Grade 8 Sample Items
A complete Literary Analysis Task (LAT) for 8th Grade contains seven items, with six items that are either Evidence-Based Selected
Response (EBSR) items or Technology-Enhanced Constructed Response (TECR) items and one Prose Constructed Response (PCR)
item. Students will read a purpose setting statement for the task and then read the first passage. After answering EBSR and TECR
items, the students will read a second passage and answer additional EBSR and TECR items. Finally, the students will response to the
PCR item.
Each sample item presented includes information on (1) the advances in assessment and answers to the items; (2) an explanation of
the alignment of the item to the standards and PARCC evidence statements; and (3) item scoring rules and rationale.
Grade 8 Sample Items
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Sample Items for Grade 8: Excerpt from Brian’s Winter by Gary Paulsen
Sample Item 1: Questions and Standards
Part A Question: What is the meaning of the word
adversary as it is used in paragraph 21?
a. problem’s solution
b. indication of trouble
c. opposing force*
d. source of irritation
Sample Item 1: Advances and Answers
Part A Item Advances: The skills of reading carefully, making
inferences, and applying understanding of a text are essential for
college and career readiness. This Evidence-Based Selected-Response
question allows students to infer the meaning of an academic
vocabulary word that is important to understanding the text. Students
are asked to use the context to help them determine the definition of
“adversary.” The item advances assessment by asking students to
provide not only the meaning of the tested word but also the context
used to determine that meaning, as demonstrated by the inclusion of a
Part B.
Part A Answer Choice Rationales: Option C is the correct answer; the
word “adversary” means “opposing force.” In the context of this
excerpt, Brian’s lack of preparation for winter has made him guilty of
being his own opposing force to survival. Option A is incorrect; Brian
is looking for an answer to his problem about how to survive winter,
but “adversary” does not mean “problem’s solution.” Option B is
incorrect; although Brian realizes he has troubles ahead, “adversary”
does not mean “indication of trouble.” Option D is incorrect; although
Brian may be irritated at himself for not planning ahead and creating his
own problem, “adversary” does not mean “source of irritation.”
Part B Question:
Part B Item Advances: Part B of this Evidence-Based SelectedWhich phrase from paragraph 21 best helps clarify the Response question represents an innovation from past approaches
meaning of adversary?
because it allows students to supply the context that help them
determine the meaning of the tested word in Part A, thus reducing the
A. “own worst enemy”*
chance that they simply guessed the meaning of the word. This
B. “the primary rule”
C. “missed the warnings”
Grade 8 Sample Items
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D. “most dangerous thing”
approach calls for close reading and careful analysis of the text in order
to be able to correctly answer the question.
Part B Answer Choice Rationales: Option A is the correct answer.
Brian’s lack of preparing for winter has made him his own “adversary,”
or “own worst enemy.” Option B is incorrect; the phrase “the primary
rule” applies to always paying attention to what is happening around
you. Breaking this rule has created Brian’s problem, but it does not
provide context for the meaning of “adversary.” Option C is incorrect;
although Brian “missed the warnings,” which led to his current problem
of not being prepared, these words do not help the reader determine the
meaning of “adversary.” Option D is incorrect; although the “most
dangerous thing” in Brian’s world is his lack of preparedness for the
coming of winter, the words do not help the reader determine the
meaning of “adversary.”
Sample Item 1: Alignment
Explanation of Alignment: The item meets the
PARCC Assessment Claim for Reading Literature, as
the question is based on a literary text. Additionally,
the item is aligned well to the three standards and the
evidence statements listed because the question
requires that students infer the meaning of an
academic vocabulary word by using the context of the
text. This item demonstrates a level of complexity not
seen in traditional tests, because students are asked to
provide both the definition and the context for
determining the meaning of the tested word.
PARCC Assessment Claim, Standards, and Evidence Statements
Assessed
PARCC Assessment Claim: Students read and demonstrate
comprehension of grade‐level complex literary text.
Standard RL.8.4: 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.
.
Evidence Statement for RL.8.4:
The student’s response
Grade 8 Sample Items
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
demonstrates the ability to determine the meaning of words and
phrases as they are used in a text (e.g., figurative, connotative)
and/ or provides an analysis of the impact of specific word
choice on meaning and/or tone.
Standard RL.8.1: Cite the textual evidence that most strongly supports
an analysis of what the text says explicitly as well as inferences drawn
from the text.
Evidence Statement for RI.8.1:

The student’s response
provides textual evidence that most strongly supports analysis of
inferences drawn from the text.
Standard L.8.4: 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.
Evidence Statement for L.8.4:

