Literacy Interim IBHS Student Exemplars

“every student career and college ready”

Learning Goal: 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.

RST.9-10.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to importantdistinctions the author makes and to any gaps or inconsistencies in the account.

RH9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to anunderstanding of the text as a whole.

RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Science & TechnicalHistory/Soc. Studies

English Lang. Arts

Open Response Prompt

Explain why the Japanese-American evacuees felt as if they had lost their freedom. Give three examples from the text to support your explanation.

1240L

9th – 10th 11th-CCR

1050-1335 1185-1385

CCSS Recommended Lexile Bands

Open Response Prompt Explain why the Japanese-American evacuees felt as if they had lost their freedom. Give three examples from the text to support your explanation.

4—Advanced 3—Proficient 2—Basic 1—Below Basic

Infers and Explains

Draws thought-provoking inference(s) about why J-A felt as if they’d lost their freedom and thoroughly explains.

Draws correct inference about the why J-A felt they’d lost their freedom, but explanation is less thorough/compelling than the “4.”

Makes accurate inference but offers no evidence to support. OR Inference is weakly explained.

Inference is inaccurate, not supported by the passage

Evidence Selects three specific examples that offer compelling evidence of their feeling of lost freedom.

Selects TWO specific details as evidence from the text to correctly support inference, or three details that are less specific than the level “4.”

Selects ONE specific detail as evidence, offering weak support of inference.

Omits evidence, OREvidence doesn’t logically support the inference(s).

4—AdvancedCareer & College Ready

Infers and Explains

Draws thought-provoking inference(s) about why J-A felt as if they’d lost their freedom and thoroughly explains.

Evidence

Selects three specific examples that offer compelling evidence of their feeling of lost freedom.

Textual Evidence

Inference & Explanation

• Relevant & Sufficient

• More than re-stating what’s in

text• Specific:Paraphrased

and/or Quoted

• Commentary• Explanation• Significance

CCR4

CCR4

3Minimal Commentary/Significance

3

Lacking Commentary/ Significance

3

Generic Evidence—Not Specific

2

Accurate but WEAK explanation with minimal evidence

2

Accurate but WEAK explanation with minimal evidence