English Language Arts
&
Literacy in History/Social Studies,
Science and Technical Subjects
1
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 Informational Text 6-8 ............................................ 20
College and Career Readiness Anchor Standards for Writing ......................... 23
Writing Standards 6-8.................................................................................. 25
College and Career Readiness Anchor Standards for Speaking and Listening 31
Speaking and Listening Standards 6-8 ......................................................... 32
College and Career Readiness Anchor Standards for Language...................... 35
Language Standards 6-8 .............................................................................. 36
Standard 10: Range, Quality, and Complexity of Student Reading 6-12. 42
Grade 6 Examples: ........................................................................................... 46
G6 ELA Practice Test .................................................................................... 46
G6 ELA Performance Task ........................................................................... 71
Grade 7 Examples: ........................................................................................... 86
G7 ELA Practice Test .................................................................................... 86
G7 ELA Performance Task ......................................................................... 113
Grade 8 Examples: ......................................................................................... 127
G8 ELA Practice Test .................................................................................. 127
G8 ELA Performance Task ......................................................................... 150
NAEP Grade 8 Examples ............................................................................ 164
2
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.
seemingly distant) aims of the CCR standards into age- and attainmentappropriate 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
As specified by CCSSO and NGA, the Standards are (1) research and evidence person in the twenty-first century. Indeed, the skills and understandings
students are expected to demonstrate have wide applicability outside the
based, (2) aligned with college and work expectations, (3) rigorous, and (4)
classroom or workplace. Students who meet the Standards readily undertake
internationally benchmarked. A particular standard was included in the
the close, attentive reading that is at the heart of understanding and enjoying
document only when the best available evidence indicated that its mastery
complex works of literature. They habitually perform the critical reading
was essential for college and career readiness in a twenty-first-century,
necessary to pick carefully through the staggering amount of information
globally competitive society. The Standards are intended to be a living work:
available today in print and digitally. They actively seek the wide, deep, and
as new and better evidence emerges, the Standards will be revised
thoughtful engagement with high-quality literary and informational texts that
accordingly.
builds knowledge, enlarges experience, and broadens worldviews. They
The Standards are an extension of a prior initiative led by CCSSO and NGA to reflexively demonstrate the cogent reasoning and use of evidence that is
essential to both private deliberation and responsible citizenship in a
develop College and Career Readiness (CCR) standards in reading, writing,
speaking, listening, and language as well as in mathematics. The CCR Reading, democratic republic. In short, students who meet the Standards develop the
skills in reading, writing, speaking, and listening that are the foundation for
Writing, and Speaking and Listening Standards, released in draft form in
any creative and purposeful expression in language.
September 2009, serve, in revised form, as the backbone for the present
document. Grade-specific K–12 standards in reading, writing, speaking,
June 2, 2010
listening, and language translate the broad (and, for the earliest grades,
3
Key Design Considerations
CCR and grade-specific standards
The CCR standards anchor the document and define general, crossdisciplinary 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
4
Progress (NAEP) requires a high and increasing proportion of informational
text on its assessment as students advance through the grades.
5
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.
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
1
The 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.
2
As 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:
5. It is also beyond the scope of the Standards to define the full range
1. The Standards define what all students are expected to know and be
of supports appropriate for English language learners and for
able to do, not how teachers should teach. For instance, the use of
students with special needs. At the same time, all students must
play with young children is not specified by the Standards, but it is
have the opportunity to learn and meet the same high standards if
welcome as a valuable activity in its own right and as a way to help
they are to access the knowledge and skills necessary in their post–
students meet the expectations in this document. Furthermore,
high school lives.
while the Standards make references to some particular forms of
Each grade will include students who are still acquiring English. For
content, including mythology, foundational U.S. documents, and
those students, it is possible to meet the standards in reading,
Shakespeare, they do not—indeed, cannot—enumerate all or even
writing, speaking, and listening without displaying native-like control
most of the content that students should learn. The Standards must
of conventions and vocabulary.
therefore be complemented by a well-developed, content-rich
The Standards should also be read as allowing for the widest possible
curriculum consistent with the expectations laid out in this
range of students to participate fully from the outset and as
document.
permitting appropriate accommodations to ensure maximum
2. While the Standards focus on what is most essential, they do not
participation of students with special education needs. For example,
describe all that can or should be taught. A great deal is left to the
for students with disabilities reading should allow for the use of
discretion of teachers and curriculum developers. The aim of the
Braille, screen-reader technology, or other assistive devices, while
Standards is to articulate the fundamentals, not to set out an
writing should include the use of a scribe, computer, or speech-toexhaustive list or a set of restrictions that limits what can be taught
text technology. In a similar vein, speaking and listening should be
beyond what is specified herein.
interpreted broadly to include sign language.
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
6. While the ELA and content area literacy components described
those students, advanced work in such areas as literature,
herein are critical to college and career readiness, they do not define
composition, language, and journalism should be available. This work
the whole of such readiness. Students require a wide-ranging,
should provide the next logical step up from the college and career
rigorous academic preparation and, particularly in the early grades,
readiness baseline established here.
attention to such matters as social, emotional, and physical
development and approaches to learning. Similarly, the Standards
4. The Standards set grade-specific standards but do not define the
define literacy expectations in history/social studies, science, and
intervention methods or materials necessary to support students
technical subjects, but literacy standards in other areas, such as
who are well below or well above grade-level expectations. No set of
mathematics and health education, modeled on those in this
grade-specific standards can fully reflect the great variety in abilities,
document are strongly encouraged to facilitate a comprehensive,
needs, learning rates, and achievement levels of students in any
schoolwide literacy program.
given classroom. However, the Standards do provide clear signposts
along the way to the goal of college and career readiness for all
students.
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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
9
view critically and constructively. Through reading great classic and
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.
10
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
11
they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an
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.
12
Standards for
English Language Arts
(6-8)
13
College and Career Readiness Anchor Standards for Reading
The grades 6–8 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.
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.
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
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*
*
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.
14
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.
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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:
Key Ideas and Details
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)
Grade 7 students:
Grade 8 students:
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 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. 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)
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)
2. Determine a theme or central idea of a
text and analyze its development over the
course of the text; provide an objective
summary of the text. (RL.7.2 ) (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)
16
Grade 6 students:
IA.1.Employ the full range of research-based
comprehension strategies, including
making connections, determining
importance, questioning, visualizing,
making inferences, summarizing, and
monitoring for comprehension. (RL.6.IA.1)
(DOK 2,3)
IA.2.Read on-level text, both silently and
orally, at an appropriate rate with
accuracy and fluency to support
comprehension. (RL.6.IA.2) (DOK 1)
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)
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)
Grade 7 students:
IA.1.Employ the full range of research-based
comprehension strategies, including
making connections, determining
importance, questioning, visualizing,
making inferences, summarizing, and
monitoring for comprehension. (RL.7.IA.1)
(DOK 2,3)
IA.2.Read on-level text, both silently and
orally, at an appropriate rate with
accuracy and fluency to support
comprehension. (RL.7.IA.2) (DOK 1)
Grade 8 students:
IA.1.Employ the full range of research-based
comprehension strategies, including
making connections, determining
importance, questioning, visualizing,
making inferences, summarizing, and
monitoring for comprehension. (RL.8.IA.1)
(DOK 2,3)
IA.2.Read on-level text, both silently and
orally, at an appropriate rate with
accuracy and fluency to support
comprehension. (RL.8.IA.2) (DOK 1)
4. Determine the meaning of words and
phrases as they are used in a text,
including figurative and connotative
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)
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)
4. Determine the meaning of words and
phrases as they are used in a text,
including figurative and connotative
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. 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)
17
Grade 6 students:
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)
Integration of Knowledge and Ideas
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)
8. (Not applicable to literature) (RL.6.8)
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)
Grade 7 students:
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)
Grade 8 students:
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 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.7.8)
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)
8. (Not applicable to literature) (RL.8.8)
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)
18
Grade 6 students:
Grade 7 students:
Range of Reading and Level of Text Complexity
10. By the end of the year, read and
10. By the end of the year, read and
comprehend literature, including stories,
comprehend literature, including stories,
dramas, and poems, in the grades 6–8 text
dramas, and poems, in the grades 6–8
complexity band proficiently, with
text complexity band proficiently, with
scaffolding as needed at the high end of
scaffolding as needed at the high end of
the range. (RL.6.10) (DOK 1,2)
the range. (RL.7.10) (DOK 1,2)
Grade 8 students:
10. By the end of the year, read and
comprehend literature, including stories,
dramas, and poems, at the high end of
grades 6–8 text complexity band
independently and proficiently. (RL.8.10)
(DOK 1,2)
19
Reading Standards for Informational Text 6-8
Grade 6 students:
Key Ideas and Details
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)
Grade 7 students:
Grade 8 students:
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)
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)
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)
IA.1.Employ the full range of research-based
comprehension strategies, including
making connections, determining
importance, questioning, visualizing,
making inferences, summarizing, and
monitoring for comprehension. (RI.6.IA.1)
(DOK 2,3)
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)
IA.1.Employ the full range of research-based
comprehension strategies, including
making connections, determining
importance, questioning, visualizing,
making inferences, summarizing, and
monitoring for comprehension. (RI.7.IA.1)
(DOK 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)
(Ex. 10)(DOK 1,2,3)
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 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)
IA.1.Employ the full range of research-based
comprehension strategies, including
making connections, determining
importance, questioning, visualizing,
making inferences, summarizing, and
monitoring for comprehension. (RI.8.IA.1)
(DOK 2,3)
20
Grade 6 students:
IA.2.Read on-level text, both silently and
orally, at an appropriate rate with
accuracy and fluency to support
comprehension. (RI.6.IA.2) (DOK 1)
Craft and Structure
4. Determine the meaning of words and
phrases as they are used in a text,
including figurative, connotative, and
technical meanings. (RI.6.4) (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)
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)
Grade 7 students:
IA.2.Read on-level text, both silently and
orally, at an appropriate rate with
accuracy and fluency to support
comprehension. (RI.7.IA.2) (DOK 1)
Grade 8 students:
IA.2.Read on-level text, both silently and
orally, at an appropriate rate with
accuracy and fluency to support
comprehension. (RI.8.IA.2) (DOK 1)
4. Determine the meaning of words and
phrases as they are used in a text,
including figurative, connotative, and
technical meanings; analyze the impact of
a specific word choice on meaning and
tone. (RI.7.4) (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 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 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 analyze how the
author acknowledges and responds to
conflicting evidence or viewpoints. (RI.8.6)
(Ex. 2) (Ex. 3) (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)
6. Determine an author’s point of view or
purpose in a text and analyze how the
author distinguishes his or her position
from that of others. (RI.7.6) (DOK 2,3)
21
Grade 6 students:
Integration of Knowledge and Ideas
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)
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)
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)
Grade 7 students:
Grade 8 students:
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)
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)
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)
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)
Range of Reading and Level of Text Complexity
10. By the end of the year, read and
10. By the end of the year, read and
comprehend literary nonfiction in the
comprehend literary nonfiction in the
grades 6–8 text complexity band
grades 6–8 text complexity band
proficiently, with scaffolding as needed at
proficiently, with scaffolding as needed at
the high end of the range. (RI.6.10)
the high end of the range. (RI.7.10)
(DOK 1,2)
(DOK 1,2)
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. 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)
10. By the end of the year, read and
comprehend literary nonfiction at the high
end of the grades 6–8 text complexity
band independently and proficiently.
(RI.8.10) (DOK 1,2)
22
College and Career Readiness Anchor Standards for Writing
The grades 6–8 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.
Note on range and content of student
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 collegeand 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.
23
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.
24
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.
Grade 6 students:
Text Types and Purposes
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)
Grade 7 students:
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.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section
that follows from and supports the
argument presented. (W.7.1) (DOK 3,4)
Grade 8 students:
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.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that
follows from and supports the argument presented.
(W.8.1) (Ex. 2) (DOK 3,4)
25
Grade 6 students:
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)
Grade 7 students:
Grade 8 students:
2. Write informative/explanatory texts to examine a
2. Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and information
topic and convey ideas, concepts, and information
through the selection, organization, and analysis of
through the selection, organization, and analysis
relevant content.
of relevant content.
a. Introduce a topic clearly, previewing what is to
a. Introduce a topic clearly, previewing what is to
follow; organize ideas, concepts, and
follow; organize ideas, concepts, and
information, using strategies such as definition,
information into broader categories; include
classification, comparison/contrast, and
formatting (e.g., headings), graphics (e.g.,
cause/effect; include formatting (e.g.,
charts, tables), and multimedia when useful to
headings), graphics (e.g., charts, tables), and
aiding comprehension.
multimedia when useful to aiding
b. Develop the topic with relevant, well-chosen
comprehension.
facts, definitions, concrete details, quotations,
b. Develop the topic with relevant facts,
or other information and examples.
definitions, concrete details, quotations, or
c. Use appropriate and varied transitions to
other information and examples.
create cohesion and clarify the relationships
c. Use appropriate transitions to create cohesion
among ideas and concepts.
and clarify the relationships among ideas and
d. Use precise language and domain-specific
concepts.
vocabulary to inform about or explain the
d. Use precise language and domain-specific
topic.
vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that
f. Provide a concluding statement or section that
follows from and supports the information or
follows from and supports the information or
explanation presented. (W.8.2) (Ex. 2) (Ex. 3)
explanation presented. (W.7.2) (Ex. 2)
(Ex. 4) (Ex. 5) (Ex. 6) (Ex. 7) (Ex. 8) (DOK 3,4)
(DOK 3,4)
26
Grade 6 students:
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)
Grade 7 students:
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 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)
Grade 8 students:
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 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)
27
Grade 6 students:
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.
(Grade-specific expectations for writing types are
defined in standards 1–3 above) (W.6.4)
(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)
Grade 7 students:
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)
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)
6. Use technology, including the Internet, to produce 6. Use technology, including the Internet, to
and publish writing as well as to interact and
produce and publish writing and link to
collaborate with others; demonstrate sufficient
and cite sources as well as to interact and
command of keyboarding skills to type a minimum
collaborate with others, including linking
of three pages in a single sitting. (W.6.6)
to and citing sources. (W.7.6) (DOK 1,2)
(DOK 1,2)
Grade 8 students:
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,
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 and present the relationships between
information and ideas efficiently as well as to interact
and collaborate with others. (W.8.6) (DOK 1,2)
28
Grade 6 students:
Research to Build and Present Knowledge
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)
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)
Grade 7 students:
Grade 8 students:
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)
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)
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, 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)
29
Grade 6 students:
Grade 7 students:
Grade 8 students:
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)
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)
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)
30
College and Career Readiness Anchor Standards for Speaking and
Listening
The grades 6–8 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.
Note on range and content of student
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.
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.
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.
31
Speaking and Listening Standards 6-8
The following standards for grades 6–8 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.
Grade 6 students:
Grade 7 students:
Grade 8 students:
Comprehension and Collaboration
1. Engage effectively in a range of
1. Engage effectively in a range of collaborative 1. Engage effectively in a range of
collaborative discussions (one-on-one, in
discussions (one-on-one, in groups, and
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
teacher-led) with diverse partners on grade
groups, and teacher-led) with diverse
partners on grade 6 topics, texts, and issues,
7 topics, texts, and issues, building on others’
partners on grade 8 topics, texts, and issues,
building on others’ ideas and expressing
ideas and expressing their own clearly.
building on others’ ideas and expressing
their own clearly.
a. Come to discussions prepared, having
their own clearly.
a. Come to discussions prepared having read
read or researched material under study;
a. Come to discussions prepared, having
or studied required material; explicitly
explicitly draw on that preparation by
read or researched material under study;
draw on that preparation by referring to
referring to evidence on the topic, text,
explicitly draw on that preparation by
evidence on the topic, text, or issue to
or issue to probe and reflect on ideas
referring to evidence on the topic, text, or
probe and reflect on ideas under
under discussion.
issue to probe and reflect on ideas under
discussion.
b. Follow rules for collegial discussions,
discussion.
b. Follow rules for collegial discussions, set
track progress toward specific goals and
b.Follow rules for collegial discussions and
