get the good night's sleep your

body needs. In Source #3 a 12-year-old middle school student says she gets 8 hours of sleep a night

and feels tired after school. Long naps just make her groggy. She writes to a doctor for advice about

how to get more energy. The doctor tells her that a short nap might help, but she really needs to

get more sleep at night. The table in Source #1 supports the doctor's advice. According to the table,

a school-aged person should get 9-10 hours of sleep a day.

(1 point) The table in Source #1 shows how much sleep people of different ages need every day. In

Source #3, a 12-year-old girl writes that she only gets 8 hours of sleep a day and is tired. She wants

to know what to do to get more energy. The doctor replies that she should get more sleep at night.

The table in Source #1 supports the doctor's advice because, according to the table, a school age

person should have 9-10 hours of sleep each night.

(0 points) The table in Source #1 shows that people need to sleep, or they will get tired.

Scoring Note: Students may reference either “he” or “she”; examples from the sources are not

always gender-specific.

2. People whose sleep is routinely interrupted might need to pay special attention to their sleep

needs. Provide two pieces of evidence from different sources that support this claim and

explain how each example supports the claim. Cite evidence for each piece of information

and identify the source by title or number.


2 7 4 4 4 W-9



critiques.

Key Elements:

Source #1 (How Much Sleep is Enough)

138

• If you routinely lose sleep or choose to sleep less than needed, the sleep loss adds up. The total

sleep lost is called your “sleep debt.” You can’t make up your sleep deficiency.

• Some people sleep more on their days off than on work days. This might upset their body’s

sleep-wake rhythm.

• Sleeping when your body is ready to sleep is important. Even if you sleep the number of hours

recommended for your age group but you have interruptions to your sleep, your body can be

affected.

Source #2 (The Secret Truth about Napping)

• If a person’s job causes their sleep to be interrupted, the internal clock can become confused.

Then the person has trouble getting enough sleep.

• Astronauts who averaged two hours less sleep than usual when in space became grumpy and

had trouble concentrating.

• Doctors in training and emergency-room doctors who work long hours have trouble sleeping

enough. Studies showed that even having a short nap improved their mental performance. They made fewer mistakes when they weren’t so tired.

Source #3 (Ask the Sleep Doctor)

• On nights when you don’t get enough sleep, a short nap can recharge your body and increase

mental alertness.

Rubric:

(2 points) Response is an evidence-based explanation that provides two pieces of evidence from

different sources that support this claim and that explains how each example supports the claim.

Student cites the source for each example.

(1 point) Response is an evidence-based explanation that provides two pieces of evidence from

different sources that support this claim but doesn't explain how each example supports the

claim. Student cites the sources.

OR

Response is an evidence-based explanation that provides two pieces of evidence from a single

source that supports this claim and that explains how that example supports the claim. Student

cites the source.

OR

Response is an evidence-based explanation that provides only one piece of evidence from a single

source that support this claim and that explains how that example supports the claim. Student

cites the source.

OR

139

Response is an evidence-based explanation that provides two pieces of evidence from different

sources that support this claim and that explains how each example supports the claim. Student

does not cite sources.


Exemplar:

(2 point) People whose sleep is routinely interrupted might need to pay special attention to their

sleep needs. According to Source #1, everyone needs a certain amount of sleep and that you need

to sleep when your body is ready to sleep. If you don't get your required amount of sleep each

night, you will experience "sleep debt" which can't be made up. Source #2 describes problems

people might have when they don't get regular amounts of sleep. They discovered that astronauts

in space who lost sleep got more grumpy and concentrated less. Doctors in training and people

who work in emergency rooms often don't get regular sleep. They found that when they took naps

to help catch up on sleep, they made fewer mistakes. So, it is important to get regular sleep, but if

your sleep is interrupted, you might need to take a nap to help your body catch up.

(1 point) People whose sleep is interrupted on a regular basis might become more grumpy, be

unable to concentrate, and make more mistakes because they are tired. A nap might help.

(0 points) Everyone needs to sleep on a regular basis.

3. Check the boxes to show the claim(s) that each source supports. Some sources will have

more than one box selected.

140


3 7 4 4 3 RH-1

Key: 1. Source #3

2. Source #1, Source #2

3. Source #2



critiques.

Part 2

4. Student Directions

Napping Explanatory Performance Task

You will now review your notes and sources, and plan, draft, revise, and edit your

writing. You may use your notes and refer to the sources. Now read your assignment and the

information about how your writing will be scored; then begin your work.

Your Assignment:

Now that you have completed research on the topic of sleep, the journalism club

advisor has asked you to write an explanatory article about sleep and naps for the next issue

of the school newspaper. The audience for your article will be other students, teachers, and

parents.

Using more than one source, develop a thesis/controlling idea to explain about sleep

and naps. Once you have a thesis/controlling idea, select the most relevant information from

more than one source to support your thesis/controlling idea. Then, write a multi-paragraph

explanatory article explaining your thesis/controlling idea. Clearly organize your article and

elaborate your ideas. Unless quoting directly from the sources, use your own words. Be sure

to reference the source title or number when quoting or paraphrasing details or facts from the

sources.

Explanatory Article Scoring:

Your explanatory article will be scored using the following:

1. Organization/purpose: How well did you state your thesis/controlling idea, and

maintain your thesis/controlling idea with a logical progression of ideas from beginning to

end? How well did you narrow your thesis/controlling idea so you can develop and elaborate

the conclusion? How well did you consistently use a variety of transitions? How effective

was your introduction and your conclusion?

141

2. Evidence/elaboration: How well did you integrate relevant and specific information

from the sources? How well did you elaborate your ideas? How well did you clearly state

ideas using precise language that is appropriate for your audience and purpose?

3. Conventions: How well did you follow the rules of grammar usage, punctuation,

capitalization and spelling?

Now begin work on your explanatory article.

Manage your time carefully so that you can plan your multi-paragraph explanatory

article.

Write your multi-paragraph explanatory article.

Revise and edit the final draft of your multi-paragraph explanatory article.

For Part 2, you are being asked to write a multi-paragraph explanatory article, so

please be as thorough as possible. Please write your response.

Remember to check your notes and your prewriting/planning as you write and then

revise and edit your explanatory article.


Item


4 7 2 4 4 W-2b

The students will apply a variety of strategies when writing one or more paragraphs of informational/explanatory text: organizing ideas by

stating and maintaining a focus (thesis)/tone, providing

appropriate transitional strategies for coherence,

developing a topic including relevant supporting

evidence/vocabulary and elaboration, or providing a

conclusion that is appropriate to purpose and audience

and follows from and supports the information or

explanation presented.

142

*Elaborative techniques may include the use of personal experiences that support the controlling idea.

4‐Point

Explanatory

Performance Task Writing Rubric (Grades 6–11)

Score 4 3 2 1 NS

The response has a clear and effective organizational structure, creating a sense of unity and completeness. The organization is fully sustained between and within paragraphs. The response is consistently and purposefully focused: • thesis/controlling

idea of a topic is clearly communicated, and the focus is strongly maintained for the purpose and audience

• consistent use of a variety of transitional strategies to clarify the relationships between and among ideas

• effective introduction and conclusion

• logical progression

of ideas from

beginning to end;

strong connections

between and

among ideas with

some syntactic

variety

The response has an evident organizational structure and a sense of completeness. Though there may be minor flaws, they do not interfere with the overall coherence. The organization is adequately sustained between and within paragraphs. The response is generally focused: • thesis/controlling

idea of a topic is clear, and the focus is mostly maintained for the purpose and audience

• adequate use of transitional strategies with some variety to clarify the relationships between and among ideas

• adequate introduction and conclusion

• adequate

progression of ideas

from beginning to

end; adequate

connections between

and among ideas

The response has an inconsistent organizational structure. Some flaws are evident, and some ideas may be loosely connected. The organization is somewhat sustained between and within paragraphs. The response may have a minor drift in focus: • thesis/controlling idea of a

topic may be somewhat unclear, or the focus may be insufficiently sustained for the purpose and/or audience

• inconsistent use of transitional strategies and/or little variety

• introduction or conclusion, if present, may be weak

• uneven progression of

ideas from beginning to

end; and/or formulaic;

inconsistent or unclear

connections between and

among ideas

The response has little or no discernible organizational structure. The response may be related to the topic but may provide little or no focus: • thesis/controlling

idea may be confusing or ambiguous; response may be too brief or the focus may drift from the purpose and/or

audience • few or no transitional

strategies are evident • introduction and/or

conclusion may be missing

• frequent extraneous

ideas may be

evident; ideas may

be randomly ordered

or have an unclear

progression

• Insufficient (includes copied text)

• In a language other than English

• Off‐topic

• Off‐purpose

143

2‐Point

Explanatory


Score

2

1

0

NS

The response demonstrates an

adequate command of

conventions:

adequate use of correct

sentence formation,

punctuation,

capitalization, grammar

usage, and spelling

The response demonstrates a

partial command of

conventions:

limited use of correct

sentence formation,

punctuation,

capitalization, grammar

usage, and spelling

The response demonstrates little

or no command of conventions:

infrequent use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling



• Off‐topic • Off‐purpose

Holistic Scoring:



• Severity: Basic errors are more heavily weighted than higher‐level errors.

• Density: The proportion of errors to the amount of writing done well. This

includes the ratio of errors to the length of the piece.

144

Grade 8 Examples:



Ansel Adams, Painting with Light by Melanie G. Snyder

Ansel Adams is one of the most celebrated photographers in history. His interest in photography

began when he was twelve and saw images of the gardener outside his window projected onto

his ceiling. His father explained that the effect was known as "camera obscura." Similar to the

processes of a camera, the sunlight cast the gardener's image through a gap in the window

shade and into the darkened room. Mr. Adams used his own camera to show Ansel how light is

reflected through a lens and into a darkened compartment, where the image is burned onto film.

Shortly after that, father and son went to the Panama-Pacific International Exposition, an event

filled with art, music, and science exhibits. Ansel spent much of his time looking at the paintings,

studying how artists used light and shadow in their work. The seeds for his love of photography

were planted.

On 1 June 1916, Ansel was allowed to indulge his passion for nature when he and his parents

boarded a train bound for Yosemite National Park. When they arrived, Ansel's parents gave him

a gift—a simple Kodak Box Brownie camera. Ansel scanned the instructions, asked his father for

a few pointers, then clambered off on the first of many hikes around Yosemite to photograph the

breathtaking mountains, waterfalls, and meadows. He took over thirty photographs on that first

trip to Yosemite. But when he returned home and had those photos developed, he wasn't happy

with the way most of them turned out.

But Ansel didn't let that discourage him. He took more photographs, then went to visit a man

named Frank Dittman who owned a film-developing business. Ansel asked Dittman whether he

could work in the shop without pay, just to learn more about photography. Dittman agreed and

took Ansel and his latest rolls of film into the lab to show him how to develop film into prints.

Ansel soon saw the relationship between the way a photo was taken and the final print. He

decided that in order to become a better photographer, he needed to practice. He made up a set of

work sheets on which he could write down every decision he made when taking a photograph—

the type of film he'd use and how it was loaded in the camera, which lens and filters he’d used,

and all of the camera settings. He also took notes on the amount of light available when he took

each photo. Was it cloudy? Sunny? Were there shadows? Was it morning, midday, or evening

when the photo was taken?

When he developed his film, he compared the quality of the final prints with the settings he’d

used when taking the photographs. This helped him to improve with every photo he took, and he

read every book and magazine he could find to learn more.

145

Ansel soon had plenty of opportunities to practice his photography. Starting when he was

eighteen, he spent four summers in Yosemite National Park as a custodian for the Sierra Club

headquarters. He led hiking expeditions through Yosemite and captured spectacular photographs

with each hike.

He created his photos carefully, as though they were paintings like those seen at the Expo. Early

in the twentieth century, photography was not considered creative art, but Ansel hoped to change

that. He’d seen how the use of light and shade in paintings could bring them to life, and he

wanted to use his camera to paint with light. He visualized the story he wanted to tell with each

photo. "The picture we make is never made for us alone," he said later. "It is, and should be, a

communication—to reach as many people as possible." Photographs, he felt, could create the

same strong feelings the paintings at the Expo had aroused in him.

Ansel would decide carefully on the subject of each photograph he took, then choose the angle

from which to take it, sometimes hiking for miles to find the best vantage point. He studied the

movement of sun and clouds, often waiting hours for the perfect light with which to "paint" his

photograph. Then, as he developed the film into prints, he found that he could bring his own

paintings to life.

“When I first made snapshots in and around Yosemite," he said, "I was casually making a visual

diary— recording where I had been and what I had seen—and becoming intimate with the spirit

of wild places. Gradually my photographs began to mean something in themselves; they became

records of experiences as well as of places. People responded to them and my interest in the

creative potential of photography grew."

Indeed, people did respond to Ansel's photos. His pictures of the wilderness, of people, and of

the tiniest details of everyday life captured people's imaginations. Some of his photographs were

used to convince the U.S. Congress to establish a new national park at Kings Canyon, California,

and during World War II, he photographed a Japanese-American internment camp called

Manzanar. He published these pictures in a book called Born Free and Equal to draw attention to

the unfair treatment of these U.S. citizens. Later, other Adams photographs were published in

President Lyndon Johnson’s report “A More Beautiful America.” In exhibitions around the

world, in magazine articles and books, Ansel’s photos were inspiring people, educating them,

making them smile or cry.

Ansel Adams created over forty thousand photos during his lifetime. Many of them were taken in

the wilderness places he loved best. But whether he was photographing grand mountains,

everyday people, or a tiny leaf curled up on the ground, his approach to photography was based

on his belief in the enormous beauty of the world.

"Once completed," he said, "the photograph must speak for itself," and the stunning photos he

took speak volumes.

Excerpt from "Ansel Adams: Painting with Light" by Melanie G. Snyder. Copyright © 2000 by Carus Publishing Company.

Reprinted by permission of Carus Publishing Company.

146

1. Ansel Adams, Painting with Light

Underline the sentence that best supports that Ansel Adams' approach to photography

changed from a hobby to an art form.

Ansel would decide carefully on the subject of each photograph he took, then choose the

angle from which to take it, sometimes hiking for miles to find the best vantage point. He

studied the movement of sun and clouds, often waiting hours for the perfect light with

which to "paint" his photograph. Then, as he developed the film into prints, he found that

he could bring his own paintings to life.

"When I first made snapshots in and around Yosemite," he said, "I was casually making a

visual diary— recording where I had been and what I had seen—and becoming intimate

with the spirit of wild places. Gradually my photographs began to mean something in

themselves; they became records of experiences as well as of places. People responded to

them and my interest in the creative potential of photography grew."


Item:


1 8 1 8 2 RI-1

Key: “People responded to …”

The student will support a given

conclusion with evidence from the

text.


Which statement best summarizes the central idea of the text?

a. Ansel Adams volunteered at a film development company when he was young

and developed a foundation for photography.

b. Ansel Adams captured the smallest of details in everyday life, and considered the

use of light, shade, and angles before taking a photograph.

c. Ansel Adams approached photography with the desire to capture the experience

within the setting or subjects taken, evoking a range of emotion from his viewers.

d. Ansel Adams put extensive thought and preparation into his photography by

documenting the types of film, lens, and filters needed when photographing his

subjects.


Item:


2 8 1 9 2 RI-2

Key: C

The student will summarize the

central idea in a text using

supporting evidence.

147


First, read the dictionary definition. Then, complete the task.

(n) 1. caretaker

Circle the word in the paragraphs that most closely matches the definition provided.

Ansel soon had plenty of opportunities to practice his photography. Starting when he was

eighteen, he spent four summers in Yosemite National Park as a custodian for the Sierra

Club headquarters. He led hiking expeditions through Yosemite and captured spectacular

photographs with each hike.

He created his photos carefully, as though they were paintings like those seen at the

Expo. Early in the twentieth century, photography was not considered creative art, but

Ansel hoped to change that. He’d seen how the use of light and shade in paintings could

bring them to life, and he wanted to use his camera to paint with light. He visualized the

story he wanted to tell with each photo. "The picture we make is never made for us

alone," he said later. "It is, and should be, a communication—to reach as many people as

possible."

Photographs, he felt, could create the same strong feelings the paintings at the Expo had

aroused in him.


Item:


3 8 1 10 2 RI-4, L-4.a

Key: Custodian

The student will use resources to

determine the correct meaning of a

word in an informational text.

4. Ansel Adams, Painting with Light What most likely did the author intend by mentioning Ansel Adams's apprenticeship

with Frank Dittman in paragraph 2? Support your answer with evidence from the text.


Item:


4 8 1 11 3 RI-3


about the text and identify

evidence within the text that

support that inference.

148


2

A response: • Gives sufficient evidence of the

ability to make a clear inference/conclusion

• Includes specific examples/details that make clear reference to the text

• Adequately explains inference/conclusion with clearly relevant information based on the text

Responses may include (but are not limited to): • (inference) The author wanted to

show how interested and dedicated Ansel Adams was to photography.

• (support) working for free • (support) how he was unhappy with

the development work done on his first pictures

• (support) the purpose of his

apprenticeship

Snyder included Ansel Adams' apprenticeship

under Frank Dittman to show his keen interest

and true dedication to the art of photography.

Unhappy with the results of his developed

pictures of Yosemite, Adams volunteered to “work

in the shop without pay, just to learn more about

photography.” Dittman taught Adams how to turn

film into prints. From this experience, Adams

learned how a photograph was created from

beginning to end. This makes it clear that his

dedication to learning photography was more

than a passing notion.

1


make an inference/conclusion • Includes vague/limited examples/details

that make reference to the text • Explains inference/conclusion with

vague/limited information based on the text

Responses may include those listed in the 2

point response.

The author mentions Adams' apprenticeship to

show how much he loved photography. He worked

for free.

0

A response: • Gives no evidence of the ability to make

an inference/conclusion OR • Gives an inference/conclusion but

includes no examples or no examples/details that make reference to the text

OR • Gives an inference/conclusion but

includes no explanation or no relevant

information from the text

Adams loved taking pictures.

149



Part A

Which of these inferences about the author's purpose is supported by the text?

a. She wants to reveal Ansel Adams' inspiration.

b. She wants to promote Ansel Adams' publications.

c. She wants the reader to consider a career in photography.

d. She wants the reader to know how Ansel Adams was raised.

Part B


a. “When they arrived, Ansel's parents gave him a gift—a simple Kodak Box

Brownie camera.”

b. “He made up a set of work sheets on which he could write down every decision

he made when taking a photograph—the type of film he’d use and how it was

loaded in the camera, which lens and filters he’d used, and all of the camera

settings.”

c. “He created his photos carefully, as though they were paintings like those seen at

the Expo.”

d. “Ansel Adams created over forty thousand photos during his lifetime.'”


Item:


5 8 1 11 3 RI-6

Part A: A

Part B: “He created his …”

The student will make an inference about

the author's purpose and identify evidence

within the text that supports that

inference.



Part A

Select the statement that best describes what the use of Ansel Adam's worksheets show

about his dedication to photography.

a. The worksheets show that Adams was a very poor photographer in the beginning.

b. The worksheets show that Adams thought photography was a science and not an

art.

c. The worksheets show that Adams gave serious consideration to the art of

photography.

d. The worksheets show that Adams believed his photographs would someday be

published.

Part B

150


a. “But when he returned home and had those photos developed, he wasn't happy

with the way most of them turned out.”

b. “He also took notes on the amount of light available when he took each photo.”

c. “This helped him to improve with every photo he took, and he read every book

and magazine he could find to learn more.”

d. “He published these pictures in a book called Born Free and Equal to draw

attention to the unfair treatment of these U.S. citizens. Later, other Adams

photographs were published in President Lyndon Johnson’s report 'A More

Beautiful America.'”


Item:


6 8 1 12 3 RI-3

Part A: C

Part B: “This helped him …”


interaction between elements of

the text.


Read the line from the text.

“The picture we make is never made for us alone,” he said later. “It is, and should be, a

communication—to reach as many people as possible.”

What effect does the author's use of Adams' words have on the reader’s understanding

of Adams' work? Select two options.

a. that Adams was proud about the success he would enjoy

b. that Adams intended to share his photography with the public

c. that Adams felt pictures are the most important way art can reach people

d. that Adams thought about creating art as a way of speaking to the world

e. that Adams felt strictly that art should be made for others' enjoyment rather than

for oneself


Item:


7 8 1 13 3 RI-5

Key: B, D

The student will analyze why the

author structured elements within the

text in a certain manner and the

impact of that structure on meaning.


Read the line from the text.

151

He studied the movement of sun and clouds, often waiting hours for the perfect light with

which to "paint" his photograph.

What effect does the author create by using the words “the perfect light with which to

'paint' his photograph”?

a. The phrase helps the reader see Adams as a painter.

b. The phrase suggests that a photograph is the same as a painting.

c. The phrase creates a picture of Adams capturing the best moment in which to

produce art.

d. The phrase uses language that makes the reader think photography and painting

are simple.


Item:


8 8 1 14 3 L-5

Key: C


meaning of figurative words

and phrases used in context

and its impact on meaning

and tone.

152


Again Tomorrow by Elizabeth Walraven

The noise of the keyboards started to sound like a song to Stewart. He noticed that often

happened to him after lunch. After lunch he would walk out of the cafeteria straight to third

block, Introduction to Digital Publishing, or Beginning On-Line Publications, he could not

remember. He did not like his classes but after lunch, it got worse.

All of the students around him seemed to know exactly what they were doing. They sat down

and began hammering away at their keyboards, and Stewart didn't move. He firmly believed that

if he didn't know what came next he ought to just wait until it came to him. He looked at the

place where his thumb and first finger met. When he looked at the angle they made he thought of

the beak of a giant bird, like an eagle. He remembered one day when school let out early and he

had taken the subway to the park zoo. There was a Peregrine Falcon at the zoo and when he

sharpened his beak on a stone it sounded the same as the noise the students around him were

making on the keyboards.

Suddenly Stewart was flying from his plastic desk chair out out out of his own head. He thought

how it must be to fly like that falcon and he thought of its name again. . . Peregrine. It sounded

like pair-of-grin to him and that made him smirk a little.

Pair of grins made him think of those men who dressed as clowns down near the American

Museum of Natural History. One of them was always on a unicycle, even when he took a break

and got some lunch. The other guy stood behind the unicycle guy and together they would

juggle. They would juggle back and forth between the two of them. Sometimes they juggled

oranges and sometimes they would let the bystanders toss in different things and they would

juggle whatever they were given.

Those guys were fun to watch when you didn't have any money to get into the zoo or the

museum. When he thought of the unicycle guy, he remembered a time when that guy cycled over

to the hot dog stand and said, "Gimme a dag! Mustard!" (That is how it sounded, like "Dag," and

like he was calling the vendor "Mustard.") That really made Stewart giggle a little. He thought if

he ever got a dog, maybe he would name him Mustard.