specific goals and deadlines, and define
deadlines, and define individual roles as
decision-making, track progress toward
individual roles as needed.
needed.
specific goals and deadlines, and define
c. Pose and respond to specific questions
c. Pose questions that elicit elaboration
individual roles as needed.
with elaboration and detail by making
and respond to others’ questions and
c.Pose questions that connect the ideas of
comments that contribute to the topic,
comments with relevant observations
several speakers and respond to others'
text, or issue under discussion.
and ideas that bring the discussion back
questions and comments with relevant
d. Review the key ideas expressed and
on topic as needed.
evidence, observations, and ideas.
demonstrate understanding of multiple
d. Acknowledge new information expressed
d.Acknowledge new information expressed
perspectives through reflection and
by others and, when warranted, modify
by others, and, when warranted, qualify or
paraphrasing. (SL.6.1) (DOK 1,2,3)
their own views. (SL.7.1) (DOK 1,2,3)
justify their own views in light of the
evidence presented. (SL.8.1) (DOK 1,2,3)
32
Grade 6 students:
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)
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)
Grade 7 students:
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)
3. Delineate a speaker’s argument and
specific claims, evaluating the soundness
of the reasoning and the relevance and
sufficiency of the evidence. (SL.7.3)
(DOK 2,3,4)
Presentation of Knowledge and Ideas
4. Present claims and findings, sequencing
4. Present claims and findings, emphasizing
ideas logically and using pertinent
salient points in a focused, coherent
descriptions, facts, and details to
manner with pertinent descriptions, facts,
accentuate main ideas or themes; use
details, and examples; use appropriate eye
appropriate eye contact, adequate
contact, adequate volume, and clear
volume, and clear pronunciation. (SL.6.4)
pronunciation. (SL.7.4) (DOK 1,2,3)
(DOK 1,2,3)
5. Include multimedia components (e.g.,
5. Include multimedia components and visual
graphics, images, music, sound) and visual
displays in presentations to clarify claims
displays in presentations to clarify
and findings and emphasize salient points.
information. (SL.6.5) (DOK 2,3)
(SL.7.5) (DOK 2,3)
Grade 8 students:
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, 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, 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. Integrate multimedia and visual displays
into presentations to clarify information,
strengthen claims and evidence, and add
interest. (SL.8.5) (DOK 2,3)
33
Grade 6 students:
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)
IA.5.Prepare and conduct interviews.
(SL.6.IA.5) (DOK 2,3)
IA.6.Participate in public performances.
(SL.6.IA.6) (DOK 2,3)
Grade 7 students:
6. Adapt speech to a variety of contexts and
tasks, demonstrating command of formal
English when indicated or appropriate.
(See grade 7 Language standards 1 and 3
for specific expectations) (SL.7.6)
(DOK 1,2)
IA.5.Prepare and conduct interviews.
(SL.7.IA.5) (DOK 2,3)
IA.6.Participate in public performances.
(SL.7.IA.6) (DOK 2,3)
Grade 8 students:
6. Adapt speech to a variety of contexts and
tasks, demonstrating command of formal
English when indicated or appropriate.
(See grade 8 Language standards 1 and 3
for specific expectations) (SL.8.6)
(DOK 1,2)
IA.5.Prepare and conduct interviews.
(SL.8.IA.5) (DOK 2,3)
IA.6.Participate in public performances.
(SL.8.IA.6) (DOK 2,3)
34
College and Career Readiness Anchor Standards for Language
The grades 6–8 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.
Note on range and content of student
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.
35
Language Standards 6-8
The following standards for grades 6–8 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
(*).
Grade 6 students:
Grade 7 students:
Grade 8 students:
Conventions of Standard English
1. Demonstrate command of the conventions 1. Demonstrate command of the conventions 1. Demonstrate command of the conventions
of standard English grammar and usage
of standard English grammar and usage
of standard English grammar and usage
when writing or speaking.
when writing or speaking.
when writing or speaking.
a. Ensure that pronouns are in the proper
a. Explain the function of phrases and
a. Explain the function of verbals
case (subjective, objective, possessive).
clauses in general and their function in
(gerunds, participles, infinitives) in
b. Use intensive pronouns (e.g., myself,
specific sentences.
general and their function in particular
ourselves).
b. Choose among simple, compound,
sentences.
c. Recognize and correct inappropriate
complex, and compound-complex
b. Form and use verbs in the active and
shifts in pronoun number and person.*
sentences to signal differing
passive voice.
d. Recognize and correct vague pronouns
relationships among ideas.
c. Form and use verbs in the indicative,
(i.e., ones with unclear or ambiguous
c. Place phrases and clauses within a
imperative, interrogative, conditional,
antecedents).*
sentence, recognizing and correcting
and subjunctive mood.
e. Recognize variations from standard
misplaced and dangling modifiers.*
d. Recognize and correct inappropriate
English in their own and others’ writing
(L.7.1) (DOK 1,2)
shifts in verb voice and mood.* (L.8.1)
and speaking, and identify and use
(Ex. 2) (DOK 1,2)
strategies to improve expression in
conventional language.* (L.6.1) (DOK 1)
36
Grade 6 students:
Grade 7 students:
Grade 8 students:
2. Demonstrate command of the conventions 2. Demonstrate command of the conventions 2. Demonstrate command of the conventions
of standard English capitalization,
of standard English capitalization,
of standard English capitalization,
punctuation, and spelling when writing.
punctuation, and spelling when writing.
punctuation, and spelling when writing.
a. Use punctuation (commas, parentheses,
a. Use a comma to separate coordinate
a. Use punctuation (comma, ellipsis,
dashes) to set off
adjectives (e.g., It was a fascinating,
dash) to indicate a pause or break.
nonrestrictive/parenthetical elements.*
enjoyable movie but not He wore an
b. Use an ellipsis to indicate an omission.
b. Spell correctly. (L.6.2) (DOK 1)
old[,] green shirt).
c. Spell correctly. (L.8.2) (DOK 1)
b. Spell correctly. (L.7.2) (DOK 1)
Knowledge of Language
3. Use knowledge of language and its
3. Use knowledge of language and its
3. Use knowledge of language and its
conventions when writing, speaking,
conventions when writing, speaking,
conventions when writing, speaking,
reading, or listening.
reading, or listening.
reading, or listening.
a. Vary sentence patterns for meaning,
a. Choose language that expresses ideas
a. Use verbs in the active and passive
reader/listener interest, and style.*
precisely and concisely, recognizing
voice and in the conditional and
b. Maintain consistency in style and tone.*
and eliminating wordiness and
subjunctive mood to achieve particular
(L.6.3) (DOK 2,3)
redundancy.* (L.7.3) (DOK 1,2,3)
effects (e.g., emphasizing the actor or
the action; expressing uncertainty or
describing a state contrary to fact).
(L.8.3) (DOK 2,3)
37
Grade 6 students:
Grade 7 students:
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of
4. Determine or clarify the meaning of
4.
unknown and multiple-meaning words and
unknown and multiple-meaning words and
phrases based on grade 6 reading and
phrases based on grade 7 reading and
content, choosing flexibly from a range of
content, choosing flexibly from a range of
strategies.
strategies.
a. Use context (e.g., the overall meaning of
a. Use context (e.g., the overall meaning
a sentence or paragraph; a word’s
of a sentence or paragraph; a word’s
position or function in a sentence) as a
position or function in a sentence) as a
clue to the meaning of a word or phrase.
clue to the meaning of a word or
b. Use common, grade-appropriate Greek
phrase.
or Latin affixes and roots as clues to the
b. Use common, grade-appropriate Greek
meaning of a word (e.g., audience,
or Latin affixes and roots as clues to
auditory, audible).
the meaning of a word (e.g.,
c. Consult reference materials (e.g.,
belligerent, bellicose, rebel).
dictionaries, glossaries, thesauruses),
c. Consult general and specialized
both print and digital, to find the
reference materials (e.g., dictionaries,
pronunciation of a word or determine or
glossaries, thesauruses), both print and
clarify its precise meaning or its part of
digital, to find the pronunciation of a
speech.
word or determine or clarify its precise
d. Verify the preliminary determination of
meaning or its part of speech.
the meaning of a word or phrase (e.g.,
d. Verify the preliminary determination
by checking the inferred meaning in
of the meaning of a word or phrase
context or in a dictionary). (L.6.4)
(e.g., by checking the inferred meaning
(DOK 1,2)
in context or in a dictionary). (L.7.4)
(Ex. 2) (DOK 1,2)
Grade 8 students:
Determine or clarify the meaning of
unknown and multiple-meaning words or
phrases based on grade 8 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., 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)
38
Grade 6 students:
Grade 7 students:
Grade 8 students:
5. Demonstrate understanding of figurative
5. Demonstrate understanding of figurative 5. Demonstrate understanding of figurative
language, word relationships, and nuances
language, word relationships, and nuances
language, word relationships, and nuances
in word meanings.
in word meanings.
in word meanings.
a. Interpret figures of speech (e.g.,
a. Interpret figures of speech (e.g.,
a. Interpret figures of speech (e.g. verbal
personification) in context.
literary, biblical, and mythological
irony, puns) in context.
b. Use the relationship between particular
allusions) in context.
b. Use the relationship between
words (e.g., cause/effect, part/whole,
b. Use the relationship between
particular words to better understand
item/category) to better understand
particular words (e.g.,
each of the words.
each of the words.
synonym/antonym, analogy) to better
c. Distinguish among the connotations
c. Distinguish among the connotations
understand each of the words.
(associations) of words with similar
(associations) of words with similar
c. Distinguish among the connotations
denotations (definitions) (e.g.,
denotations (definitions) (e.g., stingy,
(associations) of words with similar
bullheaded, willful, firm, persistent,
scrimping, economical, unwasteful,
denotations (definitions) (e.g., refined,
resolute). (L.8.5) (Ex. 2) (DOK 1,2,3)
thrifty). (L.6.5) (Ex. 2) (DOK 1,2,3)
respectful, polite, diplomatic,
condescending). (L.7.5) (DOK 1,2,3)
6. Acquire and use accurately grade6. Acquire and use accurately grade6. Acquire and use accurately gradeappropriate general academic and domainappropriate general academic and domainappropriate general academic and domainspecific words and phrases; gather
specific words and phrases; gather
specific words and phrases; gather
vocabulary knowledge when considering a
vocabulary knowledge when considering a
vocabulary knowledge when considering a
word or phrase important to comprehension
word or phrase important to
word or phrase important to
or expression. (L.6.6) (DOK 1,2)
comprehension or expression. (L.7.6)
comprehension or expression) (L.8.6)
(DOK 1,2)
(DOK 1,2)
39
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.
Grade(s)
Standard
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.
40
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
41
Standard 10: Range, Quality, and Complexity of Student Reading 6-12
Measuring Text Complexity: Three Factors
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)
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.
42
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
43
Texts Illustrating the Complexity, Quality, and Range of Student Reading 6–12
Literature: Stories, Drama, Poetry
6–8
9–10
Informational Texts: Literary Nonfiction

Little Women by Louisa May Alcott (1869)

“Letter on Thomas Jefferson” by John Adams (1776)

The Adventures of Tom Sawyer by Mark Twain (1876)


“The Road Not Taken” by Robert Frost (1915)
Narrative of the Life of Frederick Douglass, an American Slave by
Frederick Douglass (1845)

The Dark Is Rising by Susan Cooper (1973)

“Blood, Toil, Tears and Sweat: Address to Parliament on May 13th,
1940” by Winston Churchill (1940)

Dragonwings by Laurence Yep (1975)


Roll of Thunder, Hear My Cry by Mildred Taylor (1976)
Harriet Tubman: Conductor on the Underground Railroad by Ann Petry
(1955)

Travels with Charley: In Search of America by John Steinbeck (1962)

The Tragedy of Macbeth by William Shakespeare (1592)

“Speech to the Second Virginia Convention” by Patrick Henry (1775)

“Ozymandias” by Percy Bysshe Shelley (1817)

“Farewell Address” by George Washington (1796)

“The Raven” by Edgar Allan Poe (1845)

“Gettysburg Address” by Abraham Lincoln (1863)

“The Gift of the Magi” by O. Henry (1906)

“State of the Union Address” by Franklin Delano Roosevelt (1941)

The Grapes of Wrath by John Steinbeck (1939)

“Letter from Birmingham Jail” by Martin Luther King, Jr. (1964)

Fahrenheit 451 by Ray Bradbury (1953)

“Hope, Despair and Memory” by Elie Wiesel (1997)

The Killer Angels by Michael Shaara (1975)
44
11–
CCR

“Ode on a Grecian Urn” by John Keats (1820)

Common Sense by Thomas Paine (1776)

Jane Eyre by Charlotte Brontë (1848)

Walden by Henry David Thoreau (1854)

“Because I Could Not Stop for Death” by Emily Dickinson (1890)

“Society and Solitude” by Ralph Waldo Emerson (1857)

The Great Gatsby by F. Scott Fitzgerald (1925)

“The Fallacy of Success” by G. K. Chesterton (1909)

Their Eyes Were Watching God by Zora Neale Hurston (1937)

Black Boy by Richard Wright (1945)

A Raisin in the Sun by Lorraine Hansberry (1959)

“Politics and the English Language” by George Orwell (1946)

The Namesake by Jhumpa Lahiri (2003)