He pictured himself walking down 8th Avenue on a busy Saturday. He would have his dog on a

leash of course. "Come on, Mustard! Keep up, buddy," he would urge. And Mustard would try,

but there would be a million people speeding by on each side and people yelling "Yo!" for cabs

and Mustard would get confused by the volume of it all. Mustard was pretty smart, just like

Stewart, so he would stop before he got too tangled up. Mustard wouldn't just keep trudging

ahead if he didn't understand what he was supposed to do.

Stewart would squat down next to Mustard and take his scruffy head in his hands. "Mustard,

buddy, I hate getting lost too. Let's just take the subway right back home."

153

He would pick Mustard up and slide him inside his jacket, use his pass to hop the two trains it

would take him to grab the 7 train back to Queens. And then Greenpoint, to Roosevelt, to 58th

street. He knew the directions in his sleep. By the time they would get home, Mustard would be

sound asleep. He could feel Mustard's breathing slow and his started to slow as well.

The bell clattered and Stewart awoke with a start. Mr. Waldenmeir barked, "Stewart! Come see

me before you leave class!"

Stewart gathered his jacket and his book bag and wandered sleepily to Mr. W's desk.

"Yes, sir?"

"Stewart, what is going on with you? All I am asking of you is a simple brochure! This should be

fun—your favorite trip around the city. Don't you have any imagination?"

"I do, I just didn't know how to get started. I didn't want to start and be wrong."

Mr. Waldenmeir looked Stewart right in the eye. "Stewart, let's just start from the beginning

tomorrow. We'll get it done."

9. Again Tomorrow Which sentence from the text best reveals how Stewart feels about his abilities?

a. “The noise of the keyboards started to sound like a song to Stewart.”

b. “He remembered one day when school let out early and he had taken the subway

to the park zoo.”

c. “Mustard was pretty smart, just like Stewart, so he would stop before he got too

tangled up.”

d. “'I didn’t want to start and be wrong.'”


Item:


9 8 1 1 2 RL-1

Key: D

The student will identify text

evidence to support a given

inference based on the text.

10. Again Tomorrow

Circle the sentence that best represents the theme of the text.

The noise of the keyboards started to sound like a song to Stewart. He noticed that often

happened to him after lunch. After lunch he would walk out of the cafeteria straight to

third block, Introduction to Digital Publishing, or Beginning On-Line Publications, he

could not remember. He did not like his classes but after lunch, it got worse.

154

All of the students around him seemed to know exactly what they were doing. They sat

down and began hammering away at their keyboards, and Stewart didn't move. He

firmly believed that if he didn't know what came next he ought to just wait until it came

to him. He looked at the place where his thumb and first finger met. When he looked at

the angle they made he thought of the beak of a giant bird, like an eagle. He

remembered one day when school let out early and he had taken the subway to the park

zoo. There was a Peregrine Falcon at the zoo and when he sharpened his beak on a

stone it sounded the same as the noise the students around him were making on the

keyboards.

Suddenly Stewart was flying from his plastic desk chair out out out of his own head. He

thought how it must be to fly like that falcon and he thought of its name again. . .

Peregrine. It sounded like pair-of-grin to him and that made him smirk a little.

Pair of grins made him think of those men who dressed as clowns down near the

American Museum of Natural History. One of them was always on a unicycle, even

when he took a break and got some lunch. The other guy stood behind the unicycle guy

and together they would juggle. They would juggle back and forth between the two of

them. Sometimes they juggled oranges and sometimes they would let the bystanders

toss in different things and they would juggle whatever they were given.


Item:


10 8 1 2 2 RL-2

Key: “He firmly believed …”

The student will analyze the impact

of word choice on reader

interpretation of meaning or tone.

11. Again Tomorrow


Sometimes they juggled oranges and sometimes they would let the bystanders toss in

different things and they would juggle whatever they were given.

What does the word bystanders most likely mean?

a. artists

b. cyclists

c. observers

d. Perform

155


Item:


11 8 1 3 2 RL-4, L-4.b

Key: C

The student will determine the

meaning of a word based on its

context in a literary text.

12. Again Tomorrow What conclusions can be drawn about Stewart’s imagination? Support your answer with

details from the text.


Item:


12 8 1 4 3 RL-3

The student will form a conclusion about a

literary text and identify details within the

text to support that conclusion.


2


make a clear inference/conclusion • Includes specific examples/details that

make clear reference to the text • Adequately explains

inference/conclusion with clearly relevant information based on the text

Responses may include (but are not limited to): • (conclusion) Stewart has a vivid

imagination. • (support) trip to the park zoo

• (support) visions of clowns

• (support) riding the subway

• (support) walking a dog

Stewart has a very vivid imagination. The author

reveals Stewart's imagination by following him

through a series of memories that are inspired by

the tapping of the keyboard in class. The

placement of his fingers on the keyboard triggers

an imagined story that includes a trip to the park

zoo and visions of clowns down near the American

Museum of Natural History. Stewart goes on to

imagine himself walking a dog named Mustard

down 8th Avenue on a busy Saturday. The story

end when the teacher recognizes that Stewart was

daydreaming in class and encourages him to use

his vivid imagination to complete his class

assignment.

1


make an inference/conclusion Includes vague/limited examples/details

that make reference to the text

• Explains inference/conclusion with vague/limited

• information based on the text

Stewart's imagination helps the reader understand

what he wants from other people.

156

Responses may include those listed in

the 2 point response.

0

A response: • Gives no evidence of the ability to make

an inference/conclusion OR • Gives an inference/conclusion but

includes no examples or no examples/details that make reference to the text OR

• Gives an inference/conclusion but

includes no explanation or no relevant

information from the text

Stewart has a good imagination.

13. Again Tomorrow


Part A

Circle the statement that best explains how the use of flashback affects the events in the

text.

a. The flashback shows that Stewart avoids doing his homework because he does not

like his class.

b. The flashback shows that Stewart's memories spark images, causing ideas to

develop from other ideas.

c. The flashback shows that memories from the past are more important than what is

currently happening.

d. The flashback shows that Stewart has difficulty concentrating, impacting his

ability to complete the assignment.

Part B

Underline the sentence from the text that best supports your answer in part A.

He looked at the place where his thumb and first finger met. When he looked at the

angle they made he thought of the beak of a giant bird, like an eagle. He remembered

one day when school let out early and he had taken the subway to the park zoo. There

was a Peregrine Falcon at the zoo and when he sharpened his beak on a stone it

sounded the same as the noise the students around him were making on the keyboards.

Suddenly Stewart was flying from his plastic desk chair out out out of his own head. He

thought how it must be to fly like that falcon and he thought of its name again. . .

Peregrine. It sounded like pair-of-grin to him and that made him smirk a little.

157


Item:


13 8 1 5 3 RL-3

Part A: B

Part B: “Suddenly Stewart …”


relationships among literary

elements within one text.

14. Again Tomorrow What effect does the description of Stewart's relationship with Mustard have on the

reader's understanding of Stewart?

a. It helps the reader to see Stewart's lack of focus.

b. It helps the reader feel sympathetic toward Stewart.

c. It helps the reader understand that Stewart feels lonely.

d. It helps the reader appreciate Stewart's active imagination.


Item:


14 8 1 6 2 RL-5

Key: D

The student will determine how the

overall structure of the text impacts its

meaning.

15. Again Tomorrow


"Stewart, what is going on with you? All I am asking of you is a simple brochure! This

should be fun—your favorite trip around the city. Don't you have any imagination?"

What effect does the author create by using this quotation? Select two options.

a. The author characterizes Stewart as a lazy and uninterested student.

b. The author uses irony to help the reader understand Stewart's conflict.

c. The author uses flashback to show how hard the students in Stewart's class work.

d. The author shows the reader how other characters in the story view Stewart.

e. The author defines the lines between reality and Stewart's over-active imagination


Item:


15 8 1 7 3 RL-4, L-5.a

Key: B, D


intent and use of a literary

device and analyze its impact

on meaning or tone.

158

16. A student is writing a report for English class about famous Chicago landmarks. Read

the paragraph from the draft and complete the task that follows.

The home of the Chicago Cubs baseball team is one of the many famous landmarks in

Chicago. Fans notice Wrigley Field's one-of-a-kind feature, the ivy-covered outfield

walls, as soon as they enter through the ramps of the ballpark. Phillip K. Wrigley,

owner of the team, wanted to beautify the stadium during a renovation of the bleachers

in 1937. He hired Bill Veeck, General Manager of the Cubs, to lead the project. Veeck

arranged for Boston ivy to be grown on the walls of Wrigley Field. The lush ivy would

be a soft landing spot for an outfielder catching a high fly ball. However, the brick wall

standing behind the ivy is not something any ballplayer wants to hit with his head.

The student thinks the paragraph needs an ending that is more appropriate for the

audience. Choose the sentence that would best replace the underlined sentence.

a. Baseballs have been known to get lost in the ivy.

b. Bill Veeck deserves credit for the beauty of the ivy at Wrigley Field.

c. To this day, Wrigley is the only ballpark with an ivy-covered outfield wall.

d. Fans flocking to the cozy confines of Wrigley Field would love to have a piece of

the vines as a souvenir.


Item:


16 8 2 3b 2 W-2.f

Key: C

The student will provide a conclusion

that is related to and supports the

information or explanation presented

159

17. A student is writing a research report about the volcanic island, Surtsey, for a class

assignment. Read the paragraph from a draft of the report and answer the question that

follows.

Surtsey is a volcanic island that is located off the coast of Iceland. This island is unique

because it was formed by volcanic activity and only rose above the ocean’s surface in

the 1960s. When the island appeared, it was a barren rock with no animal or plant life.

Scientists studied Surtsey because they wanted to see if and how life would develop on

Surtsey. The first signs of life on the island were the results of seeds that were carried

by the wind and waves. Eventually, birds nested on Surtsey. Today Surtsey has a

number of plants and other organisms living on it.

Which sentence best concludes the paragraph?

a. The number and types of island plants and animals is not expected to keep

increasing.

b. The ocean someday could rise to levels that would cause the island to disappear

again.

c. The island has nesting grounds for many species of sea birds, including puffins

and gulls.

d. This island is important because it has been a valuable tool for scientists studying

plant and animal life.


Item:


17

8

2

3b

2

W-2a, W-2b,

W-2c, W-2d,

W-2e, and/or

W-2f

Key: D

1. (Organization) The student will revise

informational/explanatory text by identifying

improved organizational elements such as g.

providing a conclusion that is related to and

supports the information or explanation

presented.

18. A student is writing an editorial for the local newspaper about cell phones in schools.

Read the draft of the editorial and complete the task that follows.

Needing to Communicate Many parents want to be able to have access to their children via cell phones during the

school day. However, with the regulations that are present at most schools, contacting

their children can seem impossible to parents. While it is true that cell phones can be

used improperly in a classroom, this problem can be avoided by establishing a clear set

of rules. Instead of banning cell phones completely in schools, school districts should

impose limits. These limits would help ensure that mobile devices are used for the right

circumstances. For example, students would not be able to use phones during classes.

They would, however, be able to use phones during breaks, such as lunch, and after

school. This limit would eliminate disruptive phone alerts during lessons but still enable

160

appropriate use for students who are able to follow the rules and thus earn the privilege

of carrying a phone.

Write an introduction to the editorial that establishes and introduces a clear claim that

supports the use of cell phones in schools.


2

The response: • establishes an appropriate claim

that adequately articulates the argument(s) presented in the stimulus

• provides adequate information to put the claim about the school board's plan to frame the argument /put it into context

• does more than list arguments to support the claim—not formulaic

• provides an adequate connection to

the body paragraph 2 point sample

answer

Cell phones should be allowed in schools. The reality is that a greater number of students and their parents are acquiring cell phones. As a result, we are increasingly becoming a generation that is dependent on mobile technology. Schools already have rules for the use of technology, such as school computers. Therefore, why not create a policy for cell phones as well? Rules would be better than a ban.

Annotation: The writer’s introduction does reflect

the argument as a whole and sets the context. The

suggested solution moves the reader to the next

body paragraph. This “adequate” response meets all

criteria for a 2, although other “2” responses may not

hit all 4 bullets, or might utilize other approaches.

1 The response:

- provides a claim that partially

reflects the argument (s)

presented in the stimulus

- provides general information that attempts to frame the argument/put the claim into context

- may list arguments—formulaic

- provides a weak connection to

the body paragraph1 point

sample answer

Schools should allow students to have cell phones.

Currently, we depend on cell phones to stay in touch with others and to get updated information. School is about gathering information; therefore, cell phones will help.

Annotation: The claim is appropriate for the

argument, but there is little context provided, and the

information provided is mostly general (“stay in

touch”) or irrelevant to the stimulus (“gathering

information”). The connection to the body paragraph

is weak. Other “1” responses may have different

strengths, weaknesses, approaches and still receive


Item:


18

8

2

6a

3

W-1.a

(Organization) The student will use

information provided in a stimulus

to write organized arguments by

establishing and introducing a clear

claim

161

an overall score of “1.”

0

The response: • provides no claim OR provides a

claim that is not adequate/ appropriate for the stimulus

• provides irrelevant or no information to frame the argument or put the claim into context

• provides no appropriate connection

to the body paragraph

I have a cell phone that my mom gave to me to use to keep in contact with her. It’s great for school. It has Internet access on it, so that I can check email and look up information as well.

Annotation: There is an implicit claim (“it’s great for

school” [therefore they shouldn’t be banned]), but

the information provided to frame the argument is

irrelevant to the stimulus (“my mom,” “email,” etc.).

There is no attempt to connect to the body of the

paragraph. See other grade levels for different types

of “0” responses.

19. A student is writing a school newspaper article about photic sneezers. Read the draft of

the article and answer the question that follows.

Some people sneeze when they are hit with direct sunlight. We refer to these people as

photic (light) sneezers. About one of every three people sneezes when exposed to strong

light. Photic sneezes occur when nerves leading to the brain from the eye and nose

become intertwined. When this happens, suddenly seeing bright light sends electrical

signals to the brain that are mistaken as signals from the nose. The nose and eye nerves

crossing fools the brain causing the nose to tickle, which, in turn, leads to the photic

sneeze. There is some evidence that the photic sneeze reflex is something people are born

with.

The student wants to replace the underlined words with ones that are more specific.

Which two pairs of words would best replace the underlined words?

a. sturdy, natural

b. brilliant, genetic

c. tough, fortunate

d. harsh, traditional

e. intense, hereditary

f. dangerous, ancestral


Item:


19

8

2

8

2

W-2, L-6

Key: B, E

The student will identify and use the best academic

or grade-level or below domain-specific (but not

scientific or social studies construct relevant

word(s)/phrases) to convey the precise or intended

meaning of a text especially with informational/

explanatory writing.

162

20. Choose the sentence that does not contain errors in grammar usage.

a. “Rufus, come, Rufus,” I bellow to my dog as I chased him down the street.

b. Mr. Smith comes out of his house and caught my dog before it ran into the street.

c. “Thanks for your help,” I shout across the street to Mr. Smith, who shrugs as if it

was nothing.

d. Once Rufus and I were safely home, I gave him a bowl of water, which he drank

as if he were dehydrated.


Item:


20 8 2 9 1 L-1.b

Key: D

The student will identify and/or edit

for correct use of verb tense,

conditional mood.

21. Choose the sentence that does not contain any errors in grammar usage or punctuation.

a. John brought a bagged lunch, but he did not have time to eat it.

b. Every Friday, the cafeteria serves pizza to students on paper plates.

c. I bought pizza, and it was eaten by me for lunch.

d. Topped with hot fudge sauce, John could not believe I ate the entire sundae.


Item:


21 8 2 9 1 L-1, L-2, L-3

Key: A

To answer the question, students

must recognize misplaced modifiers

and an inappropriate shift in verb

voice.

163

22. A student is writing a research report for science class about how rainfall affects crop

production.

Read Source 1 and the directions that follow.

Source 1: Missouri Corn Yield and Rainfall Comparison

The student found another source. Read Source 2. Underline two sentences that have

information that conflicts with the information in Source 1.

Source 2: “Corn Crop Production for 2012” by Lorna Schulman

Overall, Missouri experienced a drier year in 2012 than in 2011, and it seems to have

affected the corn crop. Rainfall in all counties was lower in 2012 than in 2011. In

addition, every county in the state also had a lower corn yield in 2012 than in 2011.

Even though there was less rain in 2012, the largest corn yield for any county was in

2012. If 2013 rainfall levels are similar to those of 2012, we can expect similar low

corn yields. Perhaps it would benefit the farmers in these counties to purchase an

irrigation system in order to gain higher corn yields next season.

164


Item:


22 8 4 2 2 RI-9, RI-1

Key: “In addition, every …”

“Even though there was …”



information.

23. A student is writing a research report about the Great Barrier Reef. Read both sources

and the directions that follow.

Source 1: An official government pamphlet about the Great Barrier Reef

The Great Barrier Reef is made up of large, hard coral reefs that create a visible barrier. It

is located between the coast of northern Australia and the Pacific Ocean. There are more

types of coral in the Great Barrier Reef than anywhere else in the world. The reef is so

big that it can be seen from satellites in outer space. It has become one of Australia’s

greatest tourist attractions. Visitors to the Great Barrier Reef spend about five billion

dollars and create about 60,000 employment opportunities.

Source 2: A report by a marine biologist

Located off of the continent of Australia, the Great Barrier Reef connects to the Pacific

Ocean. It is an area known as the Indo-Pacific Ocean. Approximately 1250 miles long,

the Great Barrier Reef is made of different species of coral. The wide variety and colors

of fish and coral make it a favorite destination for visitors. Although coral can be found

off the shores of many Caribbean islands, the coral in the Great Barrier Reef is stronger

than other types of coral because it can heal itself when damaged by boats. Yet the

Australian government has still created rules about swimming and fishing in the area to

protect the coral.

The student took notes about information in the sources. Select two notes that correctly

paraphrase, or restate, information from both sources.

a. When boats damage Australia's Great Barrier Reef, it hurts the tourism industry.

b. The Great Barrier Reef is home to many colorful fish and the greatest variety of

coral.

c. The astonishing size of the Great Barrier Reef makes it preferable to the

Caribbean shores.

d. There are types of fish and coral living in the Great Barrier Reef that cannot be

found anywhere else.

e. Australia benefits from tourists' desire to explore the unique and hearty coral

found in the Great Barrier Reef.

f. By creating swimming and fishing limitations in the Great Barrier Reef, the

government is protecting many jobs.

165

24. A student is writing an argumentative research report for history class about choosing

presidents' names for places or structures.

Read the paragraph from the student's report and the directions that follow.

The Hoover Dam stands as a lasting memorial for the 31st President of the United States,

Herbert Hoover. Completed in 1936, it was originally called the Boulder Dam but was

later renamed for Hoover who was instrumental in having the dam built. The dam is

located in the Colorado River and sits on the border of the states of Arizona and Nevada.

The Hoover Dam is not the only structure or building to be named for a president. Many

monuments, airports, federal buildings, schools, and streets are named after presidents.

Some have suggested that this has led to a form of bias where some presidents are

celebrated and others are easily forgotten. What these critics fail to realize is that the

presidents who are honored are chosen based upon their contributions to the United

States, including their political and charitable work. Without the support of presidents

like Hoover, dams and other structures and projects that help people would not have been

built. Naming places and structures after these presidents is the most appropriate way to

honor their legacy and memory.

The student found a source. Read the source and underline two pieces of evidence that

support the student's claim in her report.

“What Is in a Name: Understanding America's History” by Neva Chadston

National landmarks named after people, like the Hoover Dam, are important reminders of

people's contributions to society. These structures may be owned by public entities like

the government, or belong to private groups or organizations who are responsible for

taking care of, and managing, a building, a structure, land, and/or property. Honoring

someone by naming a landmark after that person reflects the work and contributions that

person made during his or her lifetime. However, not everyone who has a structure

named after him or her is famous or well-known. Some communities are known for

honoring local people and families. Regardless of the reason why they were created,

national landmarks are enjoyed by many people.


Item:


23 8 4 2 2

WLiteracy-8,

W-9

Key: B, E

The student will analyze

information within and among

sources of information in order to

integrate the information that is

paraphrased while avoiding

plagiarism.

166



24 8 4 4 2

RLiteracy-

1(History),

W-9

Key: “National landmarks …”


support arguments or conjectures.

167

G8 ELA Performance Task Student Directions

Penny Argumentative Performance Task

Task:

In recent years, a heated debate has emerged about money in the United States. This

particular debate is not about big economic issues, though. Surprisingly, it is about the economic

pros and cons of producing and using pennies.

The controversies surrounding the production and continued use of pennies is one of the

topics that will be part of an upcoming website project for your history class. As part of your

initial research, you have uncovered four sources about the historical and economic impact of the

penny.

After you have reviewed these sources, you will answer some questions about them.

Briefly scan the sources and the three questions that follow. Then, go back and read the sources

carefully so you will have the information you will need to answer the questions and finalize

your research. You may click on the Global Notes button to take notes on the information you

find in the sources as you read. You may also use scratch paper to take notes.

In Part 2, you will write an argumentative essay on a topic related to the sources.

Directions for Beginning:

You will now examine several sources. You can re-examine any of the sources as often

as you like.

Research Questions:

After examining the research sources, use the remaining time in Part 1 to answer three

questions about them. Your answers to these questions will be scored. Also, your answers will

help you think about the information you have read and viewed, which should help you write

your argumentative essay.

You may click on the Global Notes button or refer back to your scratch paper to review

your notes when you think it would be helpful. Answer the questions in the spaces below the

items.

Both the Global Notes on the computer and your written notes on scratch paper will be

available to you in Part 1 and Part 2 of the performance task.

168

Part 1

Sources for Performance Task:

Source #1

The following article is from the New York Times, published on April 7, 2012.

Penny Wise, or 2.4 Cents Foolish? by Jeff Sommer

The news from north of the border is both trivial and unsettling: they won't be making

shiny new pennies in Canada anymore.

The government in Ottawa has made this decision after years of deliberation1, for reasons

that would seem to apply equally well in the United States. "Pennies take up too much space on

our dressers at home," Jim Flaherty, the Canadian finance minister2, said in a speech last month.

A persuasive government brochure put it this way: "We often store them in jars, throw them

away in water fountains, or refuse them as change."

Pennies cost more to produce than they are worth. [T]hey are worth so little that many

Canadians don't bother to use them at all. . . .

Do we really need pennies?

The Canadian government doesn't think so. By the fall, it plans to stop minting them and

stop distributing them through banks. It won't actually ban them, though. Some people have

grown so attached to pennies—a penny saved is a penny earned, after all—that they may want to

keep using them indefinitely, and they can, the Canadian government says.

But those who can bear to part with their pennies are being encouraged to bring them to

banks for eventual melting or to donate them to charities—which will presumably bring them in

for melting. Electronic transactions will continue to include cents, while retail sales will be

rounded up or down.

Inflation3 is sometimes cited as a threat whenever small coins are phased out. A $2.01

cup of coffee should be rounded down to $2, while $2.03 should become $2.05, for example, but

retailers in the real world might raise prices more than lower them. That could cause a small,

one-time inflation burst, says François Velde, an expert on the history of small change. . . .