“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.
45
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
46
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.
47
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 #
1
Grade
6
Claim
1
Target
8
Item:
Standards
DOK
2
RI-1
Evidence Statement
Key: C
The student will identify explicit
text evidence to support a GIVEN
inference based on the text.
2. Fishy Weather Conditions
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.
Item #
2
Grade
Claim
6
1
Target
9
DOK
2
Item:
Standards
RI-2
Evidence Statement
Key: B
The student will summarize a
central idea in a text.
3. Fishy Weather Conditions
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,
48
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 #
3
Grade
6
Claim
1
Target
9
DOK
2
Item:
Standards
RI-2
Evidence Statement
Key: B
The student will determine the central
idea of a key paragraph in the text.
4. Fishy Weather Conditions
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.
49
Item #
Grade
4
6
Claim
1
Target
DOK
Item:
Standards
11
3
RI-8
Evidence Statement
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
0
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.
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
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.
People have talked about seeing fish fall from
the sky for a long time.
50
5. Fishy Weather Conditions
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.
b.
c.
d.
A waterspout can cause destruction.
A waterspout can carry items within it.
A waterspout is difficult to catch on film.
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
Grade
6
Claim
1
Target
12
Item:
DOK Standards
3
RI-3
Evidence Statement
Part A: B
Part B: “The speed creates …”
The student will analyze the interaction between
ideas within a text.
6. Fishy Weather Conditions
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.
51
Item # Grade
6
6
Claim Target
1
13
Item:
DOK Standards
2
RI-5
Evidence Statement
Key: A
The student will determine how structuring a text with
a specific detail at its beginning impacts the meaning
of the text.
7. Fishy Weather Conditions
How does the last paragraph add to the central idea of the text? Select three options.
a.
b.
c.
d.
e.
Item #
It describes how species in the area changed over time.
It illustrates the importance of finding the explanation behind the event.
It explains how waterspouts came to be a center of scientific research.
It identifies how the discovery cleared up many different scientific theories.
It shows how the understanding of waterspouts affected other areas of science.
Grade
7
Claim Target
6
1
Item:
DOK Standards
13
3
RI-5
Evidence Statement
Key: B, D, E
The student will analyze why an author included
certain elements in a text and analyze how that
inclusion impacts meaning.
8. Fishy Weather Conditions
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.
Item # Grade
8
6
Claim Target
1
14
DOK
Item:
Standards
3
L-5.a
Evidence Statement
Key: C
The student will interpret the use of literary devices.
52
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 30pound 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.”
53
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.
54
9. Libby’s Graduation
Which detail from the text best supports the idea that the narrator is feeling
discouraged?
a.
b.
c.
d.
The narrator says that Libby is not understanding the training.
The narrator says that Libby leaps on other dog owners during class.
The narrator is disappointed about missing a trip to the water park with a friend.
The narrator hears Libby howl and whine when she sees the other dogs in class.
Item #
Grade
Claim
Target
DOK
Item:
Standards
9
6
1
1
2
RI-1
Evidence Statement
Key: A
The student will identify text evidence
to support a given inference based on
the text.
10. Libby’s Graduation
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.'”
Item #
Grade
Claim
Target
DOK
Item:
Standards
10
6
1
2
2
RL-2
Evidence Statement
Key: B
The student will summarize key ideas and
events in a text.
11. Libby’s Graduation
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.
55
“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.
Item #
Grade
Claim
Target
DOK
Item:
Standards
11
6
1
3
2
RL-4, L-4.a
Evidence Statement
Key: harness
The student will use resources to
determine the correct meaning of an
unknown word in a literary text.
12. Libby’s Graduation
What inference can be made about the narrator's feelings about Libby's successes?
Support your answer with details from the text.
Item #
Grade
Claim
Target
DOK
Item:
Standards
12
6
1
4
3
RL-6
Evidence Statement
The student will form an inference about
a literary text and identify details within
the text that support that inference.
56
Score
Rationale
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.”
1
0
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.
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
Exemplar
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.
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.
Libby is a great dog.
57
13. Libby’s Graduation
This question has two parts. First, answer part A. Then, answer part B.
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.”
58
Item #
Grade
Claim
Target
DOK
Item:
Standards
13
6
1
5
3
RL-3
Evidence Statement
Part A: A
Part B: A, D, E
The student will analyze the relationships
among
characters' actions/interactions within one
text.
14. Libby’s Graduation
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.
Item #
14
Grade
Claim
6
1
Target
7
DOK
3
Item:
Standards
L-5
Evidence Statement
Key: A, E
The student will interpret the meaning of
a figurative phrase used in context and
its impact on meaning and tone.
15. Libby’s Graduation
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.
59
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
Grade
6
Claim
1
Target
7
DOK
3
Item:
Standards
RL-5
Evidence Statement
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.
60
In one paragraph write an ending to the narrative that follows logically from the events or
experiences in the narrative.
Item # Grade
16
Score
2
1
6
Claim
Target
DOK
Item:
Standards
2
1a
3
W-3.b
Evidence Statement
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
Rationale
Exemplar
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.
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
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.
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.”
61
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
0
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.
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.
b.
c.
d.
Grace began to daydream about her other teachers, friends, and favorite subjects.
Grace felt a sense of relief as she thought about all the books she had read.
Grace’s mind began to focus on her lunch as her stomach grumbled loudly.
Grace’s thoughts slowly led her back to another, happier first day of school.
Item #
Grade
Claim
Target
DOK
Item:
Standards
17
6
2
1b
2
W-3.c
Evidence Statement
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
62
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.
Item #
Grade
Claim
Target
DOK
Item:
Standards
18
6
2
6b
2
W-1.a
Evidence Statement
Key: C
(Organization) The student will revise
arguments by identifying improved
organizational elements such as
establishing a clear claim.
63
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 #
Grade
Claim
Target
DOK
Item:
Standards
19
6
2
8
1
W-2.d
Evidence Statement
Key: B
The student will identify and use the best
academic or grade-level or below domainspecific (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.
b.
c.
d.
organization, correct
association, truthful
community, accurate
crowd, honest
64
Item #
20
Grade
Claim
Target
DOK
6
2
8
2
Item:
Standards
Evidence Statement
Key: C
The student will identify and use the
W-2d, W-3d, L- best word(s)/phrase to convey ideas in a
3a, L-6
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 #
Grade
Claim
Target
DOK
Item:
Standards
21
6
2
9
1
L-2.b
Evidence Statement
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.
65
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.
b.
c.
d.
e.
f.
We dream several times each night.
People can be easily awakened from sleep.
We do not remember what happens during sleep.
People can sleepwalk during a stage of deep sleep.
Our bodies and brains continue to work during sleep.
During some stages of sleep, our bodies decrease in activity.
Item #
22
Grade
6
Claim
4
Target
2
DOK
2
Item:
Standards
W-8
Evidence Statement
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.
66
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 #
23
Grade
6
Claim
4
Target
3
DOK
2
Item:
Standards
Evidence Statement
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
67
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.
Item #
Grade
Claim
Target
DOK
24
6
4
4
2
Item:
Standards
Evidence Statement
Key: Claim 1- Source 1
Claim 2- Neither
Claim 3- Source 2
Claim 4-Both
The student will cite evidence to support
W-1b, W-8 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:
68







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.
Item #
25
Score
Points
2
Grade
6
Claim Target
2
6
DOK
Item:
Standards
W-1a, W-1b,
W-1c, W-1d,
and/or W-1e
Evidence Statement
This item asks students to use the
information provided to write a brief text
stating and supporting a position.
Organization
Evidence/Elaboration
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
69
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
70
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.
71
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.
72
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
73
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-deliversmedications-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
74
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-pennengineering
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."
75
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."
76
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.
legal limbo: when the law isn't clear on a specific issue
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
2
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 #
Grade
Claim
Target
DOK
Item
Standard
1
6
4
2
4
W-8
Evidence Statement
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.
77
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.
78
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 # Grade
2
6
Claim
Target
DOK
Item
Standard
4
4
4
RST-1
Evidence Statement
The student will cite evidence to support
analyses, arguments, or critiques.
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
79
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.
Student cites the source.
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.
(0 points) Response is an explanation that is incorrect, irrelevant, insufficient, or blank.
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 # Grade
3
6
Claim
Target
DOK
Item
Standard
4
4
3
RST-1
Evidence Statement
The student will cite evidence to support
analyses, arguments, or critiques.
80
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?
81
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 multiparagraph 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 #
Grade
Claim
Target
DOK
Item
Standard
4
6
2
2
4
W-3.a
Evidence Statement
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).
82
Score
4‐Point
Narrative
Performance Task Writing Rubric
(Grades 3–8)
3
2
4
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:
•
•
•
•
•
1
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 be an
there may just be
inconsistent
a series of events
plot, and/or
•
may be brief or
flaws may be
there is little to no
evident
attempt to
unevenly or
establish a setting,
minimally
narrator/character
establishes
s, and/or point of
a setting,
view*
narrator/ch
•
few or no
aracters,
appropriate
and/or
transitional
point of
strategies may be
view*
evident and may
uneven use of
cause confusion
appropriate
•
little or no
transitional
organization of an
strategies
event sequence;
and/or
frequent
little variety
extraneous ideas
weak or uneven
and/or a major
sequence of
drift may be
events
evident
opening and
•
opening and/or
closure, if
closure may be
present, are
missing or
weak
unsatisfactory
NS
•
Insufficient
(incudes
copied
text)
•
In a
language
other than
English
•
Off‐topic
•
Off‐
purpose
*point of view begins at grade 7
83
4‐Point
Narrative
Performance Task Writing
Rubric (Grades 3–8)
Score
4
3
2
1
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
NS
Insufficient
(incudes
copied
text)
•
•
In a language
other than
English
•
Off‐topic
•
Off‐purpose
84
2‐Point
Narrative
Performance Task Writing Rubric (Grades 3‐8)
Score
2
The response demonstrates
an adequate command of
conventions:


adequate use of
correct sentence
formation,
punctuation,
capitalization,
grammar usage, and
spelling
1
The response demonstrates
a partial command of
conventions:

limited use of
correct sentence
formation,
punctuation,
capitalization,
grammar usage,
and spelling
0
The response demonstrates
little or no command of
conventions:
infrequent use of
correct sentence formation,
punctuation, capitalization,
•
grammar usage, and
spelling
•
•
•
•
•
NS
Insufficient
(incudes
copied text)
In a
language
other than
English
Off‐topic
Off‐purpose
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.
85
Grade 7 Examples:
G7 ELA Practice Test
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.
86
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 800pound 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.
87
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.
88
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
Grade
7
Claim
1
Target
8
DOK
2
Item:
Standards
Evidence Statement
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.
2. Life in the Food Chain
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
Grade
7
Claim
1
Target
8
DOK
2
Item:
Standards
Evidence Statement
RI-2
Key: A
The student will identify text evidence
(explicit details and/or implicit
information) to support a GIVEN
inference or conclusion based on the
text.
89
3. Life in the Food Chain
Summarize the central idea in the section “Ups and Downs.” Use key evidence from the
text to support your summary.
Item #
Grade
3
7
Score
2
Claim
1
Target
9
DOK
3
Item:
Standards
RI-2
The student will summarize the central
idea of a subtopic in the text using
supporting evidence.
Rationale
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.
A response:
1
Evidence Statement
•
•
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
Exemplar
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.
It focuses on how the life on the
island is connected. Wolves and
moose and pines all affect each
other's populations.
90
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.
4. Life in the Food Chain
Read the sentence from the text.
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
Grade
7
Claim
1
Target
10
DOK
2
Item:
Standards
Evidence Statement
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.
91
5. Life in the Food Chain
This question has two parts. First, answer part A. Then, answer part B.
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
Grade
7
Claim Target
1
11
DOK
Item:
Standards
3
RI-6
Evidence Statement
Part A: A
Part B: A “Scientists have …”
The student will make an inference
about the author’s purpose for writing
the article and support it with
evidence from the text.
6. Life in the Food Chain
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
Grade
7
Claim Target
1
13
Item:
DOK Standards
3
RI-5
Evidence Statement
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.
92
7. Life in the Food Chain
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
Grade
7
Claim
1
Target
13
DOK
3
Item:
Standards
Evidence Statement
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
93
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.
94
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.
95
“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.
96
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.”
Item # Grade Claim
8
7
1
Target DOK
1
2
Item:
Standards
Evidence Statement
RL-1
Key: C, D
The student will identify text evidence to
support a given conclusion based on the text.
9. When Winning Took a Backseat
Determine the central idea of the text. Analyze the development of the central idea by
using key events in the text.
Item #
9
Grade Claim
7
1
Target
2
DOK
3
Item:
Standards
RL-2
Evidence Statement
The student will determine or
summarize a theme or central idea of a
text using supporting evidence.
97
Score
2
1
Rationale
Exemplar
A response:
• Gives sufficient evidence of the ability to
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.
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 2point 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.
98
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.
10. When Winning Took a Backseat
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.
b.
c.
d.
Item #
10
Accepted
Cheerful
Divided
Expected
Grade
7
Claim Target
1
3
DOK
2
Item:
Standards
Evidence Statement
RL-4, L-4.a
Key: C
The student will determine the definition
of a word by using context clues.
99
11. When Winning Took a Backseat
This question has two parts. First, answer part A. Then, answer part B.
Part A
What is most likely the authors’ intent by recounting the techniques Scott and Brad use
to run the race?
a.
b.
c.
d.
To show that the boys are good athletes
To build suspense about who will win the race
To create doubt that the boys are following the rules of racing
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 aboutoccurred, 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
Grade
7
Claim
1
Target
4
DOK
3
Item:
Standards
Evidence Statement
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.
100
12. When Winning Took a Backseat
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.
b.
c.
d.
Brad is angry at his bad luck.
Brad is grateful for Scott’s help.
Brad is upset that he injured himself.
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
Grade
7
Claim
1
Target
4
DOK
3
Item:
Standards
RL-6
Evidence Statement
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.
101
13. When Winning Took a Backseat
This question has two parts. First, answer part A. Then, answer part B.
Part A
Select the statement that best explains how the characters’ interactions develop over the
course of the text.
a.
b.
c.
d.
The boys begin as athletic rivals and become friends.
The boys are not friendly, but they respect each other.
The boys never become friends since they are from different areas.
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.
Item #
13
Grade
7
Claim
1
Target
5
DOK
3
Item:
Standards
RL-3
Evidence Statement
Part A: A
Part B: “No matter …”
“But the boys…”
The student will analyze the
relationships among the characters'
interactions within the text.
14. When Winning Took a Backseat
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.
102
d. The paragraphs help the reader to understand how unlikely it is that a friendship
would develop between the boys.
Item #
14
Grade
7
Claim
1
Target
6
DOK
3
Item:
Standards
RL-5
Evidence Statement
Key: D
The student will determine how
the setting of the text adds to
the characterization.
15. When Winning Took a Backseat
Read the sentences from the text.
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
Item #
15
Grade
7
Claim
1
Target
7
DOK
3
Item:
Standards
L-5
Evidence Statement
Key: A
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 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
103
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 #
Grade
16
7
Claim
2
Target
1b
DOK
2
Item:
Standards
Evidence Statement
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
directions that follow.
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
104