"But in a competitive market, you might well see price decreases," says Mr. Velde, a

senior economist at the Federal Reserve Bank of Chicago who is working this year at the Bank

of France. "In a place like New York, a 99-cent price of pizza might go down to 95 cents rather

than $1 to avoid crossing that higher price threshold." Over all and over time, there should be no

net price effect, he says.

He finds the argument for phasing out the penny to be at least as strong in the United

States as in Canada because the two nations' small coins, political history and socioeconomic

culture have so much in common. "That's what makes the Canadian decision a little unsettling,"

he says. "Their pennies even look a lot like ours."

In the United States, the mint says, each zinc and copper coin costs 2.41 cents to produce

and distribute. It costs 1.6 Canadian cents to make a penny at the mint in Winnipeg, according to

Canadian government figures. (A Canadian cent is worth about 0.99 cents at the current

exchange rate.) "From the standpoint of economics, that's just a total waste of money," Mr.

Velde says.

Pennies may not be big money, even if you add them together. But we are paying a cost

for the privilege of squirreling them away in drawers and on dressers. The United States

government—that is, taxpayers—lost $60.2 million on the production and distribution of pennies

in the 2011 fiscal year, the mint's budget shows, and the losses have been mounting: $27.4

million in 2010, and $19.8 million in 2009.

169

A number of countries, including Australia, New Zealand, Brazil, Finland, the

Netherlands, Norway, Sweden, Switzerland and Britain, have already dropped their lowest-

denominated coins, without dire consequences.

What is to be done in the United States? The mint defers to Congress, and Congress

hasn't told it to abolish the penny. Lawmakers have directed the mint to study ways to make

small coins more cheaply. Mike White, a spokesman for the mint, says a report will be

completed in December. . . .

At the very least, a change in the composition of the American penny seems likely.

In 1982, Congress authorized the Treasury to make such a change, and it did. Before

then, pennies were 95 percent copper and 5 percent zinc. . . . Pennies manufactured since have

been copper-plated zinc, with zinc making up 97.5 percent of the coin and copper only 2.5

percent. Steel, which was used in pennies in World War II, could be substituted next.

But why stop at the penny? It's not the only American coin that costs more than it's

worth. Each nickel costs 11.18 cents to produce and distribute, the mint says, at a loss to

taxpayers of $56.5 million in the last fiscal year. In its 2013 budget proposal, the Obama

administration has asked for authority to alter the composition of the nickel, too. . . .

"The whole situation is ridiculous," Mr. Velde says. ". . . The serious, simple solution is

to do away with the penny."

A penny for your thoughts?

Sources Used: 1deliberation: discussion or debate 2Canadian finance minister: responsible for presenting the Canadian government's budget each year and helping to determine the

funding levels for government departments 3Inflation: causing prices to increase

Sommer, J. (2012, April 7). Penny Wise, or 2.4 Cents Foolish? New York Times. Retrieved from:

http://www.nytimes.com/2012/04/08/your-money/canada-drops-the-penny-but-will-the-us.html?_r=0

Source #2

The following is a newspaper article published in December 2012.

Is the Penny Worth It? by Rachel Mancuso

The United States Department of Defense doesn't think so. For over 30 years, pennies

haven't been used on foreign military bases.

Pennies are "too heavy and are not cost-effective1to ship," according to Chris Ward, a

spokesman for the Army and Air Force Exchange Service. This idea is the topic of much

discussion lately, and the US Congress is considering eliminating the penny from the United

States currency system.

On foreign military bases, instead of using pennies, the shops and restaurants round to the

nearest 5-cents. For example, if a lunch bill comes out to $9.06, it would be rounded down to

$9.05. If it was $9.09, it would be rounded up to $9.10.

The rounding system seems to work well for the military, and some experts such as

Harvard professor N. Gregory Mankiw want to do the same in the entire United States. Some

people fear that rounding will end up costing people extra money. Mark Weller, Americans for

Common Cents spokesperson, claims that stores will not choose to round their prices down. He

claims that what he calls the "rounding tax" will cost consumers $600 million per year. Dr.

170

Robert Whaples, a professor at Wake Forest, disagrees and does not think the economic impact

of eliminating pennies will be significant.

Not only does he believe that it will have an insignificant impact on prices, but Whaples

seems to think that eliminating the penny will save time too. He asserts that this time saved is

even more valuable than eliminating a potential impact on rounding prices. His study says that

the time wasted counting pennies could add up to over $700 million per year nationwide. To a

retail business, time is money because many retail businesses pay their employees by the hour. If

the retail clerk and customer spend just 2.5 seconds per transaction counting pennies, those

seconds add up. Those seconds add up to an estimated $700 million in wages that businesses pay

retail clerks to count pennies.

Not everyone agrees that the penny should be totally eliminated. Many argue that price-

rounding cannot be done fairly, and that finding a way to make pennies cheaper is a better

approach. Steel, which was used to make pennies during World War II, would be a cheaper

alternative. No matter what your stance, the penny debate is real, and the United States has to

make a decision one way or the other.

1cost-effective: producing desirable results without costing a lot of money

References

Fund, J. (2012, April 2). Penny anti. National Review Online. Retrieved from:

http://www.nationalreview.com/articles/294956/pennyanti-john-fund#!

Susman, T. (2008, December 11). IRAQ: Pennies vs. POGs. Los Angeles Times. Retrieved from: http://latimesblogs.latimes.com

/babylonbeyond/2008/12/iraq-pennies-vs.html

Congressional Record. 107th Cong. 32 (2002). Retrieved from: http://www.gpo.gov/fdsys/pkg/CREC-2002-03-19/pdf/CREC-

2002-03-19.p

Whaples, R. (2007, Winter). Time to eliminate the penny from the U.S. coinage system: New evidence. Eastern Economic

Journal, 33 (1), 139-146. Retrieved from:

http://college.holycross.edu/RePEc/eej/Archive/Volume33/V33N1P139_146.pdf

Source #3

The following newspaper article examines the efforts of one school to use pennies to help a

worthy cause.

Give a Penny—Save the Day!by Ted Waterhouse

Last week, Washington Middle School (WMS) hosted its annual Penny Drive for

Charity. Students from every grade brought in bags and jars of pennies, and, with everyone's

assistance, they raised over $3000 in one week!

This amazing effort was made possible due to the power of the penny. Many people do

not see the value in the penny, and they feel as though pennies are not worth the trouble of

carrying them around.

Pennies might be a little bulky, but they add up; moreover, because they are worth so

little, people don't mind donating them to charity. Students at WMS found that out for

themselves last week.

If the school had organized a dime or a quarter drive, they probably would not have

raised as much money. As Michael Cooper, an eighth grader, said, "If you asked for my quarters,

I would have said 'no' because I use them for video games. Pennies don't really matter much, so I

was happy to give them to someone who could use them." Many other students I spoke with

echoed Michael's words.

171

Bottom line: A penny is not worth much by itself, but as WMS found out, there is power

in numbers. When people put all their pennies together for a good cause, they can add up

quickly, and they can truly help a good cause. So if you don't see much value in a penny, WMS

can put it to good use!

References

DeLee, D. (n.d.). Benefits of keeping the penny. Retrieved from: http://www.ehow.com/about_7554031_benefits-keeping-

penny.html

Harter, G. (2004, July 30). The penny should stay. Retrieved from: http://silverchips.mbhs.edu/story/3718

Source #4

The following article from a general interest magazine published in 2014 explores some of the

changes the penny has gone through.

The Ever-Changing Penny by Maria Story

The one-cent piece, commonly referred to as the "penny," has been a part of United

States history for over two hundred years. Its design has changed twenty-one times. History also

shows that as the economy has changed, so has the value of the coin.

The first pennies, minted until 1857, were very large—larger than our modern day

quarter and had different images of the Statue of Liberty on the front. People did not really like

how big they were. Several other versions of the coin were minted before finally producing the

familiar Lincoln penny in 1909. Since then, ten varieties have been minted, mostly because of

changes in metal content. Changing metal content was important to try to reduce production

costs3. The U.S. Mint is still exploring additional designs and different, more cost effective,

metal compositions for the penny.

The history of a penny reveals more than just a coin—it exposes a piece of American

culture. The one-cent piece has influenced our language, giving us a number of idioms4, such as

"a penny for your thoughts" (a way to ask what someone is thinking) and "not one red cent"

(meaning no money at all). The coin also gave rise to the terms like "penny candy" (a piece of

candy sold for a cent) and "penny arcade" (an amusement center with machines that cost one

cent to operate).

Despite its cultural influences the penny is currently under attack. The reason? Because

making money also costs money. In 2011, it cost the U.S. Mint more than 2.4 cents to produce

one penny. This has led many to argue that the penny is inflating the economy and should be

eliminated. However, what many people fail to also consider is that the nickel, too, costs more to

produce than it is worth. In 2011, the cost for the U.S. Mint to produce a nickel was over eleven

cents. Even though production costs are slightly lower today, the penny still costs the U.S. just

over 1.8 cents to produce. The nickel's cost is currently 9.4 cents.

The history of the American penny is a curious one. How long it will remain a part of our

spending currency is yet to be determined.

3 production costs: costs of the materials and labor needed to manufacture something

4 idiom: a word or phrase that means something different from its usual meaning

172

References

U.S. Mint. (n. d.). One-cent coin (Penny). Retrieved from: http://www.usmint.gov/kids/coinnews/circulating/01centcoin.cfm

Coin Collecting Guide for Beginners. (n. d.). Lincoln cents. Retrieved from: http://www.coin-collecting-guide-for-

beginners.com/lincolncents.html

Yglesias, M. (2012, April 3). No pennies for your thoughts. Slate. Retrieved from:

http://www.slate.com/articles/business/moneybox/2012/04/abolish_the_penny_the_united_states_should_follow_canad

a_s_lead_and_ditch_one_cent_coins_.html

Zielinski, M. (2014, January 20). US Mint cost to make penny and nickel declines in FY 2013. Coin Update. Retrieved from:

http://news.coinupdate.com/us-mint-cost-to-make-cent-and-nickel-declines-3113/

U.S. Mint. (n.d.). Cent. Retrieved from: http://www.usmint.gov/mint_programs/circulatingCoins/?action=CircPenny

1. Source #4 describes how some people want to eliminate the penny from the United

States' economy. Explain how the information in Source #2 adds to the reader's

understanding of the potential effects of eliminating pennies in the United States. Give

two details from Source #2 to support your explanation.


Item


1 8 4 2 4 RI-1

The student will analyze

information within and among

multiple sources of information.

Key Elements:

Source #2 (Is the Penny Worth It?)

• The U.S. Department of Defense stopped using the penny on foreign military bases over

30 years ago because pennies are “too heavy and are not costeffective to ship.”

• The foreign military bases use a pricing system that rounds transactions to the nearest

5-cents, and that rounding system seems to work well.

• Some fear that rounding will cost more for customers because of rising prices. Mark

Weller says the “rounding tax” will cost consumers $600 million per year.

• Dr. Whaples study says that over $700 million is wasted per year in the United States

through the time it takes retail clerks and customers to count pennies.

• Many argue that price rounding cannot be done fairly, so finding a cheaper way to make

pennies is a better option for cutting the costs of the penny. One option for cutting costs is by

using steel to make pennies like was done during World War II.

Rubric:

(2 points) Response is an evidence-based explanation that provides two pieces of evidence from

Source #2 that support this idea and that explains how each example supports the idea.

(1 point) Response is an evidence-based explanation that provides two pieces of evidence from

Source #2 that support this idea but doesn't explain how each example supports the idea.

OR

173

Response is an evidence-based explanation that provides only one piece of evidence

from Source #2 that supports this idea and that explains how that example supports

the idea.


Exemplar:

(2 points) Source #2 adds to the reader’s understanding by providing more information about

why some people think the penny should be eliminated. For example, it gives the concrete

example of a study done by Dr. Whaples which indicated that eliminating the penny could save

over $700 million because of the time wasted counting pennies. This concrete example helps

the reader understand that eliminating the penny has the potential to save a significant amount

of money. In addition, Source #2 also provides more information on the reasons some people

think the penny should remain. For example, many people fear that eliminating the penny and

rounding prices will cause customers to have to pay more over time. This example helps the

reader understand that there may be negative consequences to eliminating the penny.

(1 point) Source #2 adds to the reader’s understanding by providing more information about

why some people think the penny should be eliminated. For example, it gives the concrete

example of a study done by Dr. Whaples which indicated that eliminating the penny could save

over $700 million because of the time wasted counting pennies. This concrete example helps

the reader understand that eliminating the penny has the potential to save a significant amount

of money.

(0 points) Eliminating the penny could save the United States a lot of money.

2. All of the sources provide information about the penny. Which source would most likely

be relevant to students researching the ways to reduce the cost of producing the penny?

Justify your answer and support it with two pieces of information from the sources.


Item


2 8 4 3 4 WHST-8

The student will use reasoning, evaluation,

and evidence to assess the credibility of each

source in order to select relevant information

to support research.

Key Elements:

Source #1 (Penny Wise, or 2.4 Cents Foolish?)

• Congress has instructed the US Mint to study ways to make the penny more cheaply.

174

• Congress changed the composition of the penny in 1982 to be more zinc and less

copper.

• Steel was used to make pennies during World War II.

• A nickel costs more than 11 cents to produce and distribute.

Rubric:

(2 points) Response is an evidence-based explanation that correctly identifies the most relevant

source AND includes two pieces of evidence from that source that support this evaluation and

that explains why each piece of evidence supports the idea that it is the most relevant source.

(1 point) Response is an evidence-based explanation that correctly identifies the most relevant

source AND includes one piece of evidence from that source that support this evaluation and

that explains why the piece of evidence supports the idea that it is the most relevant source.

OR

Response is an evidence-based explanation that correctly identifies the most relevant source

AND includes two pieces of evidence from that source that support this evaluation but does not

explain why each piece of evidence supports the idea that it is the most relevant source.

OR

Response is an evidence-based explanation that does not identify a source or correctly identify

the most relevant source but includes two pieces of evidence from the correct source and that

explains why each piece of evidence supports the idea that it is the most relevant source.


Exemplar:

(2 points) Source #1 is most likely to be relevant to students researching the ways to reduce the

cost of producing the penny because it provides the most detailed information about changes

that have been made to the penny in the past to reduce costs. For example, it points out that in

1982 Congress changed the metals in the penny to contain more zinc and less copper in order to

reduce the cost. Also, during WWII steel was used to make pennies instead of copper. These two

pieces of information make Source #1 the most relevant source for ways to reduce the cost of

producing pennies.

(1 point) Source #1 is most likely to be relevant to students researching the ways to reduce the

cost of producing the penny because it provides e most detailed information about changes that

have been made to the penny in the past to reduce costs. For example, it points out that in 1982

Congress changed the metals in the penny to contain more zinc and less copper in order to

reduce the cost. This information makes Source #1 the most relevant source for ways to reduce

the cost of producing pennies.

175

(0 points) Source #2 is the most relevant source to students researching the ways to reduce the

cost of producing the penny.

3. Look at the claims in the table. Decide if the information in Source #3, Source #4, both

sources, or neither source supports each claim. Check the box that identifies the source

that supports each claim. There will be only one box selected for each claim.


Item


3 8 4 4 3 RST-1



critiques.

Key Elements:

The penny has more value than what it can buy.

• Both

Rounding price totals will cause an increase in prices.

• Neither

The low value of a penny is a good thing.

Source #3

Changing the metals in the penny is a possible solution for people who want to keep the penny.

Source #4

Rubric:

(1 point) 4 cells completed correctly

(0 points) Fewer than 4 cells completed correctly, any cell incorrect, or blank.

4. Student Directions Penny Argumentative Performance Task

176


Your Assignment:

As a contribution to the website your history class is creating, you decide to write

an argumentative essay that addresses the issues surrounding the penny. Your essay will

be displayed on the website and will be read by students, teachers, and parents who visit

the website.

Your assignment is to use the research sources to write a multi-paragraph

argumentative essay either for or against the continued production of the penny in the

United States. Make sure you establish an argumentative claim, address potential

counterarguments, and support your claim from the sources you have read. Develop your

ideas clearly and use your own words, except when quoting directly from the sources. Be

sure to reference the sources by title or number when using details or facts directly from

the sources.

Argumentative Essay Scoring:

Your argumentative essay will be scored using the following:

1. Organization/purpose: How well did you state your claim, address opposing

claims, and maintain your claim with a logical progression of ideas from beginning to

end? How well did your ideas thoughtfully flow from beginning to end using effective

transitions?

How effective was your introduction and your conclusion?

2. Evidence/elaboration: How well did you integrate relevant and specific

information from the sources? How well did you elaborate your ideas? How well did you

clearly state ideas in your own words using precise language that is appropriate for your

audience and purpose? How well did you reference the sources you used by title or

number?

3. Conventions: How well did you follow the rules of grammar usage, punctuation,

capitalization, and spelling?

Now begin work on your argumentative essay. Manage your time carefully so that you

can plan your multi-paragraph argumentative essay. write your multi-paragraph

argumentative essay. revise and edit the final draft of your multi-paragraph argumentative

essay.

Word-processing tools and spell check are available to you.

For Part 2, you are being asked to write a multi-paragraph argumentative essay, so

please be as thorough as possible. Type your response in the space provided. The box

will expand as you type.


revise and edit your argumentative essay.

177


Item


4 8 2 7 4 W-1.a

The student will write full arguments about

topics or texts, attending to purpose and

audience: establish and support a claim,

organize and cite supporting (text) evidence

from credible sources, and develop a conclusion

that is appropriate to purpose and audience and

follows and supports the argument(s)

presented.

178

*Acknowledging and/or addressing the opposing point of view begins at grade 7.

4-Point Argumentative


Score 4 3 2 1 NS

The response has a clear and effective organizational structure, creating a sense of unity and completeness. The organization is fully sustained between and within paragraphs. The response is consistently and purposefully focused:

• claim is introduced, clearly communicated, and the focus is strongly maintained for the purpose and audience



• logical progression of ideas from beginning to end; strong connections between and among ideas with some syntactic variety

• alternate and opposing argument(s) are clearly acknowledged or addressed*

The response has an evident organizational structure and a sense of completeness. Though there may be minor flaws, they do not interfere with the overall coherence. The organization is adequately sustained between and within paragraphs. The response is generally focused:

• claim is clear, and the

focus is mostly maintained for the purpose and audience

• adequate use of transitional strategies with some variety to clarify relationships between and among ideas


• adequate progression of ideas from beginning to end; adequate connections between and among ideas

• alternate and opposing

argument(s) are

adequately acknowledged

or addressed*

The response has an inconsistent organizational structure. Some flaws are evident, and some ideas may be loosely connected. The organization is somewhat sustained between and within paragraphs. The response may have a minor drift in focus:

• claim may be somewhat unclear, or the focus may be insufficiently sustained for the purpose and/or audience



• uneven progression of ideas from beginning to end; and/or formulaic; inconsistent or unclear connections among ideas


argument(s) may be confusing

or not acknowledged *

The response has little or no discernible organizational structure. The response may be related to the claim but may provide little or no focus:

• claim may be confusing or

ambiguous; response may be too brief or the focus may drift from the purpose and/or audience

• few or no transitional strategies are evident

• introduction and/or conclusion may be missing

• frequent extraneous ideas may be evident; ideas may be randomly ordered or have unclear progression

• alternate and

opposing

argument(s) may

not be

acknowledged *

• Insufficient (includes copied text) • In a language other than • English • Off‐topic • Off‐purpose

179

*Elaborative techniques may include the use of personal experiences that support the argument(s).

4‐Point

Argumentative


Score 4 3 2 1 NS

The response provides thorough and convincing elaboration of the support/evidence for the claim and argument(s) including reasoned, indepth analysis and the effective use of source material. The response clearly and effectively develops ideas, using precise language:

• comprehensive evidence (facts and details) from the source material is integrated, relevant, and specific

• clear citations or attribution to source material

• effective use of a variety of elaborative techniques*

• vocabulary is clearly appropriate for the audience and purpose

• effective,

appropriate style

enhances content

The response provides adequate elaboration of the support/evidence for the claim and argument(s) that includes reasoned analysis and the use of source material. The response adequately develops ideas, employing a mix of precise with more general language:

• adequate evidence (facts and details) from the source material is integrated and relevant, yet may be general

• adequate use of citations or attribution to source material

• adequate use of some elaborative techniques*

• vocabulary is generally appropriate for the audience and purpose

• generally appropriate style

is evident

The response provides uneven, cursory elaboration of the support/evidence for the claim and argument(s) that includes some reasoned analysis and partial or uneven use of source material. The response develops ideas unevenly, using simplistic language:

• some evidence (facts and details) from the source

material may be weakly integrated, imprecise, repetitive, vague, and/or copied

• weak use of citations or attribution to source material

• weak or uneven use of elaborative techniques*; development may consist primarily of source summary or may rely on emotional appeal

• vocabulary use is uneven or somewhat ineffective for the audience and purpose

• inconsistent or weak

attempt to create

appropriate style

The response provides minimal elaboration of the support/evidence for the claim and argument(s) that includes little or no use of source material. The response is vague, lacks clarity, or is confusing:

• evidence (facts and details) from the source material is minimal, irrelevant, absent, incorrectly used, or predominantly copied

• insufficient use of citations or attribution to source material

• minimal, if any, use of elaborative techniques*; emotional appeal may dominate

• vocabulary is limited or ineffective for the audience and purpose

• little or no evidence of appropriate style



• Off-topic

• Off‐purpose

180

2‐Point

Argumentative

Perform Task Writing

Rubric (Grades 6‐11)

Score

2 1

0

NS


an adequate command of

conventions:

• adequate use of

correct sentence formation, punctuation,

capitalization, grammar usage,

and spelling

The response demonstrates a

partial command of conventions:

• limited use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling

The response demonstrates little or no

command of conventions:

• infrequent use of correct sentence

formation, punctuation,


• Insufficient (includes copied

text) • In a language

other than English

• Off‐topic • Off‐purpose

Holistic Scoring:






181

NAEP Grade 8 Examples

Passage 1:

184

1. Passage One

Do you think the statements by Abigail Adams in the first paragraph are an effective way

to begin the article? Explain why or why not using information from the article.

Item # Grade DOK Item: Standards Key

1 8 3 RI-1, RI-2, RI-5,

W-2, RH.6-8.8

See Below

Full Comprehension Responses at this level explain an opinion about whether the statements by Abigail Adams are an effective way to begin the article by making a specific connection between the beginning paragraph and the rest of the article or by demonstrating a more general understanding of how the beginning relates to what follows.

I think it is a good way to begin the article because it shows that even in 1776 Abigail Adams wanted equal rights for women, and yet it was ignored.

I do think it is a good way to start the article because it explains the very beginning of the women’s rights movement.

Yes, because it gets you set up for what you are about to read. It starts out talking about fighting for independence, which is close to what the article is actually going to talk about.

Yes, because it shows that women in this country were very determined to be equal to men…

No, they should start when women wanted to vote in 1848. Partial Comprehension Responses at this level provide a text-based generalization to explain whether the Adams’ statements are an effective way to begin the article. They do not demonstrate understanding of how the beginning relates to the rest of the article.