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
Grade
7
Claim
2
Target
3a
DOK
3
Item:
Standards
Evidence Statement
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.)
105
Score
2
Rationale
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
Exemplar
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 wellintegrated (“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.
•
0
partially elaborates ideas using general
words/language
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
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”)
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.
106
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
Grade
7
Claim
2
Target
6b
DOK
2
Item:
Standards
W-1.b
Evidence Statement
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
107
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 #
Grade
19
Claim
7
2
Target
8
DOK
1
Item:
Standards
W-3.d
Evidence Statement
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 # Grade Claim
20
7
2
Target DOK
8
2
Item:
Standards
Evidence Statement
W-2d,
W3d, 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.
108
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
Grade
7
Claim Target
2
9
DOK
1
Item:
Standards
L-1.a
Evidence Statement
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
directions that follow.
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
109
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.
Item #
22
Grade
7
Claim
4
Target
2
DOK
2
Item:
Standards
WLiteracy8, W-9
Evidence Statement
Key: D
The student will analyze information
within and among sources of
information in order to integrate the
information that is paraphrased while
avoiding plagiarism.
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
110
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 allimportant 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…
Item #
23
Grade
7
Claim
4
Target
3
DOK
2
Item:
Standards
Evidence Statement
Key: C
The student will use reasoning,
evaluation, and evidence to assess the
credibility of each source in order to
WLiteracy- select relevant information to support
8, W-8
research.
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
111
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
Grade
7
Claim
4
Target
4
DOK
2
Item:
Standards
RLiteracy1(History),
W-8
Evidence Statement
Key: “Because it kept …”
“Now, our captain …”
The student will cite evidence to
support analyses, arguments, or
critiques.
112
G7 ELA Performance Task
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.
113
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
Age
less than needed, the sleep loss adds up. The total
Recommended
sleep lost is called your sleep debt. For example, if
Amount of Sleep
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
Newborns
16–18 hours a day
sleepiness. Naps may provide a short-term boost in
alertness and performance. However, napping doesn't
11–12 hours a day
provide all of the other benefits of night-time sleep.
Preschool-aged
Thus, you can't really make up for lost sleep.
children
Some people sleep more on their days off than
on work days. They also may go to bed later and get
School-aged
At least 10 hours a
up later on days off.
children
day
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
Teens
9–10 hours a day
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
7–8 hours a day
Adults
you're getting enough sleep, try using a sleep diary
(including the
for a couple of weeks.
elderly)
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
114
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 45minute 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
115
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 midafternoon: 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:
116
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!
117
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-increaseproductivity10090901
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 #
1
Grade
7
Claim
4
Target
2
DOK
Item Standard
4
RH-9
Evidence Statement
The student will select evidence to
support opinions based on evidence
collected.
118
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.
Student cites the source.
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
119
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.
(0 points) Response is an explanation that is incorrect, irrelevant, insufficient, or blank.
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.
Item #
2
Grade
7
Claim
4
Target
4
DOK
4
Item Standard
W-9
Evidence Statement
The student will cite evidence to
support analyses, arguments, or
critiques.
Key Elements:
Source #1 (How Much Sleep is Enough)
120
• 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
121
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.
(0 points) Response is an explanation that is incorrect, irrelevant, insufficient, or blank.
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.
122
Item #
3
Grade
Claim
7
4
Target
4
DOK
Item Standard
3
RH-1
Evidence Statement
Key: 1. Source #3
2. Source #1, Source #2
3. Source #2
The student will cite evidence to
support analyses, arguments, or
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:
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?
1.
123
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?
2.
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
Grade Claim
7
2
Target DOK
4
4
Item
Standard
W-2b
Evidence Statement
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.
124
4‐Point
Explanatory
Performance Task Writing Rubric (Grades 6–11)
Score
4
3
2
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
1
NS
The response has little or no •
Insufficient
discernible organizational
(includes
structure. The response may
copied text)
be related to the topic but
may provide little or no
•
In a
focus:
language
•
thesis/controlling
other than
idea may be
English
confusing or
ambiguous; response
• Off‐topic
may be too brief or
the focus may drift
•
Off‐purpose
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
*Elaborative techniques may include the use of personal experiences that support the controlling idea.
125
2‐Point
Explanatory
Performance Task Writing Rubric (Grades 6‐11)
Score
2
1
The response demonstrates an
adequate command of
conventions:
The response demonstrates a
partial command of
conventions:


adequate use of correct
sentence formation,
punctuation,
capitalization, grammar
usage, and spelling
limited use of correct
sentence formation,
punctuation,
capitalization, grammar
usage, and spelling
0
The response demonstrates little
or no command of conventions:

infrequent use of correct
sentence formation,
punctuation, capitalization,
grammar usage, and
spelling
NS
• Insufficient (includes
copied text)
• In a language other
than English
• Off‐topic
• Off‐purpose
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.
126
Grade 8 Examples:
G8 ELA Practice Test
Read the text. Then answer the questions. (Questions #1-8)
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.
127
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.
128
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
Grade
8
Claim
1
Target
8
DOK
2
Item:
Standards
RI-1
Evidence Statement
Key: “People responded to …”
The student will support a given
conclusion with evidence from the
text.
2. Ansel Adams, Painting with Light
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
Grade
8
Claim
1
Target
9
DOK
2
Item:
Standards
RI-2
Evidence Statement
Key: C
The student will summarize the
central idea in a text using
supporting evidence.
129
3. Ansel Adams, Painting with Light
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 #
Grade
3
8
Claim Target
1
10
DOK
Item:
Standards
2
RI-4, L-4.a
Evidence Statement
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 #
Grade
Claim
Target
4
8
1
11
DOK
3
Item:
Standards
RI-3
Evidence Statement
The student will make an inference
about the text and identify
evidence within the text that
support that inference.
130
Score
2
1
0
Rationale
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
Exemplar
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.
A response:
• Gives limited evidence of the ability to
make an inference/conclusion
• Includes vague/limited examples/details
that make reference to the text
The author mentions Adams' apprenticeship to
• Explains inference/conclusion with
show how much he loved photography. He worked
vague/limited
for free.
information based on the text
Responses may include those listed in the 2
point response.
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
Adams loved taking pictures.
to the text
OR
• Gives an inference/conclusion but
includes no explanation or no relevant
information from the text
131
5. Ansel Adams, Painting with Light
This question has two parts. First, answer part A. Then, answer part B.
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
Which sentence from the text best supports your answer in part A?
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
Grade
8
Claim
1
Target
11
DOK
3
Item:
Standards
Evidence Statement
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.
6. Ansel Adams, Painting with Light
This question has two parts. First, answer part A. Then, answer part B.
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
132
Which sentence from the text best supports your answer in part A?
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 #
Grade
Claim
Target
DOK
Item:
Standards
6
8
1
12
3
RI-3
Evidence Statement
Part A: C
Part B: “This helped him …”
The student will analyze the
interaction between elements of
the text.
7. Ansel Adams, Painting with Light
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
Grade
8
Claim
1
Target
13
DOK
3
Item:
Standards
Evidence Statement
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.
8. Ansel Adams, Painting with Light
Read the line from the text.
133
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 #
Grade
Claim
Target
DOK
Item:
Standards
8
8
1
14
3
L-5
Evidence Statement
Key: C
The student will interpret the
meaning of figurative words
and phrases used in context
and its impact on meaning
and tone.
134
Read the text. Then answer the questions. (Questions #9-15)
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."
135
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
Grade
8
Claim
1
Target
1
DOK
2
Item:
Standards
RL-1
Evidence Statement
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.
136
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
Grade
8
Claim
1
Target
2
DOK
2
Item:
Standards
Evidence Statement
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
Read the sentence from the text.
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.
b.
c.
d.
artists
cyclists
observers
Perform
137
Item #
Grade
11
Claim
8
Target
1
Item:
Standards
DOK
3
2
RL-4, L-4.b
Evidence Statement
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
Score
2
1
Grade Claim Target
8
1
4
DOK
3
Item:
Standards
RL-3
Rationale
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) Stewart has a vivid
imagination.
• (support) trip to the park zoo
• (support) visions of clowns
• (support) riding the subway
• (support) walking a dog
Evidence Statement
The student will form a conclusion about a
literary text and identify details within the
text to support that conclusion.
Exemplar
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.
A response:
• Gives limited evidence of the ability to
make an inference/conclusion
Includes vague/limited examples/details Stewart's imagination helps the reader understand
that make reference to the text
what he wants from other people.
• Explains inference/conclusion with
vague/limited
• information based on the text
138
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 Stewart has a good imagination.
the text OR
• Gives an inference/conclusion but
includes no explanation or no relevant
information from the text
13. Again Tomorrow
This question has two parts. First, answer part A. Then, answer part B.
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.
139
Item #
13
Grade
8
Claim
1
Target
5
Item:
Standards
DOK
3
Evidence Statement
Part A: B
Part B: “Suddenly Stewart …”
The student will analyze the
relationships among literary
elements within one text.
RL-3
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
Grade
8
Claim
1
Target
6
DOK
2
Item:
Standards
Evidence Statement
RL-5
Key: D
The student will determine how the
overall structure of the text impacts its
meaning.
15. Again Tomorrow
Read the sentences from the text.
"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.
b.
c.
d.
e.
The author characterizes Stewart as a lazy and uninterested student.
The author uses irony to help the reader understand Stewart's conflict.
The author uses flashback to show how hard the students in Stewart's class work.
The author shows the reader how other characters in the story view Stewart.
The author defines the lines between reality and Stewart's over-active imagination
Item #
Grade
Claim
Target
DOK
Item:
Standards
15
8
1
7
3
RL-4, L-5.a
Evidence Statement
Key: B, D
The student will interpret the
intent and use of a literary
device and analyze its impact
on meaning or tone.
140
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.
b.
c.
d.
Baseballs have been known to get lost in the ivy.
Bill Veeck deserves credit for the beauty of the ivy at Wrigley Field.
To this day, Wrigley is the only ballpark with an ivy-covered outfield wall.
Fans flocking to the cozy confines of Wrigley Field would love to have a piece of
the vines as a souvenir.
Item #
16
Grade
8
Claim
2
Target
3b
DOK
2
Item:
Standards
W-2.f
Evidence Statement
Key: C
The student will provide a conclusion
that is related to and supports the
information or explanation presented
141
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
Grade
8
Claim
2
Target
3b
DOK
2
Item:
Standards
Evidence Statement
Key: D
1. (Organization) The student will revise
informational/explanatory text by identifying
W-2a, W-2b, improved organizational elements such as g.
W-2c, W-2d, providing a conclusion that is related to and
W-2e, and/or supports the information or explanation
W-2f
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
142
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.
Item #
18
Score
2
1
Grade
8
Claim
2
Target
6a
DOK
3
Rationale
Item:
Standards
W-1.a
Evidence Statement
(Organization) The student will use
information provided in a stimulus
to write organized arguments by
establishing and introducing a clear
claim
Exemplar
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.
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.
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.
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
143
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 # Grade
19
8
Claim
2
Target
8
DOK
2
Item:
Standards
Evidence Statement
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.
144
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
Grade Claim
8
2
Target
9
DOK
1
Item:
Standards
L-1.b
Evidence Statement
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
Grade
8
Claim
2
Target
9
DOK
1
Item:
Standards
Evidence Statement
L-1, L-2, L-3
Key: A
To answer the question, students
must recognize misplaced modifiers
and an inappropriate shift in verb
voice.
145
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.
146
Item #
22
Grade
8
Claim
4
Target
2
DOK
2
Item:
Standards
Evidence Statement
RI-9, RI-1
Key: “In addition, every …”
“Even though there was …”
The student will analyze information
within and among sources of
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.
147
Item #
23
Grade
8
Claim
4
Target
2
DOK
2
Item:
Standards
WLiteracy-8,
W-9
Evidence Statement
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.
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.
148
Item #
24
Grade
8
Claim
4
Target
4
DOK
Item:
Standards
2
RLiteracy1(History),
W-9
Evidence Statement
Key: “National landmarks …”
The student will cite evidence to
support arguments or conjectures.
149
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.
150
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.
151
A number of countries, including Australia, New Zealand, Brazil, Finland, the
Netherlands, Norway, Sweden, Switzerland and Britain, have already dropped their lowestdenominated 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.
152
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 pricerounding 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/CREC2002-03-19.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.
153
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-keepingpenny.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
154
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-forbeginners.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 #
Grade
Claim
Target
DOK
Item
Standard
1
8
4
2
4
RI-1
Evidence Statement
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
155
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.
(0 points) Response is an explanation that is incorrect, irrelevant, insufficient, or blank.
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 #
Grade
Claim
Target
DOK
Item
Standard
2
8
4
3
4
WHST-8
Evidence Statement
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.
156
•
•
•
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.
(0 points) Response is an explanation that is incorrect, irrelevant, insufficient, or blank.
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.
157
(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
Grade
8
Claim
Target
4
4
DOK
3
Item
Standard
RST-1
Evidence Statement
The student will cite evidence to
support analyses, arguments, or
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
158
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:
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:
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?
1.
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.
Remember to check your notes and your prewriting/planning as you write and then
revise and edit your argumentative essay.
159
Item #
4
Grade Claim
8
2
Target DOK
7
4
Item
Standard
W-1.a
Evidence Statement
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.
160
4-Point
Argumentative
Performance Task Writing Rubric (Grades 6‐11)
Score
4
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
3
The response has an evident
The response has an
organizational structure and a inconsistent organizational
sense of completeness.
structure. Some flaws are
Though there may be minor
evident, and some ideas may
flaws, they do not interfere
be loosely connected. The
with the overall coherence.
organization is somewhat
The organization is
sustained between and within
adequately sustained
paragraphs. The response may
between and within
have a minor drift in focus:
paragraphs. The response is
• claim may be somewhat
generally focused:
unclear, or the focus may be
•
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
alternate and opposing
argument(s) are clearly
acknowledged or
addressed*
•
2
•
•
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 introduction and
conclusion
adequate progression of
•
ideas from beginning to
end; adequate connections
between and among ideas
alternate and opposing
argument(s) are
adequately acknowledged
or addressed*
1
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 *
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 among
ideas
alternate and opposing
argument(s) may be confusing
or not acknowledged *
NS
•
• Insufficient
(includes
copied
text)
• In a
language
other than
• English
• Off‐topic
• Off‐purpose
*Acknowledging and/or addressing the opposing point of view begins at grade 7.
161
4‐Point
Argumentative
Performance Task Writing Rubric (Grades 6‐11)
Score
4
3
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:
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:
•
•
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
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:
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
•
2
•
•
•
some evidence (facts and
details) from the source
material may be weakly
integrated, imprecise,
repetitive, vague, and/or
copied
1
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
vocabular
y is
limited or
ineffective
for the
audience
and
purpose
little or no evidence of
appropriate style
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
•
•
NS
• Insufficient
(includes
copied text)
• In a
language
other than
English
• Offtopic
• Off‐purpose
*Elaborative techniques may include the use of personal experiences that support the argument(s).
162
2‐Point
Argumentative
Perform Task Writing
Rubric (Grades 6‐11)
Score
1
2
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
NS
0
The response demonstrates little or no
command of conventions:
•
infrequent use of correct sentence
formation, punctuation,
capitalization, grammar usage, and
spelling
• Insufficient
(includes
copied
text)
• In a language
other than
English
• Off‐topic
• Off‐purpose
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.
163
NAEP Grade 8 Examples
Passage 1:
164
165
166
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.
 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
167
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.
Item #
Grade
DOK
Item: Standards Key
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.
Item #
Grade
DOK
Item: Standards Key
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
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.
168

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.
 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
169
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.
Item #
Grade
DOK
Item: Standards Key
4
8
2
RI-4, L-4, RH.68.4
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.
Item #
Grade
DOK
Item: Standards
Key
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.
 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.
170
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:
171
172
Passage 3:
173
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.
Item #
Grade
DOK
Item: Standards
Key
6
8
2
RI-1, RI-2, RH.6-8.2
C.
174
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
Item #
Grade
DOK
7
8
2
Item: Standards
Key
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.
Item #
Grade
DOK
Item: Standards
Key
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
 E.B. White liked nature. He enjoyed the bustle of the city and quiet times on the farm.
175
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.
Item #
Grade
DOK
Item: Standards
Key
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.
176





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.”
Item #
Grade
DOK
Item: Standards
Key
10
8
3
RI-1, W-2, RH.68.1
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.
177

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.
Item #
Grade
DOK
Item: Standards
Key
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.
Item #
Grade
DOK
Item: Standards
Key
12
8
3
RL-1, W-2, RH.6-8.1
See Below
178
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
Item #
Grade
DOK
Item: Standards Key
13
8
2
RI-1, RI-6, RH.68.1, 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.
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.
Item #
Grade
DOK
Item: Standards
Key
14
8
2
RI-1
C.
179