I think it is because the events lead up to a start of the article.

Yes, because it gives you what someone famous said about women’s equality and it tells you what the article would be mainly about.

Yes, because it sets the tone of the article and makes it clear about what we will be reading.

Yes, because it grabbed my attention because it was an historical quote. OR Responses interpret Abigail Adam’s statements, but they do not explain why the statements are or are not an effective way to begin the article. These responses may or may not be expressed as an opinion.

I think that it is a good way to begin it because it’s talking about the rights of independence.

No, not really because all Abigail is saying is that women don’t have the opportunity to vote yet.

She wanted independence for women.

185

The statements by Abigail Adams was an effective way to begin the article. She was standing up for what she believed in and she warned the people that she would rebel.

Little or No Comprehension Responses at this level provide irrelevant details or unsupported personal opinions or may simply repeat the question. Or, responses simply repeat what Abigail Adams said without interpreting her statements.

No, it makes everything confusing.

I don’t think so because it sounds boring.

Yes, Abigail made a good statement and it was a good introduction.

Maybe because they should have had a little part about the battles of Lexington and Concord.

Yes, because she urged with her husband to “Remember the ladies and be more generous and favorable to them and their ancestors.”

2. Passage One

According to the article, what was most surprising about the “Womanifesto”?

a. It was written by Elizabeth Cady Stanton.

b. It called for equal voting rights for men and women.

c. It was based on the Declaration of Independence.

d. It had such a large number of resolutions.

e.


2 8 2 RI-1 B.

3. Passage One

In describing the women’s suffrage movement, the author uses such words as “battle,”

“militant,” and “showdown.” Do you think this is an effective way to describe the women’s

suffrage movement? Support your answer with two references to the article.


3 8 3 RI-1, RI-4, RI-6,

RH.6-8.6

See Below

Extensive Responses at this level state an opinion about the effectiveness of describing the women’s suffrage movement using such terms as “battle,” “militant,” and “showdown” and provide two references to the article that support and explain the opinion.

Yes, because they really were battling for rights. Abigail Adams said “We will not hold ourselves bound by any laws in which we have no voice or representation.” The article

186

says that women staged in civil disobedience. Both of these things suggest that women really were battling for rights.

Yes, I think so because it was a “battle” because “Many were met with verbal abuse and even violence.” Also it was a “showdown” because “Pro-Amendment forces sported yellow; the anti’s wore red” so it was the yellow roses vs. the red roses.

When the author describes the movement by using these words, I think it is an effective way. Because the author describes the movement so harshly. For example, “We will not hold ourselves bound by any laws.” Also, “We will foment a rebellion.”

Not really because “battle” and “showdown” give the impression that it’s a war when really some women were civil and did things like legal challenges. They also pressed their case state by state. They created “Womanifesto” with resolutions that were reasonable. Yes, some were militant, but not all were for fighting.

Essential Responses at this level state an opinion about the effectiveness of the description and provide one reference to the article that supports and explains the opinion.

By using the words shown it was an effective way to describe the women’s suffrage. Women began to march and protest for their rights.

Yes I think using the words “battle,” “militant” and the word “showdown” was effective way to describe the women’s suffrage movement. When the article says the women were sometimes militant it gives the examples of being met with verbal abuse and violence.

Partial Responses at this level state an opinion about the effectiveness of the description, but they provide only a general explanation of the opinion.

Yes, because it is a battle for the women to vote. The women have to show down everyone so they can vote.

Yes, because it was a fight for voting rights. OR Responses state an opinion about the effectiveness of the description and provide at least one reference to the article, but they provide no explanation for the reference(s).

Yes. This is because it’s how, like in Tennessee what they were doing… (While the reference to Tennessee is related to the terms in the question, it lacks explanation.)

OR Responses provide a reference to the article or a general explanation related to the terms “battle,” “militant,” or “showdown,” but they do not state or imply an opinion about the effectiveness of using those terms.

When he says battle he means how they fought for their rights. Unsatisfactory Responses at this level provide irrelevant details or unsupported personal opinions or may simply repeat the question.

I do think it was effective. People should not leave it up to the men to decide what goes on in our everyday life. Everyone should have a say.

Or, responses are too general or unclear or they fail to understand the question or passage or they simply indicate “yes” or “no.”

Yes, I think this is an effective way to describe it. Those words are very descriptive words that really help you understand what is going on.

Yes, because women can have just as much freedom as anyone.

187

No, back then when this was happening women weren’t known to fight or anything like that. They were nice people who didn’t fight weren’t mean nothing.

4. Passage One

On page 3, the article says that women in the suffrage movement “pressed their case state by

state.” This means that the women

a. spoke with newspaper reporters in many states

b. strongly urged the states to pass women’s suffrage

c. traveled in large groups together from state to state

d. introduced the idea of women’s suffrage to the states.


4 8 2 RI-4, L-4, RH.6-

8.4

B.

5. Passage One

The section “Wyoming Is First” describes changes in United States society in the late

1800s and early 1900s. Choose one of these changes and explain its effect on women’s

progress in getting the vote.


5 8 3 RI-1, RI-2, W-2,

RH.6-8.1

See Below

Full Comprehension Responses at this level choose a change in U.S. society in the late 1800s or early 1900s and explain its effect on women’s progress in getting the vote. Changes include developments during this period that clearly contributed to women’s progress in getting the vote or that led to an increase in people’s receptivity to women getting the vote.

Well, having Wyoming being the first encouraged everyone else to join.

One change was that women started going to college and getting jobs. Because of this Americans thought, “Why can’t women vote?”

One of the changes in society in the late 1800s and early 1900s were that people started asking themselves why women couldn’t vote too. Also because the suffrage movement began to gain support.

Partial Comprehension Responses at this level describe a change in U.S. society, but they do not explain its effect on women’s progress in getting the vote, or they make a very general or inaccurate comment about the effect.

The Wyoming Territory gave women the vote, with the first permanent suffrage law in the nation.

188

Women had more equal rights than before but needed to work more on it.

Wyoming would embrace women’s rights. This started the beginning part on women’s rights in America.

OR Responses describe an effect of changes that are not social changes.

They staged demonstrations; they got more men and women on their side.

In 1920, women across America had the right to vote in a presidential election. This made more chances for women to vote.

Little or No Comprehension Responses at this level provide inaccurate information, irrelevant details, or personal opinions. Responses may simply repeat the question.

The change I would like back in those days in the beginning is having the women to vote first because they seem more smarter than men.

1800s was bad because it was no independence and nobody had equal rights.

Women would get a vote only if they owned property.

That women were fighting for their freedom in the South and got it.

To change the equalness of men and women. So they changed it and everyone was happy.

It was the politics’ social change sought by suffragists.

Passage 2:

190

Passage 3:

191

6. Passage 2

Which of the following is a major idea of the biographical sketch of E. B. White?

a. His writing was enjoyed by adults.

b. He wrote for average readers.

c. His writing was not easy to categorize.

d. He was a typical children’s author.


6 8 2 RI-1, RI-2, RH.6-8.2 C.

192

7. Passage 2

On page 2, when the author of the biographical sketch says that E. B. White’s essays “appealed

to an urbane crowd, “he is describing the audience for White’s writing as

a. Having sophisticated tastes

b. Leading busy lives

c. Being politically conservative

d. Having a good sense of humor


7 8 2 RI-4, L-4,

WHST.6-8.4

A.

8. Passage 2 and Passage 3

Explain what the essay “Twins” shows about E.B. White as a person. Support your

answer with details from both the essay and the biographical sketch.


8 8 3 RL-1, RL-2 See Below

Extensive Responses at this level explain what the essay shows aobut E.B. White as a person and support the answer with relevant details from both the essay and the biographical sketch. They provide a generalization about White’s character that could be inferred from the essay (e.g. White loved animals, White was sophisticated, White was observant), and use details from both passages that support the generalization.

The essay “Twins” illustrates one aspect of E.B. White’s life as described in the sketch because it shows his love of animals. He enjoyed watching the deer and aimals. He enjoyed watching the deer and the fawns. And then at the end he pet the deer. He also lived on a farm with animals in Maine and wrote about them.

The essay shows that White is the kind of person who enjoys the simple things in life from watching a newborn fawn take its first step to playing on an instrument made of

Essential Responses at this level explain what the essay shows about E. B. White as a person and support the answer with related details from the essay only. They provide a generalization about White’s character that could be inferred from the essay and use details only from the essay that support the generalization.

The essay shows that E.B. White often takes a greater interest in the more subtle aspects of events. In the essay he said he watched the deer while other people just walked by and didn’t care about the small miracle.

OR Responses provide a generalization about White’s character that could be inferred from the essay and use details only from the biographical sketch that support the generalization

193

E.B. White liked nature. He enjoyed the bustle of the city and quiet times on the farm. OR Some responses at this level make a connection between the essay and the biographical sketch and a fact or generalization about White from the biographical sketch and a fact from, or a generalization based on, the essay.

In the biological sketch it states that he lived on a farm in Maine and in “Twins” it talks about animals.

Partial Responses at this level provide details about White’s life or character from the biographical sketch only or details from the sketch with a reference to the essay that is unrelated.

E. B. White was an author whose essays and stories were enjoyed by a variety of people. The essay “Twins” tells of his experience in a city zoo.

The essay “Twins” illustrates how E. B. White wrote books about animals for children.

E. B. White was a leading literary figure who wrote the New Yorker magazine. OR Responses provide a plot summary of all or part of the essay.

The essay “Twins” gives a story about White going to the Bronx zoo on a miserable day and seeing an extraordinary sight that changed his day. The story shows his imagination and personality.

OR’ Responses provide a generalization about White’s life or character based on either the essay or the biographical sketch but do not use any details to support the answer.

He liked animals a lot.

White was a very observant person.

E. B. White was a famous writer. Unsatisfactory Responses at this level provide irrelevant details, personal opinions, or many provide a vague generalization about White’s character without any supporting details.

I think “Twins” illustrates the life of E. B. White as being a caring person.

It shows E. B. White was a good person.

It shows he was a good writer.

The essay describes the writing aspect of his life.

E. B. White wrote interesting essays.

9. Passage 3

Explain why the setting of a zoo in a city helps to make E. B. White’s essay “Twins”

more effective.


9 8 3 RI-1, W-2 See Below

Full Comprehension

Responses at this level demonstrate understanding of how the city setting contributes to

the effectiveness of the essay. Responses may explain that the events in the essay are

more significant and unusual because they are not expected in a city environment.

194

The setting is important because you don’t expect to see the beauty of nature in a

city of big buildings and busy streets.

It’s good to set it in the city because then a deer is rare, which makes it more

special.

No one expects to see a deer in the city.

It’s unusual to see nature in the big city.

The fast pace of the city is a contrast to the slow pace of nature.

Partial Comprehension

Responses at this level provide a general statement about setting but do not explain how

the setting of the essay contributes to its effectiveness.

The setting allows you to visualize the story.

The story shows you that nature can happen anywhere.

It was unusual because zoos are usually in the country, not the city.

Little or No Comprehension

Responses at this level provide irrelevant details from the biographical sketch or essay, or

personal opinions. They do not talk about setting.

Because that’s where the deer are.

Because that’s where he went.

People like going to zoos. 10. Passage 3

Using details from the essay “Twins,” explain what E. B. White means when he says,

“We encountered better luck than we had bargained for.”


10 8 3 RI-1, W-2, RH.6-

8.1

See Below

Full Comprehension

Responses at this level interpret the statement, support it with details from the essay, and

indicate that White witnessed something special, rare, or out of the ordinary.

He means that they were more lucky because instead of seeing the mosse calf they

got to see the miracle of the fawns’ birth.

He means to say that he wasn’t expecting to see a new baby deer being born! He

was planning on seeing a moose calf. It probably made the trip a little more

interesting and exciting.

Partial Comprehension

Responses at this level interpret the statement and support it with details, but they do not

indicate that White witnessed something special.

195

They went to see a moose, but saw a deer born instead.

OR

Responses interpret the statement may indicate that the event was special, but they do not

provide details from the essay.

They had not expected to see something extraordinary.

He didn’t expect to see what he saw.

OR

Responses provide relevant details but give no interpretation of the statement and may or

may not indicate that the event was special.

He saw a deer born.

He saw the fawns being born and felt it was a blessing.

Little or No Comprehension

Responses at this level provide irrelevant details or personal opinions or may simply

repeat the question.

Things turned out better than they thought they were.

11. Passage 2 and Passage 3 The following is from the first paragraph of the essay “Twins.”

They stood there, mother and child, under a gray beech whose trunk was engraved with dozens

of hearts and initials.

What does the sentence imply?

a. E.B. White is sympathetic to parents and children.

b. The deer were hiding from E. B. White and the other sightseers.

c. E.B. White is aware of both nature and the urban setting.

d. The graffiti interferes with E. B. White’s enjoyment of the scene.


11 8 2 RI-1 C.

12. Passage 2 and Passage 3

How do you think E. B. White feels by the end of his visit to the zoo? Support your

answer with reference to the essay.

196


12 8 3 RL-1, W-2, RH.6-8.1 See Below

Acceptable Responses at this level provide an appropriate feeling inferred from the essay. Responses may make specific reference to White’s experience at the zoo or may provide a more general statement that reflects White’s experience.

He feels exhilarated by watching the deer give birth.

He feels happy that he got to scratch the fawns behind the ears.

He feels that he has witnessed something special and it was a once in a lifetime deal. Unacceptable Responses at this level may provide irrelevant details or personal opinions or a feeling that is so general it could apply to any visit to a zoo.

I think he feels fulfilled and happy because his description uses lots of details.

He feels he has seen too much for one day.

He was happy to see the animals.

13. Passage 3

The following is from the essay “Twins.” Occasionally, a sightseer would appear and wander aimlessly by, but all whoe passed none was

aware that anything extraordinary had occurred. “Looka the kangaroos!” a child cried. And he

and his mother stared sullenly at the deer and then walked on.

In these sentences, E. B. White is mainly

a. Showing how much he knows about animals in the zoo

b. Contrasting his experience with that of the other sightseers

c. Showing that he enjoys the reactions of children

d. Comparing the reactions of children then adults


13 8 2 RI-1, RI-6, RH.6-

8.1, RH.6-8.2

B.

14. Passage 2 and Passage 3 The following is from the first paragraph of the essay “Twins.”

They stood there, mother and child, under a gray beech whose trunk was engraved with dozens

of hearts and initials.

What does the sentence imply?

a. E.B. White is sympathetic to parents and children.

b. The deer were hiding from E. B. White and the other sightseers.

197

c. E.B. White is aware of both nature and the urban setting.

d. The graffiti interferes with E. B. White’s enjoyment of the scene.


14 8 2 RI-1 C.

198

High School Examples:

ELA High School Practice Test

Energy Digest, June 1980

The Homeowner's Salvation: Solar Power by Daniella Rayez

In the wake of rising energy costs and depleted resources, President Carter initiated an

aggressive program to reduce the country's dependence on fossil fuels like oil and coal. Congress

passed Carter's Public Utility Policies Act in 1978, giving tax credits to homeowners who install

solar energy cells in their home. The Energy Tax Act encouraged homeowners to invest in

energy conservation by giving them a tax credit of up to $2,000 for home solar devices installed

after April 20, 1977.

Today, these solar cells are primarily used to heat water in the home. When sensors attached to

the water tank detect that water temperatures are too low, the water is circulated in pipes where

heat absorbed by solar energy is transferred to the water. This requires an array of solar panels

attached to the home's roof. Initial cost of these panels is quite high, but the money saved

through tax credits and monthly energy bills make it a plausible option.

Affordable hot water is a herald of progress; it is hoped that solar energy will soon provide all

power a homeowner needs. Dennis Hayes, executive director of the Solar Energy Resource

Institute, recently said, "Solar power will offer the United States a clean energy future, decrease

our dependence on petroleum, and offer a decentralized approach to solving our energy

problems." With added advantages, the cost of a residential-use solar system will certainly go

down, giving the people of the United States a cost-effective way to power their homes.

Energy Digest, November 2003

199

What Happened to Solar Power for Home Use? by Richard Mueller

A 1979 poll in The New York Times indicated that 42% of Americans believed solar energy

would solve all of the country's energy problems by 1984. President Carter set a goal in his

Proposed Energy Policy that solar energy would be used in 2.5 million homes by 1985. Carter's

Public Utilities Policies Act in 1978 and the enormous tax credits that went along with it fueled

these ideas.

At the time, energy costs were skyrocketing due to the oil embargo of 1973. Citizens were

looking for alternatives to petroleum for power and fuel, and solar energy became a focal point.

It was clean and inexpensive, not to mention safe. The disasters of Three Mile Island and

Chernobyl during the 1980s scared people away from nuclear energy, and the influx of solar

systems in residences began. However, the popularity of solar power waned by the 1990s.

Carter's tax credits ended in 1986 when President Reagan chose to let commerce dictate the

direction of renewable energy sources.

Simultaneously, petroleum prices dropped significantly, further crippling the solar power

industry. By 2000, the costs of installing and maintaining a set of residential solar cells were too

high, and home use dwindled. Neither Carter nor the citizens of the late 1970s were right. Solar

power is not used in over two million homes. It has not solved the country's energy problems.

Harnessing the sun was a romantic idea that simply was not realistic.

It may be possible that, in the future, we will revisit the idea of using renewable energy sources

like the sun to power our homes, businesses, and perhaps even our cars. For now, though, fossil

fuels continue to be the cheapest and most efficient energy source.

200

1. Read the sentences from “What Happened to Solar Power for Home Use?”

Simultaneously, petroleum prices dropped significantly, further crippling the solar power

industry. By 2000, the costs of installing and maintaining a set of residential solar cells

were too high, and home use dwindled.

Based on the sentences, what can a reader conclude about the author's predictions in “The

Homeowner's Salvation: Solar Energy”? Support your answer with evidence from that

text.


2

The response: • provides adequate reasoning and

relevant evidence from the article supporting the claim

• adequately addresses (or develops) counterargument using adequate reasoning and/or evidence (note: only relevant if question calls for this)

• adequately elaborates reasoning

and evidence using precise

words/language

“What Happened to Solar Power for Home Use?” states, “the costs of installing and maintaining a set of residential solar cells were too high…” It also states that since prices of petroleum have dropped, support for solar power has dwindled. This argues against the “The Homeowner’s Salvation: Solar Power” source because it does not provide hope to future of solar power industries. The student can relay a variety of the articles hopes on solar power from the article including: energy costs, depleting resources, affordability, and the positive effect on homeowners. They can also give evidence as to why their evidence does not support what the source claimed in “The Homeowner’s Salvation.” Annotation: This response uses appropriate evidence from the sentences to address what the author predicted in “The Homeowner’s Salvation: Solar Energy” source. While other “2” responses could have used different evidence from the notes to support the major claim, this response connects and elaborates the evidence chosen using well-chosen language to clearly support their answer

1

The response:

• provides general reasoning and general and/or limited and/or listed evidence supporting the claim from

Annotation: While this response does reference some appropriate information from the sources, the evidence

Item #

Grade

Claim

Target

DOK

Item

Standards

Evidence Statement

1

9,10, 12

2

6a

3

W-1.b

(Elaboration) The student will use


well-supported arguments by applying

elaboration techniques such as a.

Referencing and/or integrating relevant

reasons to support claims/counterclaims

201

the student notes. The reasoning and evidence may be weakly integrated, imprecise, repetitive, vague, and/or copied or loosely related to the claim.

• -partially addresses (or develops) counterarguments using general and/or limited and/or listed evidence supporting the counterargument(s) (if question calls for this) -partially elaborates reasoning and

evidence using general

words/language

and elaboration do not adequately address the both points of view. The language is too general to advance the argument. While other responses that earn a “1” may have different strengths/weaknesses, the “1” responses will be overall partial or limited.

0

The response: • provides reasoning and evidence

supporting the claim from the sources that is minimal, irrelevant, absent, incorrectly used, or predominately copied and may interfere with the meaning of the text

• provides a weak or no attempt to address (or develop) counterargument(s). Reasoning and evidence supporting the arguments is minimal, irrelevant, absent, incorrectly used, or predominately copied and may interfere with the meaning of the text (if question calls for this)

• includes no elaboration of

reasoning and evidence or, if

present, primarily uses

inappropriate or vague

words/language

But everyone knows it's not right to use solar power. We have always used petroleum.

Annotation: This response makes very weak reference to “What Happened to Solar Power for Home Use?”

The only attempt to address counterargument is an assumption based on “everyone knows…,” and relies on vague language (“it’s not right”) does not advance the argument.

2. The following question has two parts. First, answer part A. Then, answer part B.

Part A

Which statement best summarizes the author's central idea in “The Homeowner's

Salvation: Solar Power”?

a. Solar energy is an expensive alternative to fossil fuels.

b. The government is attempting to support the use of solar energy.

c. Solar energy will be a financially sound alternative for many homes in the future.

d. Lawmakers understand that incentives are a wise method for steering the

economy.

202

Part B

Which detail from the text best supports your answer in part A?

a. “In the wake of rising energy costs and depleted resources, President Carter

initiated an aggressive program to reduce the country's dependence on fossil fuels

like oil and coal.”

b. “Congress passed Carter’s Public Utility Policies Act in 1978, giving tax credits

to homeowners who install solar energy cells in their home. The Energy Tax Act

encouraged homeowners to invest in energy conservation by giving them a tax

credit of up to $2,000 for home solar devices installed after April 20, 1977.”

c. “Dennis Hayes, executive director of the Solar Energy Resource Institute, recently

said, ‘Solar power will offer the United States a clean energy future, decrease our

dependence on petroleum, and offer a decentralized approach to solving our

energy problems.’”

d. “With added advantages, the cost of a residential-use solar system will certainly

go down, giving the people of the United States a cost-effective way to power

their homes.”


Item

Standards

Evidence Statement

2

9,10,12

1

9

2

RI-2

Part A: C

Part B: D

The Student will determine a central idea

in a text using supporting evidence.

3. A high school student is writing a letter to the president of the city council about a

proposed 9 p.m. curfew for anyone under the age of 18. Read the paragraphs from the

letter and complete the task that follows.

Dear Mr. President:

When considering the proposed 9 p.m. curfew for people under 18, please consider

carefully the negative effects that such a curfew could have on parents, students and our

local economy. Please also keep in mind that age does not define maturity. Many students

are very responsible but have busy, unpredictable schedules that require them to be out

past 9 p.m. For example, sports practices or team get-togethers can often run past that

time. For those balancing sports or other extracurricular activities and a job, the only

work shifts available are often those from 5:00 p.m. to 10:00 p.m. or 6:00 p.m. to 11:00

p.m., etc. With a curfew in place, these options are no longer available, and students may

find themselves forced to drop extracurricular activities, which could in turn affect

college applications.

203

In addition to harming the high school students, the proposed curfew could hurt the

community as a whole.

Those who say that the curfew will prevent crime by keeping teens off the streets are

unfairly mischaracterizing most young people. Most teens are responsible and do not

break the law. Rather than the government imposing a curfew, why not leave it up to

parents to set and enforce such rules for their teenagers? If underage drinking and the

illegal distribution of drugs and alcohol are problems that you believe are associated with

late-night teen activity, focus on those activities and the small minority of teens who

engage in them. Don't punish local business people, parents, and the vast majority of

teens who act responsibly for the misbehavior of a few.

Sincerely,

Greg Madden

Student notes:

New methods of instruction being instituted by colleges and universities; teachers

requiring students to work on group projects.

Students working/studying in the evening after extracurricular activities

Families struggling in tough economic times; some students needing part-time

jobs to help support families

City council president announced last week that she opposes penalizing students

for being involved in sports/extracurricular activities

Supporters of the curfew: according to a study commissioned by the district

attorney, it will prevent crime; most teens responsible and don't break the law

The U.S. secretary of labor acknowledged that these are harsh economic times;

local businesses can't afford to lose customers

If students have to give up extracurricular activities to take earlier shifts, it could

hurt their college prospects; with new college and career standards, colleges and

universities raising standards for admission: we should not create more obstacles

for college qualification.

A recent countywide survey found that a majority of parents with both high

school and younger children believe that the proposed curfew will force them to

drive students who could drive themselves, making it difficult for them to care for

younger children at home.

Using the underlined topic sentence, complete the second paragraph. Use information

from the student’s notes in your paragraph.

204


2


relevant evidence from the student notes supporting the claim




words/language

Uses the following points as supporting evidence

for the topic sentence:

Families struggling in tough economic times; some students needing part-time jobs to help support families

Supporters of the curfew: according to a study commissioned by the district attorney, it will prevent crime; most teens responsible and don’t break the law

The US secretary of labor acknowledged that these are harsh economic times; local businesses can’t afford to lose customers

A recent countywide survey found that a majority of parents with both high school and younger children believe that they proposed curfew will force them to drive themselves, making it difficult for them to care for younger children at home.

1

The response:

• provides general reasoning and general and/or limited and/or listed evidence supporting the claim from the student notes. The reasoning and evidence may be weakly integrated, imprecise, repetitive, vague, and/or copied or loosely related to the claim.

• partially addresses (or develops) counterarguments using general and/or limited and/or listed

Uses the following as potential supporting evidence for

the proposed main topic sentence:

New methods of instruction being instituted by colleges and universities; teachers requiring students to work on group projects.

City council president announced last week that she opposes penalizing students for being involved in sports/extracurricular activities.

If students have to give up extracurricular


Item

Standards

Evidence Statement

3

9,10, 12

2

6a

3

W-1.b

2. (Elaboration) The student will use


well-supported arguments by applying

elaboration techniques such as a.

Referencing and/or integrating relevant


205

evidence supporting the counterargument(s) (if question calls for this)

partially elaborates reasoning and

evidence using general words/language

activities to take earlier shifts, it could hurt their college prospects; with new college and career standards, colleges and universities raising standards for admission: we should not create more obstacles for college qualification.

0


supporting the claim from the student notes that is minimal, irrelevant, absent, incorrectly used, or predominately copied and may interfere with the meaning of the text






words/language

The students uses no or non-relevant supporting

evidence to support the proposed main topic

sentence.

4. A student is writing an article for the school newspaper about the history of a local

landmark called Paramount Music Palace. Read the draft of the article and complete the

task that follows.

The Mighty Wurlitzer pipe organ has played its last notes in Indianapolis. Paramount

Music Palace closed its doors Monday. The shuttering of the iconic landmark was a

stunning loss to the many local residents who had the pleasure of patronizing it. They will

not soon forget the delicious pizza or the thrill of its powerful pipe organ music.

Paramount was a fabulous restaurant for the entire family. However, Paramount was

more than just a pizza parlor. The majestic building was constructed around a

magnificent pipe organ called the “Mighty Wurlitzer.” A long hallway with a mural that

honored larger than life musicians and actors from past decades could hold the hundreds

of people waiting in line up to two hours to enjoy pizza and live pipe organ music. The

pipe organ was actually stored underneath the palace in the basement. As the pipe organ

206

would slowly rise from beneath the floor, Paramount Music Palace would come alive

with people cheering and clapping. The organist, playing behind a number of keyboards,

was surrounded by a cathedral of thousands of pipes enclosed behind glass windows on

both sides of the grand organ. As the pipes moved up and down, diners would grin or

stare in awe, as the organist played "Stars and Stripes Forever.”

Choose the sentence that best concludes the second paragraph.

a. The Paramount’s organist always included a number of requests from the

audience on the song list.

b. The Paramount’s pipe organ was immense, but the organist always maintained

amazing control over the instrument.

c. Although the Paramount is closing, the wonderful memories of the pipe organ

will last forever in the hearts of people who dined there.

d. No matter how many times people heard the Paramount’s pipe organ, they were

always astounded by the variety of sounds that came from it.


Item

Standards

Evidence Statement

4

9,10, 12

2

3b

2

W-2a, W-2b,

W-2c, W-2d,

W-2e, and/or

W-2f

Key: C


informational/explanatory text by

identifying improved organizational

elements such as g. Providing a conclusion

that is related to and supports the

information or explanation presented.

5. A student is writing a research report about common ailments and their cures. He found

possible sources on the Internet for a paragraph about getting rid of hiccups. Read the

sources and the directions that follow.

a. Source 1: Hiccup Help—posted by the National Health Advisory Panel

www.nationalhealthinstitute.gov/minorillness

Dr. Lament concludes that there is not an absolute way to stop the hiccups. Many

people have reported success with these common, risk-free methods listed below.

If hiccups become painful or persist for an unusual amount of time, consult your

physician.

b. Source 2: Health Minute—article by research reviewer Shannon Clark

www.discoveryhealth.org

207

Discover three scientific techniques engineered by Dr. Helen that work by

overwhelming the vagus nerve with signals. The signals let the brain know that

something important has come up. The brain then stops the hiccups to deal with

the more important matter at hand.

c. Source 3: Reasonable Cure for the Price—review posted by DrHealth123

www.goodbyehiccups.com

Using scientific methods, Dr. Jones has patented a product guaranteed to

immediately take away your hiccups. The Goodbye Hiccups device can be

purchased now, so you’ll have a go-to cure for your next bout of the hiccups.

d. Source 4: The Science Behind Hiccups—article by health correspondent

James Miller

www.journalofrespiratorymedicine.org

Dr. Kumis, a leading expert in respiration, defines hiccups as “involuntary spasms

or contractions of the diaphragm, which is located at the bottom of the lungs. The

contraction forces a quick closing of the vocal chords producing a ‘hiccup’

sound.” Hiccups vary in severity and can be an indication of an underlying

medical problem. Below are some of the conditions that can cause hiccups.

Evaluate the sources. Determine if each source is relevant to the topic of the student’s

paragraph and/or is a credible source. Check the boxes that appropriately describe each

source. Some sources will have more than one box selected.

Item #

Grade

Claim

Target

DOK

Item

Standards

Evidence Statement

5

9,10,12

4

4

2

RI.9-10.7,

RI.11-12.1

Key: Source 1 and 2 = Relevant and Credible

Source 3 = Relevant (Not Credible)

Source 4 = (Not relevant) and Credible

The student will assess whether the

evidence is relevant and be able to cite

textual evidence.

208

Grade 11 Examples:

G11 ELA Practice Test Grade 11 ELA Practice Test Questions Read the text. Then answer the questions. Sustainable Fashion by Tyson Butcher (Questions #1-7) “Sustainability” is a popular buzzword these days, but what exactly does it mean? According to the Environmental Protection Agency (EPA), sustainability “creates and maintains the conditions under which humans and nature can exist in productive harmony . . . [and] that permit fulfilling the social, economic and other requirements of present and future generations.” As the idea of living a sustainable lifestyle has become more widespread in recent years, consumers have begun to demand that the products they buy are produced in sustainable ways. It’s a trend that has made a new type of clothing, dubbed “eco-fashion,” very fashionable indeed. Why has clothing become such a concern for those who want to live more sustainably? Consider that Americans threw away an estimated 13.1 million pounds of clothing and textiles in 2010, or 5.3% of all solid wastes that made it into U.S. landfills that year (according to the EPA). As large as those numbers are, they do not even include shoes or other wearable accessories that were thrown out. While 15% of this clothing was recovered for reuse and recycling, that still leaves a lot of old clothes and shoes in the nation’s landfills. But the environmental impact of clothing involves more than just where our used clothes end up. To calculate the true impact of, say, a cotton T-shirt, we must go back to the beginning: to the farm where the cotton was grown. Cotton is a very water-intensive crop that is typically grown with heavy application of insecticides; in fact, cotton accounts for more insecticide use than any other single crop in the world. Cotton that is grown in the U.S. is often shipped off to other countries, such as China and Honduras, where it is processed with chemicals and dyes before being made into our T-shirt. The completed shirt is then shipped back to America, where it is sold. While all that shipping back and forth uses up a lot of energy, shipping actually accounts for less than half of the energy that will eventually be used on that T-shirt over its lifetime. According to the Audubon Society, about 60% of the energy cost of a T-shirt comes from washing and drying it—and washing adds a water cost as well. Given this environmental impact, it’s easy to see why many consumers are bypassing cotton T-shirts for clothing that is produced in more sustainable ways. And where consumer dollars have gone, clothing makers have followed. Many companies have started using organic cotton that is grown without pesticides or chemicals. Others use natural fibers that require less water than cotton, such as bamboo or hemp. A wide array of natural fibers—some old, some new—have become increasingly popular with consumers and manufacturers, including wool, silk, jute, corn, flax, and soy. While some eco-conscious consumers avoid synthetic, petroleum-based fabrics, such as polyester and nylon, even these fabrics can be produced in more sustainable ways by using recycled materials. One

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clothing company recycles plastic soda bottles and makes them into winter parkas. Other companies recycle old clothes and then remanufacture the synthetic material into new clothes. Sustainability, however, does not just mean being good to the environment; it also means being fair to fellow human beings. Clothing is often made in ways that are hazardous to workers who are underpaid and mistreated. One of the goals of the eco-fashion movement is to make sure that the farmers who grow the raw materials and the workers who manufacture the clothing are able to work in safe and fair workplaces. Eco-fashion’s rise in popularity has even caught the attention of some top fashion designers who are beginning to add organic silks and recycled-plastic fabrics in their clothing. Overall, however, the fashion industry has been slow to pick up on this trend. While the big design houses have hesitated, many smaller clothing makers have moved quickly to fill the demand, producing clothes in a sustainable way and marketing their eco-friendliness to consumers. If successful, these smaller brands are sure to get the attention of larger brands and others looking to profit from the movement. Given this rush to capitalize on eco-fashion’s newfound popularity, consumers who seek true sustainability in the products they buy would do well to remember the old Latin phrase caveat emptor: let the buyer beware. Shoppers everywhere are now bombarded with advertising and packaging that touts the “organic,” “fair trade,” or “green” qualities of a product. While some of these terms are defined by regulations (for example, organic crops are certified by the U.S. Food and Drug Administration), others are open to interpretation: what really makes a product “green”? Consumers who wish to purchase truly sustainable products should examine the labels closely—and perhaps even do some research on the manufacturers—to make sure the products are actually as eco-friendly as they say they are. Fashion is an industry that is built on constant change, and designers and manufacturers are always seeking out the next big thing. However, there is every reason to believe that sustainable clothing is something more than just a temporary fashion trend. With human populations rising, along with the demand for limited resources, the current popularity of sustainable clothing is likely to become an enduring, long-term shift in the way clothes are made and sold.

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1. Sustainable Fashion Select the sentence from the text that best supports the conclusion that the clothing manufacturers have not been operating in an ecologically sustainable way.

a. "Consider that Americans threw away an estimated 13.1 million pounds of clothing and textiles in 2010, or 5.3% of all solid wastes that made it into U.S. landfills that year (according to the EPA)."

b. "Cotton is a very water-intensive crop that is typically grown with heavy application of insecticides; in fact, cotton accounts for more insecticide use than any other single crop in the world."

c. "A wide array of natural fibers—some old, some new—have become increasingly popular with consumers and manufacturers, including wool, silk, jute, corn, flax, and soy."

d. "One clothing company recycles plastic soda bottles and makes them into winter parkas."


Item:


1

11 1

8 2 RI-1

Key: B

The student will support a given

conclusion with details

2. Sustainable Fashion Read the conclusion and the directions that follow.

The fashion industry has started to become more sustainable. Underline the sentence that best supports this conclusion. Sustainability, however, does not just mean being good to the environment; it also means being fair to fellow human beings. Clothing is often made in ways that are hazardous to workers who are underpaid and mistreated. One of the goals of the eco-fashion movement is to make sure that the farmers who grow the raw materials and the workers who manufacture the clothing are able to work in safe and fair workplaces. Eco-fashion’s rise in popularity has even caught the attention of some top fashion designers who are beginning to add organic silks and recycled-plastic fabrics in their clothing. Overall, however, the fashion industry has been slow to pick up on this trend. While the big design houses have hesitated, many smaller clothing makers have moved quickly to fill the demand, producing clothes in a sustainable way and marketing their eco-friendliness to consumers. If successful, these smaller brands are sure to get the attention of larger brands and others looking to profit from the movement.

Given this rush to capitalize on eco-fashion’s newfound popularity, consumers who seek true sustainability in the products they buy would do well to remember the old Latin phrase caveat emptor: let the buyer beware. Shoppers everywhere are now bombarded with advertising and packaging that touts the “organic,” “fair trade,” or “green” qualities of a product. While some of

211

these terms are defined by regulations (for example, organic crops are certified by the U.S. Food and Drug Administration), others are open to interpretation: what really makes a product “green”? Consumers who wish to purchase truly sustainable products should examine the labels closely—and perhaps even do some research on the manufacturers—to make sure the products are actually as eco-friendly as they say they are.


Item:


2

11 1

8 2 RI-1

Key: “While the big …”

The student will identify text evidence to

support a GIVEN conclusion based on the text.

3. Sustainable Fashion Which statement best summarizes the central idea of the text?

a. Consumers must be wary of companies who use false advertising to benefit from the eco-friendly trend.

b. Workers in the garment industry must be compensated fairly and allowed to work in a sustainable environment.

c. The fashion industry is likely to dispose of the eco-friendly trend once consumers become interested in other types of fashion.

d. There are many considerations within the production, manufacturing, and recycling of textiles that support the need for sustainability.


Item:


3

11 1

9 2 RI-2

Key: D

The student will determine a central

idea in a text using supporting

evidence.

4. Sustainable Fashion Read the sentence from the text. Shoppers everywhere are now bombarded with advertising and packaging that touts the “organic,” “fair trade,” or “green” qualities of a product. What does the word touts most likely mean?

a. appreciates b. criticizes c. discerns d. glorifies

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Item:


4

11 1

10 2 RI-4

Key: D


meaning of a tier 2 word in an

informational text.

5. Sustainable Fashion

This question has two parts. First, answer part A. Then, answer part B. Part A

Based on the text, what conclusion can be drawn about the fashion industry? a. It causes less harm than other industries. b. It is likely to continue its non-eco-friendly practices. c. It changes when the attitudes of consumers change. d. It is likely to convince consumers to buy non-eco-friendly products.

Part B

Which sentence from the text best supports your answer for part A? a. “As the idea of living a sustainable lifestyle has become more widespread in recent

years, consumers have begun to demand that the products they buy are produced in sustainable ways.”

b. “Consider that Americans threw away an estimated 13.1 million pounds of clothing and textiles in 2010, or 5.3% of all solid wastes that made it into U.S. landfills that year (according to the EPA).”

c. “According to the Audubon Society, about 60% of the energy cost of a T-shirt comes from washing and drying it—and washing adds a water cost as well.”

d. “Given this rush to capitalize on eco-fashion’s newfound popularity, consumers who seek true sustainability in the products they buy would do well to remember the old Latin phrase caveat emptor: let the buyer beware.


Item:


5 11 1 11 3 RI-3

Part A: C

Part B: A

The student will form a conclusion

about the text and identify evidence in

the text to support that conclusion.

6. Sustainable Fashion This question has two parts. First, answer part A. Then, answer part B.

Part A Circle the statement that best describes what the use of the cotton t-shirt example shows about the fashion industry's attempt at becoming a sustainable industry.

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a. There is an increased cost in energy related to the cleaning of cotton products.

b. There is more to a sustainable industry than just recycling; there is also production to consider.

c. The fashion industry is already very sustainable; cotton use proves the industry presently uses natural fibers.

d. The fashion industry must move away from natural fibers and toward man-made materials to be more sustainable.

Part B Underline the sentences that best support your answer in part A.

But the environmental impact of clothing involves more than just where our used clothes end up. To calculate the true impact of, say, a cotton T-shirt, we must go back to the beginning: to the farm where the cotton was grown. Cotton is a very water-intensive crop that is typically grown with heavy application of insecticides; in fact, cotton accounts for more insecticide use than any other single crop in the world. Cotton that is grown in the U.S. is often shipped off to other countries, such as China and Honduras, where it is processed with chemicals and dyes before being made into our T-shirt. The completed shirt is then shipped back to America, where it is sold. While all that shipping back and forth uses up a lot of energy, shipping actually accounts for less than half of the energy that will eventually be used on that T-shirt over its lifetime. According to the Audubon Society, about 60% of the energy cost of a T-shirt comes from washing and drying it—and washing adds a water cost as well. Given this environmental impact, it’s easy to see why many consumers are bypassing cotton T-shirts for clothing that is produced in more sustainable ways. And where consumer dollars have gone, clothing makers have followed. Many companies have started using organic cotton that is grown without pesticides or chemicals. Others use natural fibers that require less water than cotton, such as bamboo or hemp. A wide array of natural fibers—some old, some new—have become increasingly popular with consumers and manufacturers, including wool, silk, jute, corn, flax, and soy.


Item:


6 11 1 12 3 RI-3

Part A: B

Part B: “But the environmental …”


interaction between the elements of

the text.

7. Sustainable Fashion

How does the second paragraph affect the structure of the text as a whole? a. It outlines the main reason for the need for sustainable fashion. b. It explains how the EPA is helping solve the landfill problems. c. It details the process of recycling clothing, which is done at U.S. landfills. d. It explains the main effect that sustainable fashion has on the environment.

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Item:


7 11 1 13 3 RI-5

Key: A

The student will determine how the

structure of a text impacts its meaning.

Read the text. Then answer the questions.

From Life of Pi by Yann Martel (Questions #8-15) Yann Martel's exciting novel, Life of Pi, recounts the adventures of Piscine Patel (Pi), while he is trapped on a small boat with a tiger after the disastrous wreck of a ship carrying his father's zoo. Pi, the narrator, uses flashbacks to tell the story of his harrowing journey. I slept in fits that night. Shortly before sunrise I gave up trying to fall asleep again and lifted myself on an elbow. I spied with my little eye a tiger. Richard Parker* was restless. He was moaning and growling and pacing about the lifeboat. It was impressive. I assessed the situation. He couldn't be hungry. Or at least not dangerously hungry. Was he thirsty? His tongue hung from his mouth, but only on occasion, and he was not panting. And his stomach and paws were still wet. But they were not dripping wet. There probably wasn't much water left in the boat. Soon he would be thirsty. I looked up at the sky. The cloud cover had vanished. But for a few wisps on the horizon, the sky was clear. It would be another hot, rainless day. The sea moved in a lethargic way, as if already exhausted by the oncoming heat. I sat against the mast and thought over our problem. The biscuits and the fishing gear assured us of the solid part of our diet. It was the liquid part that was the rub. It all came down to what was so abundant around us but marred by salt. I could perhaps mix some sea water with his fresh water, but I had to procure more fresh water to start with. The cans would not last long between the two of us—in fact, I was loath to share even one with Richard Parker—and it would be foolish to rely on rainwater. The solar stills were the only other possible source of drinkable water. I looked at them doubtfully. They had been out two days now. I noticed that one of them had lost a little air. I pulled on the rope to tend to it. I topped off its cone with air. Without any real expectation I reached underwater for the distillate pouch that was clipped to the round buoyancy chamber. My fingers took hold of a bag that was un-expectedly fat. A shiver of thrill went through me. I controlled myself as likely as not, salt water had leaked in. I unhooked the pouch and, following the instructions, lowered it and tilted the still so that any more water from beneath the cone might flow into it. I closed the two small taps that led to the pouch, detached it and pulled it out of the water. It was rectangular in shape and made of thick, soft, yellow plastic, with calibration marks on one side. I tasted the water. I tasted it again. It was salt-free. “My sweet sea cow!” I exclaimed to the solar still. “You've produced, and how! What a delicious milk. Mind you, a little rubbery, but I'm not complaining. Why, look at me drink!” I finished the bag. It had a capacity of one litre and was nearly full. After a moment of sigh-producing, shut-eyed satisfaction, I reattached the pouch. I checked the other stills. Each one had an udder similarly heavy. I collected the fresh milk, over eight litres of it, in the fish bucket. Instantly these technological contraptions became as precious to me as cattle are to a farmer. Indeed, as they floated placidly in an arc, they looked almost like cows grazing in a field. I ministered to their needs, making sure that there was enough sea water inside each and that the cones and chambers were inflated to just the right pressure. After adding a

215

little sea water to the bucket's contents, I placed it on the side bench just beyond the tarpaulin. With the end of the morning coolness, Richard Parker seemed safely settled below. I tied the bucket in place using rope and the tarpaulin hooks on the side of the boat. I carefully peeked over the gunnel. He was lying on his side. His den was a foul sight. After I had gathered what I needed for the day from the locker and was ready to go, I tossed another piece over the tarpaulin in front of Richard Parker. It had the intended effect. As I drifted away I saw him come out into the open to fetch the morsel of fish. His head turned and he noticed the other morsel and the new object next to it. He lifted himself. He hung his huge head over the bucket. I was afraid he would tip it over. He didn't. His face disappeared into it, barely fitting, and he started to lap up the water. In very little time the bucket started shaking and rattling emptily with each strike of his tongue. When he looked up, I stared him aggressively in the eyes and I blew on the whistle a few times. He disappeared under the tarpaulin. It occurred to me that with every passing day, the lifeboat was resembling a zoo enclosure more and more: Richard Parker had his sheltered area for sleeping and resting, his food stash, his lookout and now his water hole. The temperature climbed. The heat became stifling. I spent the rest of the day in the shade of the canopy, fishing. It seems I had had beginner's luck with that first Dorado. I caught nothing the whole day, not even in the late afternoon, when marine life appeared in abundance. A turtle turned up, a different kind this time, a green sea turtle, bulkier and smoother-shelled, but curious in the same fixed way as a hawksbill. I did nothing about it, but I started thinking that I should. The only good thing about the day being so hot was the sight the solar stills presented. Every cone was covered on the inside with drops and rivulets of condensation. The day ended. I calculated that the next morning would make it a week since the Tsimtsum had sunk. The Robertson family survived thirty-eight days at sea. Captain Bligh of the celebrated mutinous Bounty and his fellow castaways survived forty-seven days. Steven Callahan survived seventy-six. Owen Chase, whose account of the sinking of the whaling ship, Essex, by a whale inspired Herman Melville, survived eighty-three days at sea with two mates, interrupted by a one-week stay on an inhospitable island. The Bailey family survived 118 days. I have heard of a Korean merchant sailor named Poon, I believe, who survived the Pacific for 173 days in the 1950s. I survived 227 days. That's how long my trial lasted, over seven months. *Richard Parker is the name of the tiger trapped on the boat with the narrator. from Life of Pi

216

8. Life of Pi

Read this statement about the text and the directions that follow. Despite the fact that Richard Parker is a dangerous tiger, the narrator cares about his well-being. Circle the detail that best supports this inference. I slept in fits that night. Shortly before sunrise I gave up trying to fall asleep again and lifted myself on an elbow. I spied with my little eye a tiger. Richard Parker was restless. He was moaning and growling and pacing about the lifeboat. It was impressive. I assessed the situation. He couldn't be hungry. Or at least not dangerously hungry. Was he thirsty? His tongue hung from his mouth, but only on occasion, and he was not panting. And his stomach and paws were still wet. But they were not dripping wet. There probably wasn't much water left in the boat. Soon he would be thirsty. I looked up at the sky. The cloud cover had vanished. But for a few wisps on the horizon, the sky was clear. It would be another hot, rainless day. The sea moved in a lethargic way, as if already exhausted by the oncoming heat. I sat against the mast and thought over our problem. The biscuits and the fishing gear assured us of the solid part of our diet. It was the liquid part that was the rub. It all came down to what was so abundant around us but marred by salt. I could perhaps mix some sea water with his fresh water, but I had to procure more fresh water to start with. The cans would not last long between the two of us—in fact, I was loath to share even one with Richard Parker—and it would be foolish to rely on rainwater.


Item:


8 11 1 1 2 RL-1

Key: “The biscuits and …”


(explicit details and/or implicit information)

to support a GIVEN inference or conclusion

based on the text.

9. Life of Pi


Part A Read the excerpt from the text and the directions that follow.

As I drifted away I saw him come out into the open to fetch the morsel of fish. His head turned and he noticed the other morsel and the new object next to it. He lifted himself. He hung his huge head over the bucket. I was afraid he would tip it over. He didn't. His face disappeared into it, barely fitting, and he started to lap up the water. In very little time the bucket started shaking and rattling emptily with each strike of his tongue. When he looked up, I stared him aggressively in the eyes and I blew on the whistle a few times. He disappeared under the tarpaulin. It occurred to me that with

217

every passing day, the lifeboat was resembling a zoo enclosure more and more: Richard Parker had his sheltered area for sleeping and resting, his food stash, his lookout and now his water hole.

Which central idea is expressed in the excerpt?

a. The narrator is fearful of Richard Parker. b. The narrator feels sorry for Richard Parker. c. The narrator wants control over Richard Parker. d. The narrator would be lonely without Richard Parker.

Part B

Which sentence from the text best supports your answer in part A? a. “As I drifted away I saw him come out into the open to fetch the morsel of fish.” b. “His face disappeared into it, barely fitting, and he started to lap up the water.” c. “When he looked up, I stared him aggressively in the eyes and I blew on the whistle a

few times.” d. “Richard Parker had his sheltered area for sleeping and resting, his food stash, his

lookout and now his water hole.”


Item:


9 11 1 2 2 RL-2

Part A: C

Part B: “When he looked up …”

The student will summarize a central idea of a

text using supporting evidence.

10. Life of Pi

Underline the set of sentences that best reveals the central idea of the text.

The only good thing about the day being so hot was the sight the solar stills presented. Every cone was covered on the inside with drops and rivulets of condensation. The day ended. I calculated that the next morning would make it a week since the Tsimtsum had sunk. The Robertson family survived thirty-eight days at sea. Captain Bligh of the celebrated mutinous Bounty and his fellow castaways survived forty-seven days. Steven Callahan survived seventy-six. Owen Chase, whose account of the sinking of the whaling ship, Essex, by a whale inspired Herman Melville, survived eighty-three days at sea with two mates, interrupted by a one-week stay on an inhospitable island. The Bailey family survived 118 days. I have heard of a Korean merchant sailor named Poon, I believe, who survived the Pacific for 173 days in the 1950s. I survived 227 days. That's how long my trial lasted, over seven months.


Item:


10 11 1 2 2 RL-2

Key: “I survived 227 days …”

The student will determine a central idea

of a text using supporting evidence.

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11. Life of Pi Read the sentence from the text.

The sea moved in a lethargic way, as if already exhausted by the oncoming heat.

Select the word that best defines lethargic as it is used in the sentence. a. blistering b. chaotic c. rhythmic d. sluggish


Item:


11 11 1 3 2 RL-4, L-4.a

Key: D


meaning of a word based on its

context in a literary text.

12. Life of Pi What do the stories of survival in the last paragraph suggest to the reader about the narrator? Support your answer using details from the text.


Item:


12 11 1 4 3 RL-6

The student will form a conclusion

about a literary text and identify

details within the text that support

that conclusion.

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2

A response: • Gives sufficient evidence of the ability to make

a clear inference/conclusion • Includes specific examples/details that make

clear reference to the text • Adequately explains inference/conclusion with

clearly relevant information based on the text Responses may include (but are not limited to): • (inference) The narrator compares his survival

to even the most famous stories of survival at sea to show how incomprehensibly long his lasted.

• (inference) The narrator presents those stories of survival to encourage himself that many people survived for much longer than this initial week, and to fortify himself for a possibly longer stay on the boat. (support) The situations of survival listed such

as the Robertson family, Captain Bligh, Steven

Callahan, Owen Chase or the whaling ship

Essex, the Bailey family and/or Poon.

The use of the stories of survival in the last paragraph suggests that the narrator is encouraged that he will survive this overwhelming experience of being stranded at sea. He compares his own situation to those of other known historical figures, such as the Robertson family, Captain Bligh, and Owen

Chase, who were all lost at sea, but survived. The

narrator specifies how long these various people

survived with some impressive lengths of time at

sea, such as a Korean merchant sailor who

survived the Pacific for 173 days in the 1950s.

Perhaps these stories, in addition to the working

solar stills, bring the narrator comfort that he,

too, can survive despite his circumstances.

1

A response:

-Gives limited evidence of the ability to

make an inference/conclusion

-Includes vague/limited examples/details

that make reference

-The stories suggest that the narrator is

knowledgeable about shipwreck

-Explains inference/conclusion with the

Essex, a vague/limited information based

on the text

Response may include those listed in the 2

point response

0




OR Gives an inference/conclusion but includes no

explanation or no relevant information from the

text

The narrator is very smart.

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13. Life of Pi This question has two parts. First, answer part A. Then, answer part B.

Part A Select the statement that best describes what is revealed about the narrator in paragraph one.

a. The narrator is intimidated by Richard Parker given his power and size. b. The narrator is exhausted and delirious from taking care of Richard Parker. c. The narrator is aware of the water supply and knows he and Richard Parker cannot both

survive. d. The narrator is in tune with his surroundings and uses his knowledge to determine what

Richard Parker needs.

Part B Which set of lines from the text best supports your answer in part A?

a. “I slept in fits that night. Shortly before sunrise I gave up trying to fall asleep again and lifted myself on an elbow. I spied with my little eye a tiger. Richard Parker was restless.”

b. “He was moaning and growling and pacing about the lifeboat. It was impressive.” c. “And his stomach and paws were still wet. But they were not dripping wet. There

probably wasn't much water left in the boat. Soon he would be thirsty.” d. “The cans would not last long between the two of us—in fact, I was loath to share even

one with Richard Parker—and it would be foolish to rely on rainwater.”


Item:


13 11 1 5 3 RL-3

Part A: D

Part B: C


relationships among literary elements

(character actions/interactions) within

one text.

14. Life of Pi How does the second paragraph about the solar stills add to the characterization of the narrator? Select all that apply.

a. The solar stills demonstrate the narrator's ingenuity. b. The solar stills prove that the narrator is destitute at sea. c. The solar stills represent the narrator's concern for his material belongings. d. The solar stills show how important fresh water is to the characters' survival. e. The solar stills show how hard the narrator works to be free from responsibility. f.

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Item:


14 11 1 6 3 RL-5

Key: A, D

The student will analyze or interpret why the

author structured elements within the text in

a certain manner and the impact of that

structure on meaning.

15. Life of Pi Read the sentences from the text. Then answer the question.

I tasted the water. I tasted it again. It was salt-free. “My sweet sea cow!” I exclaimed to the solar still. “You've produced, and how! What a delicious milk. Mind you, a little rubbery, but I'm not complaining. Why, look at me drink!”

Which statement best describes what the metaphor in the sentences adds to meaning of the text?

a. The metaphor proves that the narrator could not survive without the solar stills. b. The metaphor implies that the narrator thinks the water is as nutritious as milk. c. The metaphor demonstrates that the narrator is becoming confused adrift at sea. d. The metaphor shows that the narrator is incredibly grateful for a safe source of water.


Item:


15 11 1 7 3 L-5

Key: D

The student will interpret the meaning of

figurative words and phrases used in

context and analyze its impact on

meaning or tone.

16. A student is writing a memoir for a class assignment. Read the draft from the memoir and complete

the task that follows.

The magnitude of the heat seemed overwhelming as I crawled among the flowers in my aunt's garden.

My tedious task was to eliminate the invasive weeds that had overtaken the garden.

As I started near the lilies, my mind began to drift to a different place and time until a loud buzzing noise jolted me back to the present.

I began scouring the garden for the culprit that had startled me.

From a distance I spotted a creature near a flower, and a thought occurred to me.

The buzzing noise might not necessarily be from a menacing insect, as I had assumed, but rather from a hummingbird.

Excitedly, I maintained my watch among the Columbine stalks.

The hummingbird hovered above one blossom and then darted to the next.

And then the smallest of birds appeared, glistening with iridescent emerald and silver.

222

Miniscule in the scheme of the garden, it siphoned the sweet nectar before retreating to the shade of a tree.

The underlined sentence is out of order and should be moved. Draw an arrow from the underlined sentence to another place in the narrative that would best maintain coherence.


Item:


16 11 2 1b 2

W-3.c, W-

3.d

(Organization) The student will use information

provided in a stimulus to revise organized

narratives/narrative sections that engage and

orient the reader by d. using a variety of

techniques (e.g., a sense of mystery, suspense,

growth, or resolution) to sequence events so

that they build on one another to create a

coherent whole and build toward a particular

tone and outcome.

Key:

• The magnitude of the heat seemed overwhelming as I crawled among the flowers in my aunt's

garden.

• My tedious task was to eliminate the invasive weeds that had overtaken the garden.

• As I started near the lilies, my mind began to drift to a different place and time until a loud

buzzing noise jolted me back to the present.

• I began scouring the garden for the culprit that had startled me.

• From a distance I spotted a creature near a flower, and a thought occurred to me.

• The buzzing noise might not necessarily be from a menacing insect, as I had assumed, but

rather from a hummingbird.

• Excitedly, I maintained my watch among the Columbine stalks.

• And then the smallest of birds appeared, glistening with iridescent emerald and silver.

• The hummingbird hovered above one blossom and then darted to the next.

• Miniscule in the scheme of the garden, it siphoned the sweet nectar before retreating to the

shade of a tree.

Rubric: (1 point) Student puts the underlined sentence in the correct order.

17. A student is writing a report on a science project for astronomy class about the planet Jupiter. The student wants to revise the draft to have a better conclusion. Read the draft of the report and complete the task that follows.

Orbiting the sun at an average distance of 500 million miles, Jupiter is the largest planet in our solar system.

223

To gain an understanding of truly how massive Jupiter is, we can compare it to the very planet we inhabit: Earth. With a mass of 5.97219 × 1024 kg, Earth is approximately 318 times less massive than Jupiter, which also has a volume equivalent to 1,321 Earths. In fact, Jupiter is so large that its mass is more than twice that of all the other planets in our solar system combined. Even from 400 million miles away, the planet is large enough to be seen in the night sky and is bright enough to cast a shadow on Earth. Moreover, the famous red spot we have seen in countless satellite images and artist depictions is, at its widest, around 3 times wider than our planet. Meanwhile, one of Jupiter’s 67 moons, Ganymede, has a diameter 8% larger than that of the planet Mercury.

Choose the conclusion that best explains the significance of the informational text.

a. However, in 2013, astronomers discovered a new planet, HD 106906b, which was estimated to have a mass 11 times greater than that of Jupiter.

b. After Mercury, Venus, Earth, and Mars, Jupiter is the fifth planet from the sun. Indeed, the larger planets —Jupiter, Saturn, Uranus, and Neptune—are the four most distant.

c. It is partially because of Jupiter’s enormous size that the Earth is not frequently bombarded by large meteorites. Meteors of this kind are often diverted away from Earth’s trajectory by Jupiter’s substantial gravitational field. In this regard, Jupiter is Earth’s protector.

d. In 1994, a large comet broke apart and collided with Jupiter in what was the first direct observation of two Solar System objects colliding. The impact left a scar that remained visible for several months afterward.


Item:


17 11 2 3b 2 W-2.f, W-2.f

Key: C

1. (Organization) The student will revise

informational/explanatory text by

identifying improved organizational

elements such as d. providing a

conclusion that follows from and

supports the information or explanation

presented (e.g., articulating implications

or the significance of a topic).

224

18. A student is writing a letter to the school board about its plan to require students to wear electronic

identification tags. Read the beginning of the letter and complete the task that follows.

I am writing in support of the school board's plan to require students at my school to wear electronic identification tags (EIDs) that will allow the administration to track the location of all students. Although the proposal may raise privacy concerns, its implementation would uphold and defend the school's very reason for being—teaching. As anyone at my school can attest, teachers and school administrators waste precious instructional time tracking down students who skip class to hangout with their friends. The purpose of school is to give young people the opportunity to learn skills and information required to succeed in life. We learn not only how to read, write, and understand math, but also how to interact with others. For these reasons, school is the most important place in a young person's life, and the achievement of its mission should not be hindered by unruly students. EIDs would help ensure that it isn't by allowing educators to focus on education.

Some may contend that requiring students to wear EIDs constitutes a warrantless search and so runs afoul of the Fourth Amendment.

Student Notes: The student has taken these notes from credible sources:

• Fourth Amendment to the United States Constitution states: “The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue but upon probable cause, supported by oath or affirmation and particularly describing the place to be searched, and the persons or things to be seized.”

• US Supreme Court in United States v. Jones—police must obtain a warrant before attaching a global positioning system (GPS) tracker to the car of a suspected drug trafficker.

• US Supreme Court in New Jersey v. T.L.O.—schools have a responsibility to maintain order, which can override Fourth Amendment rights when there is “reasonable suspicion” that a school rule has been violated.

• US Supreme Court in Vernonia School District 47J v. Acton—schools have a responsibility to maintain order in the “special situation” of public schools and that that responsibility overrides the student’s right to privacy.

• National technology blogger—EIDs can be hacked to show wrong locations for people wearing them.

• Study of several Los Angeles high schools—students at schools using EIDs trust teachers less than students at schools not using EIDs.

• Study of crime rates in areas around high schools—no significant relationship between use of EIDs and crime near campus.

The writer wants to acknowledge a counterclaim to the argument introduced in the first paragraph. Using the student's notes, complete the second paragraph by writing the counterargument.

225


Item

Standards

Evidence Statement

18 11 2 6a 3 W-1.b

2. (Elaboration) The student will use information

provided in a stimulus to write well-supported

arguments by applying elaboration techniques such

as a. Referencing and/or integrating relevant



2


relevant evidence from the student notes supporting the claim




words/language

That amendment guarantees “the right of people to be secure in their persons...against unreasonable searches.” In interpreting this amendment, the United States Supreme Court has ruled that police must obtain a warrant from a judge before tracking a suspected drug trafficker using GPS. If it is illegal to track someone suspected of a felony without a warrant, opponents to the board's EID plan may argue, how can it be legal to track a student who may be guilty of nothing more than staying in bed with a cold? But the Supreme Court also has ruled that Fourth Amendment rights do not apply to students in schools in the same way as they apply to adults. According to recent Court rulings, schools have a responsibility to maintain order in the “special situation” of public schools, and this overrides students’ privacy rights. Opponents of EIDs also may argue that their use undermines trust. Being suspicious about “Big Brother watching” is understandable; however, these objections will diminish over time. Annotation: This response uses appropriate evidence from the student notes to address (rebut) the counterargument. While other “2” responses could have used different evidence from the notes to support the major claim, this response connects and elaborates the evidence chosen (e.g., “rights do not apply to students in schools in the same way as they apply to adults”) using well-chosen language to undermine the opposing point of view

(“overrides,” “undermines”). Note that other “2”

responses may organize the paragraph by just

addressing counter argument without rebuttal.

226

1

The response:

• provides general reasoning and general and/or limited and/or listed evidence supporting the claim from the student notes. The reasoning and evidence may be weakly integrated, imprecise, repetitive, vague, and/or copied or loosely related to the claim.

• partially addresses (or develops) counterarguments using general and/or limited and/or listed evidence supporting the counterargument(s) (if question calls for this)

partially elaborates reasoning and

evidence using general words/language

That amendment says people have a right against unreasonable searches. The Supreme Court has said that cops can't use GPS to track criminals, how can it be right to use it to track kids who aren't doing anything wrong? Also, EIDs will make students not trust their teachers if they think they're always being watched.

Annotation: While this response does reference some appropriate information from the student notes, the evidence and elaboration do not adequately address (analyze or rebut) the opposing point of view. The response also overstates causal relationships (e.g., EIDs making students mistrust teachers), and the language is too general (“cops,” “aren’t doing anything wrong”) to advance the argument.

While other responses that earn a “1” may have different

strengths/weaknesses, the “1” responses will be overall

partial or limited.

0


supporting the claim from the student notes that is minimal, irrelevant, absent, incorrectly used, or predominately copied and may interfere with the meaning of the text






words/language

But everyone knows it's not right to spy on people. The Constitution says so.

Annotation: This response makes very weak reference to student notes (“Constitution”). The

only attempt to address counterargument is an assumption based on “everyone knows…,” and relies on

vague language (“it’s not right”) does not advance the

argument.

227

19. A student is writing an article for her student newspaper about toe fungus. Read the draft of the article and answer the question that follows. Nail fungus can be a minor problem that can turn into an infection if not treated properly. Nail fungus can occur in one’s fingernail or toenail. They usually find their way into the body through a small crack in the nail. Nail fungi grow in warm, wet places such as a locker room where they can spread from person to person. Sometimes, people can develop a fungus if they wear warm socks to bed on a daily basis. If nails become thick, then an annoying fungus can stick to them. Home remedies include soaking the nail in a bowl of antiseptic mouthwash or apple cider vinegar. If home remedies do not help, making a doctor appointment is probably needed. The doctor will probably recommend a topical cream or oral medications. If an infection is left untreated, surgery may be required.

The author of the article wants to replace the two underlined words. Which two pairs of words best replace the underlined words to fit the author's intended purpose and audience?

a. predicament, connect b. annoyance, attach c. irritation, adhere d. situation, join e. torment, link f. agony, clamp


Item:


19 11 2 8 2 W-2, L-6

Key: B, C

The student will identify and use a better

word or words to make vague language in

text more precise.

20. A student is writing a critical review for the high school newspaper about an upcoming music revue. Read the draft of the review and complete the task that follows.

The high school music revue is always one of the most eagerly anticipated events of the school year. With more than fifteen acts taking part in the proceedings, this year’s event was of a very high caliber. Particularly impressive was when the high school orchestra closed the event with a series of ragtime classics. Performing their closing number for a second time, the orchestra returned to the stage at the end of the night for what would be a richly received segment.

The student wants to make sure that his word choices are appropriate to inform his audience about the upcoming music revue. Choose the best two words to replace the underlined word.

a. interlude b. sequel

228

c. encore d. overture e. reprise f. prelude


Item:


20 11 2 8 2 L-6, L-6

Key: C, E

2. The student will identify and use the best

academic or grade-level or below domain-

specific (but not scientific or social studies)

construct-relevant word(s)/phrase to convey the

precise or intended meaning of a text especially

with informational/explanatory writing.

21. Brad is writing a research paper on bats for his biology class. Read the draft of the paper and then complete the task that follows.

Bats are an important part of our ecosystem. The bat population is decreasing because people are destroying its natural habitat. Consequently, the bats' homes are disappearing. The need to replicate their shelter is great. Providing bat houses is one way to achieve this goal. Bat houses, like bird houses, are easy to construct and virtually maintenance free, and their benefits are monumental.

Brad wants to join the underlined sentences. Choose the sentence that is punctuated correctly.

a. The bat population is decreasing because people are destroying its natural habitat; consequently the bats' homes are disappearing.

b. The bat population is decreasing because people are destroying its natural habitat; consequently, the bats' homes are disappearing.

c. The bat population is decreasing because people are destroying its natural habitat consequently; the bats' homes are disappearing.

d. The bat population is decreasing because people are destroying its natural habitat, consequently; the bats' homes are disappearing.


Item:


21 11 2 9 1 L-1

Key: B

The student will identify and/or edit for

correct use of a semicolon to link two or more

closely related independent clauses.

229

22. A student is writing a research report about different ways people can be environmentally conscious for environmental biology class. Read the credible sources that the student found and the directions that follow.

Source 1: Article from the magazine Family Life

Being environmentally aware does not have to be difficult. Recycling has been a common practice for many years. In fact a recent study funded by a paper association shows that over 87% of Americans have access to recycling opportunities. Not every item needs to be sent away to be recycled. Recycling at home is as easy as asking yourself a simple question before throwing something away: “Can this item be used for anything else?” It is surprising to find that the answer is usually “yes.” Recycling items that would ordinarily be trash by altering their original function is known as repurposing.

Source 2: Environment column from City Times

Waste Management reports that more than 40% of America's landfill waste is made up of paper products. Many Americans are attempting to lower that percentage by recycling or repurposing. Cereal boxes can be cut into dresser-sized organizers and used to sort dress socks, athletic socks, and odd socks. Magazine holders can be created by cutting cereal boxes on a diagonal. The uses of this single piece of trash are endless. As long as the repurposed item stays out of the landfill, it does not matter how it is transformed or used. The student wants to include information from the sources in her report but does not want to plagiarize the authors' ideas. Read the paragraph from the report and underline the two sentences that are plagiarized. People sometimes throw away things without regard for the environment. Forty percent of waste in America's landfills are recyclable paper products. There are many ways of being environmentally conscious that do not cost money but require a little extra effort. Many people are aware that recycling can reduce the amount of landfill waste. When trash is converted into something useful, it is called repurposing. For example, cereal boxes can be used to organize dresser drawers or store magazines. Recycling and repurposing can have a positive impact on the environment.

Item # Grade Claim Target DOK Item: Standards Evidence Statement

22 11 4 2 2

WLiteracy-8,

RLiteracy2(Sci/Tech)

Key: “Forty percent of …”

“For example, cereal …”

The student will analyze multiple

sources of information in order to

integrate the information that is

paraphrased while avoiding plagiarism.

23. A student is writing a research report about the history of pickup trucks in the United States. Read the paragraph from his report and the directions that follow.

230

Modes of transportation have changed over the years based upon new innovations and consumer needs. First appearing in 1931, pickup trucks in the United States were adaptations of automobile models. Instead of backseats, the pickup trucks had flat platforms. They were bought and used mostly by farmers who needed an effective way to haul bales of hay around their land and into town. It wasn't until the 1950s that pickups became a popular transportation option for those in rural and urban environments that their production and sales increased throughout the entire United States. With two-tone paint, color-coordinated fabric seats, and racy, powerful engines, many young people in large cities started buying pickups in the 1960s. Some researchers contend that an interest in pickups continued to grow in the 1970s and 1980s when Americans became increasingly more interested in country-western music. Pickups became widely popular with all age groups, partly because they were one way to identify with the country-western culture that was popularized by several Western-themed movies, popular singing artists, clothing, and food choices.

Choose two credible sources that would most likely give the student more information for his paragraph.

a. A History of Cars and Trucks in America by Jackson Tolliver This book describes the history of the transportation industry in the United States from the 1800s to the 1980s.

b. The Old and New: America's Fascination with Cars and Trucks by Brandon Carmichael This book explores the cultural and demographic shifts that have affected car and pickup truck sales trends in the United States.

c. America's Reality: The Battle Continues by Frank Denton This book describes the historical context that has led to a long-standing sales competition between US auto and pickup truck companies.

d. “Pick Up Trucks: Up Close & Personal” by Tyrone Sheldon The writer of this blog tells why he owns pickup trucks. Describing their style, speed, and function, he chronicles America's fascination with trucks.

e. “Designed to Last: America and Its Cars and Trucks” by Whitney Winston This article describes the design changes that have occurred in American automakers' most popular pickup trucks and luxury cars from the 1950s to the present.

f. Consumer Report: “The Vehicles Americans Are Buying Today” by Brian Billups This article in a consumer magazine focuses on statistics and explores why some people opt not to buy cars or pickup trucks, but instead are purchasing SUVs, sports utility vehicles.


Item:


23 11 4 3 2

Wliteracy-8,

W-8

Key: B, E

The student will use reasoning,

evaluation, and evidence to assess the

credibility of multiple sources in order

to select relevant information to

support research.

231

24. A student is writing an argumentative research report about invasive species for ecology class. Read

the possible sources the student found and the directions that follow.

Source 1: “Invasive Species in the Great Lakes” by Temh Patel

Invasive species have the ability to change entire ecosystems. Invasive species are plants and animals that are not original to an ecosystem, but when they are introduced there, the invasive species causes some kind of damage to the other plant and animal life in that ecosystem. This occurred in the St. Clair ecosystem in 1988 with the zebra mussel. The zebra mussel quickly spread through the lakes, rivers, and canals. They have gotten into the nearby power plants and water systems, clogging up the pipes and drains, which then have needed repair. Furthermore, the native clam population of this lake has become almost non-existent due to the negative impact of the zebra mussel.

Source 2: “Overwhelming Plants” by Greg Timmons Some of the most dangerous invasive species are plants. Invasive plant species can easily and quickly grow out of control within an ecosystem. Many invasive plant species are seed producers and the seeds can spread throughout the area and overwhelm the native plant species that exist there. Boating and fishing disturbances can also spread invasive plant species in waterways. When the invasive plant species takes over an area that was once occupied by a native plant species, an imbalance in the ecosystem can occur.

Source 3: “How Are Invasive Species Introduced?” by Franklin Black There are many ways that invasive species enter ecosystems they do not belong in. One way is through ballast water. Ballast water is the water that comes out of cargo ships as they load and unload their freight in harbors. On land, invasive insect species can be in wood products that are shipped throughout the world. Although people often do introduce invasive species into an ecosystem, there are things people can do to prevent the spread of invasive species. Planting plants that are native to the area helps promote species that are good for the ecosystem. In addition, reporting any non-native species to the proper authorities can help that species to not grow into a threat.

The student wrote down some claims to use in his report. Look at the claims on the table. Determine if the information in the sources supports each claim. Check the boxes that appropriately describe each claim. There may be more than one box selected for each claim and source.

232


Item:


24 11 4 4 2

WLiteracy-8,

W-1b

Key: Source 1 = Claim 3, Claim 4

Source 2 = Claim 1, Claim 3

Source 3 = Claim 1, Claim 2


arguments or conjectures.

233

Read the following and answer the questions.

Diamonds in the Sky (Questions #25-27)

Stars are not the only objects that glitter in the dark night sky. Scientists have discovered that diamonds

are plentiful in outer space. Some of these space diamonds are called “nanodiamonds” because they are

incredibly small. A nanodiamond is millions of times smaller than a grain of sugar—more or less the size

of a strand of DNA. Nanodiamonds are stardust, created when ancient stars exploded long ago,

disgorging their remaining elements into space. Other space diamonds are huge—the size of whole

planets—while some may exist in liquid or frozen form. Scientists even suggest that planets in our own

solar system may have oceans filled with chunks of frozen diamond “ice.”

Diamonds are so common throughout the universe because they are a pure form of one of the

universe’s most common elements: carbon. Diamonds have a number of amazing properties: they are

extremely hard and transparent, and can withstand radioactivity, corrosive acids, and other powerful

forces. Diamonds conduct electricity more readily than copper, and are also the best natural conductor

of heat that we know of—which is why diamonds feel cool to the touch. Like a prism, diamonds produce

rainbows from white light. The melting point of a diamond, 7,362 degrees Fahrenheit, is higher than that

of any other known substance.

Graphite and diamonds share the same chemistry—both are carbon. The difference lies in the

arrangement of the carbon atoms, known as their “molecular structure.” Extreme forces are required to

transform dark, soft graphite—the stuff used in pencil lead—into hard, brilliant diamonds. A diamond is

formed when carbon is exposed to immense pressure and extreme heat—conditions found hundreds of

miles below the surface of the Earth, where most natural diamonds are formed. The heat and pressure

squeeze the carbon atoms into a dense, crystalline structure. In the comic books, Superman could create

a diamond by simply squeezing carbon in his bare hands, but it normally takes billions of years for

carbon to become a diamond.

In space, diamonds are born more quickly. Scientists believe space diamonds often crystallize in no more

than a millionth of a millionth of a second, when dust grains containing carbon smash together at

extremely high speeds. Another hypothesis for how space diamonds are formed involves the shock

waves released by an exploding star, which cook and compress carbon dust until it becomes a

diamond.

In the 1980s, geologists discovered microscopic diamonds embedded in meteorites that had fallen out

of the sky, some with the same chemistry as natural diamonds found on earth. Scientists believe these

diamonds were created when meteorites collided with asteroids in our solar system. Other diamonds

found inside meteorites, however, contain a mixture of xenon gas found only in outer space. These

diamonds are useful to scientists because they provide clues about the composition of stars and the

history of the universe.

234

A rare form of diamond found in Brazil and the Central African Republic—called a “carbonado diamond”

because of its black color—also appears to have extraterrestrial origins. The hydrogen found in these

diamonds indicates that they were probably formed in hydrogen-rich interstellar space. Scientists

believe that these black diamonds were once the size of asteroids before they exploded upon impact

with the Earth’s surface.

Astronomers studying Uranus and Neptune think that diamond icebergs may drift in sparkling diamond

oceans on these carbon-rich planets. While this sounds incredible, scientists have discovered that, given

the right conditions, it is possible to liquefy a diamond. To test this, nuclear scientists used lasers to

recreate the extremely high heat and pressure of Uranus and Neptune. Using a normal diamond, they

heated it to a temperature of 50,000 degrees and applied pressure equal to 11 million times the

pressure on Earth. Under these conditions, the diamond first melted, then froze into icy chunks. In this

way, scientists proved that diamonds can melt, freeze, and behave like water.

Scientists have even discovered a diamond planet in our galaxy, 4,000 light years from earth and about

five times larger than our own planet. It is heavier than Jupiter, the largest planet in our solar system.

Astronomers believe that this diamond planet formed when the carbon core of a massive star collapsed

and became a diamond under intense gravitational pressure.

Besides being beautiful to contemplate, space diamonds teach us important lessons about natural

processes going on in the universe, and suggest new ways that diamonds can be created here on Earth.

25. Diamonds in the Sky Read the sentence from the text. Then answer the question.

“Nanodiamonds are stardust, created when ancient stars exploded long ago, disgorging their remaining elements into space.”

Based on the context of the sentence, what is the most precise meaning of disgorging?

a. scattering randomly b. throwing out quickly c. spreading out widely d. casting forth violently

26. Diamonds in the Sky


25 11 1 10 1

RI-4, RH-4, RST-

4; L-4, L-5b, L-6

Key: D

This item requires the use of context to

determine the meaning of a word.

235

Which of the following best identifies what the discovery of diamond icebergs teaches us about the nature and properties of diamonds?

a. Diamonds have a changeable state of matter. b. Diamonds can reach sizes larger and heavier than the Earth. c. Diamonds found on Earth can originate from distant parts of space. d. Diamonds help scientists better understand the formation of galaxies.

27. Diamonds in the Sky

Read this sentence from the passage.

“Besides being beautiful to contemplate, space diamonds teach us important lessons about natural processes going on in the universe, and suggest new ways that diamonds can be created here on Earth.”

Explain how information learned from space diamonds can help scientists make diamonds on Earth. Use evidence from the passage to support your answer. Write your answer in the space provided.

Key: Points

2 The response: • gives sufficient evidence of the ability to justify interpretations of information • includes specific examples that make clear reference to the text • supports examples with clearly relevant information from the text

1 The response: • gives limited evidence of the ability to justify interpretations of information • includes some examples that make clear reference to the text. • supports examples with limited information from the text

0 The response: • provides no evidence of the ability to justify interpretations of information • includes no relevant information from the text


Item:


26 11 1 9 2

RI-2, RH-2,

RST-2

Key: A

This item requires a student to examine the

meaning and implication of a specific set of

details from the text.


Item:


27 11 1 8 3

RI-1, RH-1, RI-3,

RH-3

In this item, students must use details

from the text to support a conclusion

that is provided for them.

236

28. The following paragraph is an excerpt from a student's report about plant life in the southern

United States. After reading the paragraph, you will identify details that are unnecessary and explain

why they should be removed.

The Invasion of Kudzu In 1876, Philadelphia, Pennsylvania, hosted the Centennial Exposition in honor of the country’s 100th birthday. The Japanese constructed one of the most popular exhibits, primarily due to an amazing vine called kudzu. For centuries, the Japanese used the pea vine for many purposes, including medicine, but what attracted the Americans the most were the sweet-smelling purple flowers that covered the vine. The warm, moist climate of the southern states—from Georgia to Florida and north to the Carolinas—was the most hospitable part of the US for the vine. Temperatures in Georgia can reach into the 90s, and the humidity is often above 90%. Residents all over the southeast began planting kudzu. The vine’s success caught the attention of many, including Channing Cope who promoted its use for erosion control and animal feed, especially during the Great Depression. Because of the depression, many homes were left abandoned, so there was not anyone to care for them and keep the plants properly groomed. No one predicted, however, that the vine would end up taking over. The vines slowly engulfed pine forests, telephone poles, and even houses, leading to the destruction of native plant life. Pines are not the only trees in the South, however. There are about 250 species of trees in Georgia alone. As kudzu out-competed the local plants, it deprived them of nutrients and, especially, sunlight. Kudzu now covers over 7 million acres of land, and it continues to expand at the rate of 150,000 acres annually. That is almost one foot per day! Attempts to kill it have proven difficult, as it is immune to most herbicides; thus, kudzu continues to smother the southern states. Researchers continue to search for a solution to “the vine that ate the South,” but the answer is nowhere in sight.

In the space provided, identify the sentences from the paragraph that are unnecessary, and briefly explain why each one should be removed.

Key: Points 2 The response:

• gives sufficient evidence of the ability to distinguish relevant from irrelevant information • includes the following three correctly identified irrelevant sentences;

1. “Because of the depression, many homes were left abandoned, so there was not anyone to care for them and keep the plants properly groomed.”

2. “Pines are not the only trees in the South, however.” 3. “There are about 250 species of trees in Georgia alone.”

• explains why each sentence is irrelevant 1 The response:

• gives limited evidence of the ability to distinguish relevant from irrelevant information • includes 1-2 correctly identified irrelevant sentences (as noted above) • explains why each sentence is irrelevant

0 The response:


28 11 2 3 3

W-2a, W-2b, W-

2c, W-2d, and/or

W-2f

In this item, students are asked to

revise a text to improve coherence.

237

• indicates inadequate or no understanding of the task and/or the idea or concept needed to answer the item

29. The following excerpt is from a writer’s first draft of a narrative essay. Read the excerpt. Then

rewrite it, revising it to correct errors.

I had no idea what to expect when I walked into the arena. There were people everywhere, most of them clad in brightly colored jersey’s with different players’ names on the back of them. There were some names I couldnt even pronounce. Me and my friend made our way to the corridor that led to the ice rink. The minute I stepped through the doorway, I could feel a rush of cold air hit my face. I could actually smell the ice! I never thought ice had a smell, but it really does. The next thing I noticed was the size, of the ice rink. There were lines and circles painted all over it, and I knew immediately I wouldn’t understand the rules. We found our seats, and it wasn’t long before the game started. We sat so close to the action that I felt as if I was right in the middle of it, the action was so intense it was hard to follow the puck, keep an eye on the players, and to figure out which team was ahead. When the home team scored a goal. The entire arena erupted with cheering that was so loud, I bet it was heard across town. by the end of the game, I felt so many emotions: delight, disappointment, fear, and excitement. Mostly, though, I felt in awe of the athletes who played this game. They are much more tougher than I ever expected. I suspect others new to hockey will be as impressed as me by this fast, interesting game.

Now rewrite the excerpt, revising it to correct errors. Write your answer in the space provided.

Key: Points 2 The response corrects all 10 of the errors underlined below. 1 The response corrects 7–9 of the errors underlined below. 0 The response corrects 0–6 of the errors underlined below.

Errors needing correction: I had no idea what to expect when I walked into the arena. There were people everywhere, most of them clad in brightly colored jersey’s with different players’ names on the back of them. There were some names I couldnt even pronounce! Me and my friend made our way to the corridor that led to the ice rink. The minute I stepped through the doorway, I could feel a rush of cold air hit my face. I could actually smell the ice! I never thought ice had a smell, but it really does. The next thing I noticed was the size, of the ice rink. There were lines and circles painted all over it, and I knew


Item:


29 11 2 9 2

L-1, L-2

See Below

238

immediately I wouldn't understand the rules. We found our seats, and it wasn't long before the game started. We sat so close to the action that I felt as if I was right in the middle of it, the action was so intense it was hard to follow the puck, keep an eye on the players, and to figure out which team was ahead. When the home team scored a goal. The entire arena erupted with cheering that was so loud, I bet it was heard across town. by the end of the game, I felt so many emotions: delight, disappointment, fear, and excitement. Mostly, though, I felt in awe of the athletes who played this game. They are much more tougher than I ever expected. I suspect others new to hockey will be as impressed as me at this fast, interesting game.

Exemplar: I had no idea what to expect when I walked into the arena. There were people everywhere, most of them clad in brightly colored jerseys with different players’ names on the back of them. There were some names I couldn’t even pronounce! My friend and I made our way to the corridor that led to the ice rink. The minute I stepped through the doorway, I could feel a rush of cold air hit my face. I could actually smell the ice! I never thought ice had a smell, but it really does. The next thing I noticed was the size of the ice rink. There were lines and circles painted all over it, and I knew immediately I wouldn't understand the rules. We found our seats, and it wasn't long before the game started. We sat so close to the action that I felt as if I was right in the middle of it. The action was so intense it was hard to follow the puck, keep an eye on the players, and figure out which team was ahead. When the home team scored a goal, the entire arena erupted with cheering that was so loud, I bet it was heard across town. By the end of the game, I felt so many emotions: delight, disappointment, fear, and excitement. Mostly, though, I felt in awe of the athletes who played this game. They are much tougher than I ever expected. I suspect others new to hockey will be as impressed as I am at this fast, interesting game.

239


Student Directions Mandatory Financial Literacy Classes Argumentative Performance Task Task:

In your economics class, you are discussing the importance of making smart financial decisions. Your teacher tells you that, in some school districts, students are required to take a financial literacy class before graduating. Your school board is hosting a meeting to decide whether to offer such a course for graduation and wants students to contribute their perspectives. As part of your initial research, you have found four sources about financial literacy classes.

After you have reviewed these sources, you will answer some questions about them. Briefly scan the sources and the three questions that follow. Then, go back and read the sources carefully so you will have the information you will need to answer the questions and finalize your research. You may use scratch paper to take notes.

In Part 2, you will write an argumentative essay on a topic related to the sources. Directions for Beginning: You will now examine several sources. You can re-examine any of the sources as often as you like. Research Questions:

After examining the research sources, use the rest of the time in Part 1 to answer three questions about them. Your answers to these questions will be scored. Also, your answers will help you think about the information you have read and viewed, which should help you write your argumentative essay.

You may refer back to your scratch paper to review your notes when you think it would be helpful. Answer the questions in the spaces below the items.

Your written notes on scratch paper will be available to you in Part 1 and Part 2 of the performance task.

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Part 1

Sources for Performance Task: Source #1 This article, from April 9, 2010, is from the New York Times, and is about the potential benefits of financial literacy courses. Working Financial Literacy in With the Three R's by Tara Siegel Bernard

Most Americans aren't fluent in the language of money. Yet we're expected to make big financial decisions as early as our teens—Should I take on thousands of dollars of student debt? Should I buy a car?—even though most of us received no formal instruction on financial matters until it was too late.

While no course in personal finance could have prevented many Americans from getting caught up in the housing bubble1, it's clear that most of us need some help, preferably starting when we're still in school. And I'm not just talking about learning to balance your checkbook. It's understanding concepts like the time value of money, risk and reward, and, yes, the importance of savings.

All of this raises the question: What's happening inside our classrooms? And how many schools even broach the topic? As it turns out, for a country that prizes personal responsibility, we're doing very little.

"We need to teach the basics of economics and finances so people can make financial decisions in a changing world," said Annamaria Lusardi, economics professor at Dartmouth College and a research associate at the National Bureau of Economic Research. "It's the compounding of interest2, the problem of inflation3. These are the principles. And these are really scientific topics."

While more states are beginning to require some sort of personal finance instruction, there aren't enough that do, financial literacy experts say, and there is little consistency in the quality of the education. Just 13 states require students to take a personal finance course or include the subject in an economics course before they graduate from high school, up from seven states in 2007, according to the Council for Economic Education. Meanwhile, 34 states (including those 13) have personal finance within their curriculum guidelines, up from 28 states in 2007. . . .

But that hasn't stopped enterprising teachers like Mathew Frost, who teaches 11th and 12th graders American history and economics at Sunset High School in Dallas, from working the topic into his student's school day. The Texas economics curriculum carves out time for personal finance, but it doesn't test students on the material. Mr. Frost says it's just too important to ignore. So he tries to bring the lesson to life for his students by pairing them up as married couples and giving them a couple of children. The students must then create a budget based on the average income range for their neighborhood, or about $21,000 to $40,000 a year. As in the board game "Life," the students are dealt real-world circumstances. Mr. Frost has them randomly pick "chance cards" from a bag, which might tell them they need new brakes for their car, broke an arm, suffered a death in the family, or found $20.

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"I try to make it as realistic as possible," he said. "We talk about building budgets, expenses, investing money," he added, as well as "how to use credit wisely, insurance and careers."

One of his students later wrote about the experience. The 11th grader, who simulated life with a wife and two children on $21,000 a year, told of balancing needs versus wants, trying to find an apartment in a safe neighborhood that fit the family budget, and the effect of an unexpected rent increase on their savings.

"I first learned that real life isn't going to be as nice as this game," he said. "I also learned that good budgeting has to be maintained throughout a person's life no matter the income, no matter the living conditions."

Research shows that this type of financial education tends to resonate with the students later.

Michael S. Gutter, an assistant professor of family financial management at the University of Florida, studied the issue in 2009, after he surveyed 15,700 students at 15 universities who came from states with different (or nonexistent) personal finance schooling requirements. The study was financed by the National Endowment for Financial Education, a nonprofit organization in Denver that provides financial education curriculums.

"College students who came from states where there was a course required were more likely to budget, were more likely to be saving, and were less likely to have maxed out their credit cards in the last year and were more likely to be paying off their credit cards fully," Professor Gutter said. But his research also suggested that "social learning is also very powerful as well," he said. "What your parents tell you matters." . . .

"It's hard because there is no silver bullet to get this into every school," said Matthew Yale, deputy chief of staff to Education Secretary Arne Duncan. "It's not as simple as saying, ‘We're going to institute this in the 100,000 public schools in America.' But our plan for reauthorization does make room for financial literacy in schools, which is a really big, big deal." Mr. Yale was referring to the Obama administration's plan to revise the Elementary and Secondary Education Act, commonly known as No Child Left Behind.

He said the Department of Education's next step is to work with districts and teachers and help them find the money they need, whether it's through the many literacy-minded nonprofits or the private sector. Mr. Yale also said that department officials were working on competitive grant programs, which would allow schools to compete for money to pay for the financial literacy programs. As a joint effort with the Treasury Department, the Education Department is currently running the National Financial Capability Challenge, an online exam for high school students that measures financial know-how and recognizes outstanding performers, to help raise awareness.

President Bush created the first Advisory Council on Financial Literacy in 2008, and President Obama plans to assemble his own team. In its annual report, the first council recommended that Congress or state legislatures mandate financial education in all schools for students in kindergarten through 12th grade. But will the new administration follow through with that recommendation? Mr. Yale said education officials were "not interested in introducing unfunded mandates."

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So what can we do? According to Scott Truelove, who teaches personal finance as part of a work-study program for seniors at Chesterton High School in Indiana, "It will take a parent movement."

Mr. Truelove has already seen the power of financial education in his school's hallways, where a student told him and another personal finance teacher that she set up a Roth I.R.A.4 given what she learned in class.

"That, to me, is huge," Mr. Truelove said. 1housing bubble: when housing prices rapidly increase to unsustainable levels and then collapse 2compound interest: interest paid on both the original amount of money invested and on the interest it has already earned 3inflation: a general increase in prices that decrease the purchasing power of money 4Roth I.R.A.: a type of individual retirement account Bernard Siegal, Tara. (2010, April 9). Working Financial Literacy in With the Three R's. The New

York Times. Retrieved from http://www.nytimes.com/2010/04/10/your-money/10money.html.

Source #2 In this article from February 6, 2009, the Chicago Tribune discusses problems with financial literacy education. Financial Education Leaving Americans Behind by Greg Burns

With so many personal finance decisions turning into disasters, a chorus of voices is singing the praises of financial-literacy education.

Make every American a financial whiz, the thinking goes, and credit bubbles never will bedevil us again.

Trouble is, growing evidence suggests that financial-literacy courses don't work. Worse, they may actually hurt, in part by making their graduates overconfident about limited skills.

Few want to hear that message, according to Lauren Willis, a professor at Loyola Law School in Los Angeles, whose recent paper, "Against Financial Literacy Education," shook up all sorts of vested interests. . .

Plenty of people make a living off these courses, and lawmakers love them, since they give the impression that something is being done about the intractable problem of financial ignorance.

Utah, Missouri, and Tennessee require students to take a semester-long personal-finance class before graduating from high school. Illinois and 16 other states incorporate financial education into other subjects—by decree, of course.

The Indiana Senate this month approved a bill that would require "personal financial responsibility" to be taught from kindergarten through high school. Its sponsor described it as an appropriate response to "difficult times." Other states are mulling expanded mandates.

These measures don't affect only youth. Adults face similar obligatory instruction when they seek bankruptcy protection or, in some cases, apply for loans.

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Academics have known for years about the scant evidence in support of the programs, but few are willing to go as far as Willis in bluntly denouncing them as a counterproductive racket.1

She cites examples, such as the high school students who took a semester-long personal-finance course and tested worse than those who didn't. Or the graduates of retirement-planning classes who thought their literacy had increased, when their financial test scores had not.

Now comes a study from Harvard Business School raising more doubts. Using rigorous methodology, it concluded that programs in widespread use during the past two decades were no use at all.

"They weren't effective in changing people's financial decisions," said Shawn Cole, one of two professors behind the report, titled "If You Are So Smart, Why Aren't You Rich?"

"We find no effect," he said. "My gut feeling is that teaching math or statistics would be more useful."

Still, Cole believes it may be possible to design an effective program. That's a common theme among those who favor financial education: Just because no one has proven these courses work is no reason to give up searching for the right formula.

Willis has other ideas. She wants to forget about making Americans capable of handling their credit and investment needs—most will never get there, especially given the fast-moving, complicated nature of financial services.

She favors pro-consumer regulation and one-on-one counseling with unbiased advisers. Sure, those could be tough to come by. But no one said saving Americans from themselves would be easy. 1racket: a dishonest scheme or business activity Burns, Greg. (2009, February 6). Financial Education Leaving Americans Behind. Chicago

Tribune. Retrieved from http://articles.chicagotribune.com/2009-02-16/news/0902150143_1_financial-literacy-financial-literacy-education-financial-ignorance.

Source #3 This October 6, 2013 article from the New York Times is about the drawbacks of financial literacy courses, and what the research shows about teaching financial literacy skills. Financial Literacy, Beyond the Classroom by Richard H. Thaler

Even if we grade on a very generous curve, many Americans flunk when it comes to financial literacy. Consider this three-item quiz:

• Suppose you had $100 in a savings account and the interest rate was 2 percent a year. After five years, how much do you think you would have if you left the money to grow? More than $102, exactly $102 or less than $102?

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• Imagine that the interest rate on your savings account was 1 percent a year and that inflation was 2 percent. After one year, would yoube able to buy more than, the same as, or less than you could today with the money?

• Do you think this statement is true or false: "Buying a single company stock

usually provides a safer return than a stock mutual fund"? Anyone with even a basic understanding of compound interest, inflation and

diversification1 should know that the answers to these questions are "more than," "less than" and "false." Yet in a survey of Americans over age 50 conducted by the economists Annamaria Lusardi of George Washington University and Olivia S. Mitchell of the Wharton School of the University of Pennsylvania, only a third could answer all three questions correctly.

This is particularly troubling given the inherent complexity of our modern economy. Whether in taking out a student loan, buying a house, or saving for retirement, people are being asked to make decisions that are difficult even if they have graduate training in finance and economics. Throwing the financially illiterate into that maelstrom is like taking students currently enrolled in driver's education and asking them to compete in the Indianapolis 500.

A popular approach to this problem is to work harder to improve financial literacy—for example, by including household finance in the basic high school curriculum. One reason to think this solution will have big payoffs is that people who are more knowledgeable about financial matters, as measured by a test, perform better at tasks like saving for retirement and staying out of debt. This may seem a straightforward argument in support of financial literacy courses. Unfortunately, it isn't.

The problem is that measured financial literacy is highly correlated with other factors, most notably higher education in general, so it's hard to sort out causes. (The ability to solve the Sunday crossword puzzle is probably also positively correlated with good financial outcomes.) So to see whether a financial education curriculum is likely to pay dividends, we should review specific efforts to shore up financial skills in those who are deficient, and not just measure what people already know.

A new paper by three business school professors—Daniel Fernandes of Erasmus University in the Netherlands and the Catholic University of Portugal, John G. Lynch Jr. of the University of Colorado, and Richard Netemeyer of the University of Virginia—presents a discouraging assessment of attempts to teach people how to deal with money. Their article uses a technique called meta-analysis,2 looking at results from 168 scientific studies of efforts to teach people to be financially astute, or at least less clueless.

The authors' conclusions are clear: over all, financial education is laudable,3 but not particularly helpful. Those who receive it do not perform noticeably better when it comes to saving more, for example, or avoiding ruinous debt. . . .

Don't get me wrong. I am all for trying to teach household finance in schools, starting as early as possible. And when it comes to high school, I think learning about compound interest is at least as important as trigonometry or memorizing the names of all 50 state capitals. If we try enough approaches, and evaluate what works, we may improve such programs' effectiveness. But we shouldn't fool ourselves into thinking that adding a household finance class to a high school curriculum will in itself create knowledgeable consumers who can understand today's wide array of financial products.

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. . . In the meta-analysis, even the most time-intensive programs—those with more than 24 hours of education and training, almost the length of a college course—had no discernible effects just two years later.

It would be premature to conclude that all efforts at improving financial literacy are futile. But it is a fair conclusion that simply doing more of the training commonly used now will not produce significant results. So what else might we try? Although no approach offers a panacea,4 three types of efforts seem worthy of more attention.

The first is what Professor Lynch, one of the authors of the meta-analysis, calls just-in-time education. Because learning decays quickly, it's best to provide assistance just before a decision is made. High school seniors should receive help in how to think about a student loan and how to make sure that the education bought with the loan offers good prospects for repayment. Just-in-time education can be offered at other crucial moments—when taking out a mortgage or figuring out when to retire. But unless such education is compulsory, many of the consumers most in need of help don't take advantage of it. And we need to be sure not to confuse self-serving marketing5 with objective advice.

Another approach is to offer simple rules of thumb to help people cope. Because few people can calculate how much they need to save for a comfortable retirement, it might help to offer simple guidelines like "invest as much as possible in your 401(k) plan,"6 "save 15 percent of your income," or "get a 15-year mortgage if you are over 50."

One example comes from a field experiment involving microentrepreneurs7 in the Dominican Republic. Of those who expressed an interest in receiving help, some were offered training in basic accounting principles while others were given simple rules of thumb. The accounting education did not have apparent effects, but simple rules—like keeping personal money and business money in separate drawers—led to better outcomes. This seemingly trivial concept helped small-business owners keep better track of how their businesses were faring.

The third approach, and the one I believe offers the best prospects of immediate help, is to make our financial system more user-friendly. You don't need to be a computer scientist to use a smartphone. If we made choosing a suitable mortgage as easy as checking the weather in Timbuktu, fewer households would find themselves underwater8 when real estate markets tumble. . . .

The same principle can be used in other areas, from credit cards to checking accounts. The financial services industry—either on its own or as required by government regulators—needs to find ways to make it easier for people to make sound decisions. And those financial firms that engage in fraudulent practices should be prosecuted and stopped. 1diversification: investing in different assets in order to minimize risk 2meta-analysis: an analysis of several separate but similar studies to determine if an observed effect is not due to chance alone 3laudable: praiseworthy 4panacea: a solution or remedy for all difficulties or diseases 5self-serving marketing: surveys, top 10 lists, and technical papers that contain seemingly useful consumer information but are being used as a marketing strategy

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6401(k) plan: a retirement savings plan in which deductions are automatically made from an employee's paycheck before taxes are deducted and that are sometimes matched by the employer 7microentrepreneur: operator of a microenterprise, or very small business; microenterprises typically employ fewer than ten people and have relatively low start-up costs 8 underwater: when an individual owes more on a loan than the market value of the loan; this term is typically applied to home mortgages Thaler, Richard H. (2013, October 6). Financial Literacy, Beyond the Classroom. New York Times.

Retrieved from http://www.nytimes.com/2013/10/06/business/financial-literacy-beyond-the-classroom.html.

Source #4 This article, from October 15, 2006, is from the Baltimore Sun and is about concerns surrounding mandated financial literacy classes. Finance Course Prompts Debate by Gina Davis

While Carroll County students will be required to take a financial literacy course to graduate starting next year, concerns linger over whether mandating the course is the most effective way to teach money matters to teens.

"The course is likely a good thing, but I am convinced it is not the best thing," school board President Thomas G. Hiltz said last week. "One course is not a panacea and, alone, will not make our students financially literate."

After a lengthy debate about requiring the class, board members voted 4–1 to require students beginning next school year to take the half-credit course. It will cover concepts such as money management, consumer rights and responsibilities, credit, savings, and investing.

Carroll joins a handful of Maryland school systems—including Harford, St. Mary's, Talbot and Baltimore counties—with a similar requirement.

The financial course was one of several changes to the high school program of studies that the board approved.

During last week's meeting, Hiltz joined Cynthia L. Foley in supporting a motion to amend the proposal that would have eliminated financial literacy as a required course. The motion to amend failed in a 3–2 vote.

Foley was the lone dissenter1 when the original proposal came to a vote. Hiltz said he voted to approve the high school program of studies that included the financial literacy requirement because he supported the overall plan.

"While it did not turn out the way I may have wanted . . . unless I believe there has been an egregious mistake in judgment, a vote against the entire high school program of studies is, in my view, sour grapes," Hiltz said in an email.

During the meeting, Hiltz suggested the board needed more time to consider alternatives, such as incorporating elements of the course into already required classes or developing a comprehensive "financial literacy program," not a single course.

Hiltz also said a required course would necessitate about 10 teachers each year and cost the system about $600,000 annually.

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"My overwhelming concern is not cost—it is effectiveness," Hiltz said. "The $600,000 is a low cost if the course is effective. An effective course will return that investment. It is a high cost if it is ineffective."

School officials said statistics suggest teens and young adults are assuming too much credit card debt and are not knowledgeable about finances.

About one in five students gets a personal finance course during high school, according to the JumpStart Coalition for Personal Financial Literacy, which surveys high school seniors every other year to gauge financial aptitude.

Of the 5,775 high school seniors in 37 states who participated in that survey this year, students on average scored 52.4 percent on 30 questions, according to the group.

A 2004 poll of college administrators found that excessive credit card debt was the primary reason students dropped out and the secondary reason was low grades, according to the Maryland Coalition for Financial Literacy.

Carroll school officials said last week that in a "pre-test" given to about 30 students taking the financial literacy elective this semester, the highest score was about 60 percent—with some students scoring much lower.

"Personal finances are not being taught in the home," said Patricia Hummel, a parent who also teaches financial literacy at Winters Mill High as a permanent substitute. "Studies have shown that only 26 percent of 13- to 21-year-olds reported that their parents actively taught them how to manage money.”

Hummel supported a required financial literacy course because, "unless this class is mandated, students will not take advantage of the class."

Hiltz said that while the district has piloted [tested] a financial literacy course, no local data has been collected on its effectiveness.

"We all agree that financial literacy is essential," he said. "The lack of a real consideration of other options . . . troubled me greatly. I am concerned that we picked low-hanging fruit, which may be the most expensive and least effective option." 1dissenter: someone who disagrees with a particular view Davis, Gina. (2006, October 15). Finance Course Prompts Debate. Baltimore Sun. Retrieved from

http://articles.baltimoresun.com /2006-10-15/news/0610140104_1_hiltz-high-school-program-financial-literacy.

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1. All of the sources provide information about financial literacy education. Which source would most likely be relevant to students researching new approaches to increasing people's financial literacy? Support your response with two details from the source. Justify your answer and support it with information from the source.


Item


1 11 4 3 4 W-8

The student will evaluate the relevance of

information from multiple sources.

Key Elements:

Source #3 (Financial Literacy, Beyond the Classroom)

• The financial literacy training commonly used now does not produce significant results.

However, there are three approaches that seem promising.

• Just-in-time education provides training at "crucial moments," such as right before high

school seniors take out a student loan, or right before someone is taking out a mortgage or

thinking about retirement.

• Another method for teaching financial literacy is to offer simple principles people can

easily apply. For example, "get a 15-year old mortgage if you are over 50."

• A third approach to increasing financial literacy is to make financial decisions, such as

choosing a mortgage, easier to understand.

Rubric:

(2 points) Response is an evidence-based explanation that correctly identifies the most relevant

source AND includes two details from that source that support this evaluation and that explains

why each detail supports the idea that it is the most relevant source.

(1 point) Response is an evidence-based explanation that correctly identifies the most relevant

source AND includes one detail from that source that supports this evaluation and that explains

why the detail supports the idea that it is the most relevant source.

OR

Response is an evidence-based explanation that correctly identifies the most relevant source

AND includes two details from that source that support this evaluation but does not explain


OR

Response is an evidence-based explanation that does not identify a source or correctly identify

the most relevant source but includes two details from the correct source and that explains


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Exemplar:

(2 points) Source #3 would most likely be relevant to students researching new approaches to

increasing people's financial literacy because this source provides the most examples of

alternative approaches for teaching financial literacy. One example discussed in the source is

just-in-time education, where training is provided at "crucial moments," like right before

someone decides on a student loan. Another example is giving people "simple rules of thumb"

to follow. Because these are both concrete examples of new approaches to teaching financial

literacy, this source would be most relevant to students researching that topic.

(1 point) Source #3 would most likely be relevant to students researching new approaches to

increasing people's financial literacy. One example of a way people can increase their financial

literacy discussed in this source is just-in-time education, where training is provided at "crucial

moments" like right before someone decides on a student loan. Another example is giving

people "simple rules of thumb" to follow.

(0 points) Source #1 states that people need financial literacy education

2. Paraphrase information from Source #1 that refutes information from Source #2 without plagiarizing.


Item


2 11 4 2 4 W-8

The student will integrate information by

paraphrasing while avoiding plagiarism.

Key Elements:

Source #1 (Working Financial Literacy in With the Three R’s)

• Students in Matthew Frost's American history and economics class reported that they

had positive outcomes from participating in the personal finance portion of this course. One

student said he learned about the importance of budgeting money. Another student reported

that the class prompted her to open a Roth I.R.A.

• A study conducted by a professor at the University of Florida found that students who

were required to take financial literacy classes in high school were more likely to budget and

save their money, and less likely to accrue credit card debt.

Source #2 (Financial Education Leaving Americans Behind)

• There is evidence that financial literacy courses don't work and can potentially even

harm the students who take them by making them overconfident in their ability to make good

financial decisions.

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• Willis says that financial literacy classes can actually keep people from attaining their

financial literacy goals. She cites examples of students whose financial literacy skills stayed the

same or decreased after taking financial literacy classes.

• A Harvard Business School study concluded that common financial literacy programs

used in the past two decades did not alter the choices participants made about their finances.

Rubric:

(2 points) Response provides an adequate explanation of how information in Source #1 refutes

information in Source #2 and appropriately paraphrases both sources involved while avoiding

plagiarism.

(1 point) The response provides a limited/partial explanation of how information in Source #1

refutes information in Source #2 and appropriately paraphrases both sources involved while

avoiding plagiarism.

OR

The response provides an adequate explanation of how information in Source #1 refutes

information in Source #2, but does not appropriately paraphrase all sources involved.


Exemplar:

(2 points) According to Source #2, financial literacy classes are ineffective and can even harm

the people who participate in them by making them overconfident in their ability to make good

financial decisions. Source #1 refutes this information. It includes a study conducted by a

professor at the University of Florida that found students who were required to take financial

literacy classes in high school were more likely to budget and save their money and less likely to

accrue credit card debt. This refutes the information in Source #2 because it is concrete

evidence that financial literacy classes can be effective.

(1 point) According to Source #2, financial literacy classes are ineffective and can even harm the

people who participate in them by making them overconfident in their ability to make good

financial decisions. Source #1 refutes this information. It includes a study conducted by a

professor at the University of Florida that found students who were required to take financial

literacy classes in high school were more likely to budget and save their money, and less likely

to accrue credit card debt.

points) According to Source #2, financial literacy classes are ineffective.

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3. Check the boxes to show the claim(s) that each source supports. Some sources will have more than one box selected.


Item


3

11

4

4

3

W-9


support arguments, analyses, or

conjectures.

Key Elements:

People should take financial literacy classes when they are young so they are prepared to make

good financial decisions as young adults.

1. Source #1

2. Source #4

Some people support financial literacy despite evidence that it does not work.

1. Source #2

Financial literacy education could be effective if we rethink the way it is taught.

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1. Source #3

Resources for improving financial literacy should be spent on financial regulation instead.

1. Source #2.

4. Student Directions

Mandatory Financial Literacy Classes Argumentative Performance Task Part 2


Your Assignment:

After completing your research, you share your findings with your teacher, who

suggests that you write an argumentative essay about financial literacy courses for the upcoming school board meeting.

Today, in preparation for the school board meeting, you will write a multi-paragraph argumentative essay in which you take a stance on the topic of financial literacy courses. Make sure you establish an argumentative claim, address potential counterarguments, and support your claim from the sources you have read. Develop your ideas clearly and use your own words, except when quoting directly from the sources. Be sure to reference the sources by title or number when using details or facts directly from the sources. Argumentative Essay Scoring: Your argumentative essay will be scored using the following:

1. Organization/purpose: How well did you state your claim, address opposing claims, and maintain your claim with a logical progression of ideas from beginning to end? How well did your ideas thoughtfully flow from beginning to end using effective transitions?

How effective was your introduction and your conclusion? 2. Evidence/elaboration: How well did you integrate relevant and specific information from the sources? How well did you elaborate your ideas? How well did you clearly state ideas in your own words using precise language that is appropriate for your audience and purpose? How well did you reference the sources you used by title or number?

3. Conventions: How well did you follow the rules of grammar usage, punctuation, capitalization, and spelling?

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Now begin work on your argumentative essay. Manage your time carefully so that you can

-plan your multi-paragraph argumentative essay -write your multi-paragraph argumentative essay -revise and edit the final draft of your multi-paragraph argumentative essay

For Part 2, you are being asked to write a multi-paragraph argumentative essay so be

as thorough as possible. Type your response in the space provided. The box will expand as you type.


revise and edit your argumentative essay.


Item


4 11 2 7 4 W-1b

The student will write full arguments about topics or

sources, attending to purpose and audience:

establish and support a claim, organize and cite

supporting evidence from credible sources, provide

appropriate transitional strategies for coherence,

and develop a conclusion that is appropriate to

purpose and audience and follows from and

supports the argument(s) presented.

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*Acknowledging and/or addressing the opposing point of view begins at grade 7.

4-Point Argumentative


Score 4 3 2 1 NS

The response has a clear and effective organizational structure, creating a sense of unity and completeness. The organization is fully sustained between and within paragraphs. The response is consistently and purposefully focused:

• claim is introduced, clearly communicated, and the focus is strongly maintained for the purpose and audience



• logical progression of ideas from beginning to end; strong connections between and among ideas with some syntactic variety


argument(s) are clearly

acknowledged or

addressed*

The response has an evident organizational structure and a sense of completeness. Though there may be minor flaws, they do not interfere with the overall coherence. The organization is adequately sustained between and within paragraphs. The response is generally focused:

• claim is clear, and the focus is mostly maintained for the

purpose and audience • adequate use of transitional

strategies with some variety to clarify relationships between and among ideas


• adequate progression of ideas from beginning to end; adequate connections between and among ideas


argument(s) are adequately

acknowledged or addressed*

The response has an inconsistent organizational structure. Some flaws are evident, and some ideas may be loosely connected. The organization is somewhat sustained between and within paragraphs. The response may have a minor drift in focus:

• claim may be somewhat unclear, or the focus may be insufficiently sustained for the purpose and/or audience



• uneven progression of ideas from beginning to end; and/or formulaic; inconsistent or unclear connections among ideas


argument(s) may be

confusing or not

acknowledged *

The response has little or no discernible organizational structure. The response may be related to the claim but may provide little or no focus:

• claim may be

confusing or ambiguous; response may be too brief or the focus may drift from the purpose and/or audience

• few or no transitional strategies are evident

• introduction and/or conclusion may be missing

• frequent extraneous ideas may be evident; ideas may be randomly ordered or have unclear progression

• alternate and opposing argument(s) may not be acknowledged *



• Off‐topic

• Off‐

purpose

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*Elaborative techniques may include the use of personal experiences that support the

argument(s).

4‐Point

Argumentative


Score 4 3 2 1 NS

The response provides thorough and convincing elaboration of the support/evidence for the claim and argument(s) including reasoned, in-depth analysis and the effective use of source material. The response clearly and effectively develops ideas, using precise language:

• comprehensive evidence (facts and details) from the source material is integrated, relevant, and specific

• clear citations or attribution to source material

• effective use of a variety of elaborative techniques*

• vocabulary is clearly appropriate for the audience and purpose

• effective, appropriate

style enhances content

The response provides adequate elaboration of the support/evidence for the claim and argument(s) that includes reasoned analysis and the use of source material. The response adequately develops ideas, employing a mix of precise with more general language:

• adequate evidence (facts and details) from the source material is integrated and relevant, yet may be general

• adequate use of citations or attribution to source material

• adequate use of some elaborative techniques*

• vocabulary is generally appropriate for the audience and

purpose • generally appropriate style is

evident

The response provides uneven, cursory elaboration of the support/evidence for the claim and argument(s) that includes some reasoned analysis and partial or uneven use of source material. The response develops ideas unevenly, using simplistic language:

• some evidence (facts and details) from the source material may be weakly integrated, imprecise,

repetitive, vague, and/or copied

• weak use of citations or attribution to source material

• weak or uneven use of elaborative techniques*; development may consist primarily of source summary or may rely on emotional appeal

• vocabulary use is uneven or somewhat ineffective for the audience and purpose

• inconsistent or weak

attempt to create

appropriate style

The response provides minimal elaboration of the support/evidence for the claim and argument(s) that includes little or no use of source material. The response is vague, lacks clarity, or is confusing:

• evidence (facts and details) from the source material is minimal, irrelevant, absent, incorrectly used, or predominantly copied

• insufficient use of citations or attribution to source material

• minimal, if any, use of elaborative techniques*; emotional appeal may dominate

• vocabulary is limited or ineffective for the audience and purpose

• little or no evidence of appropriate style


• In a

language

other

than

English

• Off‐topic

• Off‐purpose

256

2‐Point

Argumentative


Score

2 1

0

NS

The response demonstrates an adequate command of conventions:

• adequate use of correct sentence formation,

punctuation, capitalization, grammar usage, and spelling

The response demonstrates a partial command of conventions:

• limited use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling

The response demonstrates little or no command of conventions:

• infrequent use of correct

sentence formation, punctuation,



• In a language

other than

English

• Off‐topic

• Off‐purpose

Holistic Scoring:






english language arts literacy in history/social studies, science … · standards represent a...

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