The student’s response
demonstrates the ability to 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.
Sample Item 1: Scoring Points and Rationale
Scoring Rationale: Past tests would have given full
Scoring Points:
credit for a right answer regardless of how a student
 2 points are awarded when the student correctly chooses the
arrived at the answer. The PARCC assessment reflects
answer to Part A (C) and the answer to Part B (A).
the key shift of requiring students to read closely and
 1 point is awarded when the student correctly chooses the
provide textual evidence for their answer by offering
answer to Part A (C) but incorrectly answers Part B.
Grade 8 Sample Items
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only partial credit if students answer Part A correctly
but answer Part B incorrectly. To receive full credit,
students must demonstrate that they not only can
make an inference in Part A but also can support or
apply that inference with textual evidence, showing
mastery of the skill rather than the ability to guess.
Grade 8 Sample Items

No points are awarded when the student answers both Part A
and Part B incorrectly, or the student answers only Part B
correctly.
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Sample Items for Grade 8: Excerpt from Brian’s Winter by Gary Paulsen
Sample Item 2: Questions and Standards
Question: Create a summary of the excerpt from
Brian’s Winter by dragging four statements from the
list and dropping them in chronological order into the
table titled “Summary.” Note that not all statements
will be used.
1
Brian is sore as he gets into his bag that
night.
2
Brian attempts to scare away the bear that
wakes him up.*
3
The bear is more powerful than Brian
thinks.
4
Brian believes that he has learned to coexist with the bears.*
5
Brian takes a serious risk.
6
Brian thinks about solutions to his major
problem.*
7
The bear tosses Brian and eats the scraps of
Brian’s meal.*
8
The bear looks at Brian and walks away.
9
The bear sits back and sniffs the air.
Grade 8 Sample Items
Sample Item 2: Advances and Answers
Item Advances: The skills of reading carefully, evaluating the
importance of ideas in a text, and summarizing a text are essential for
college and career readiness. This Technology-Enhanced ConstructedResponse question allows students to evaluate nine text-based
statements to determine which are key to creating a summary of the
excerpt from Brian’s Winter. The item advances assessment by
allowing students to have more than four options to evaluate (nine in
this case) and to summarize the details chronologically, establishing the
chronological relationship among them.
Answer Choice Rationales: The correct answer, in order, is 4, 2, 7, 6.
The first statement of the summary is that Brian is under the
misconception that he has learned to co-exist with the bears while he
fights to survive (option 4). Then, Brian tries to scare off a bear that
wakes him up, quickly learning that he was wrong about having an
agreement with the bears (option 2). The next summary statement is
that the bear tears through Brian’s camp, tossing him around and eating
the scraps of Brian’s meal (option 7). Finally, Brian realizes he has
some problems because he hasn’t prepared for winter, and he realizes
that he needs to think about how to be more prepared (option 6). Some
statements (options 1, 8, and 9) are minor details that do not belong in a
summary, and other statements (options 3 and 5) are too general to
accurately capture the information that belongs in the summary.
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Summary
1
2
3
4
Sample Item 2: Alignment
Explanation of Alignment: The item meets the
PARCC Assessment Claim for Reading Literature, as
the question is based on a literary text. Additionally,
the item is aligned well to the two standards and the
evidence statements listed because students must
summarize chronologically statements that are
significant events in a summary of the story, inferring
which statements are more important to a summary
than others.
PARCC Assessment Claim, Standards, and Evidence Statements
Assessed
PARCC Assessment Claim: Students read and demonstrate
comprehension of grade‐level complex literary text.
Standard RL.8.2: 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.
Evidence Statement for RL.8.2:
The student’s response

Grade 8 Sample Items
provides an objective summary of a text.
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Standard RL.8.1: Cite the textual evidence that most strongly supports
an analysis of what the text says explicitly as well as inferences drawn
from the text.
Evidence Statement for RL.8.1:

The student’s response
provides textual evidence that most strongly supports analysis of
inferences drawn from the text.
Sample Item 2: Scoring Points and Rationale
Scoring Rationale: Past tests would have given
credit for a right answer regardless of how a student
arrived at the answer, but the PARCC assessment
reflects the key shift of requiring students to read
closely and provide textual evidence for their answer
by offering partial credit if the student correctly
identifies and sequences three of the four events and
full credit if the student correctly identifies and orders
all events, showing mastery of the ability to determine
key events that should be included in a summary.
Grade 8 Sample Items
Scoring Points:



2 points are awarded when the student correctly identifies
and orders all four events.
1 point is awarded when the student correctly identifies all
four events but incorrectly sequences the events OR correctly
identifies and sequences any three of the four events.
No points are awarded for any other answer combination.
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Sample Items for Grade 8: Excerpt from Brian’s Winter by Gary Paulsen
Sample Item 3: Questions and Standards
Part A Question: In the excerpt from Brian’s
Winter, Brian comes to a major realization at the end
of the passage. Which statement best describes his
realization?
a. He needs to avoid confronting wild animals.
b. He needs to prepare for the perils of winter.*
c. He needs to create a better way to store food.
d. He needs to find a new, safer shelter.
Part B Question: Which detail best supports the
answer in Part A?
a. “The bear…turned back to ransacking the camp,
looking for where that delicious smell had come
from.” (paragraph 15)
Grade 8 Sample Items
Sample Item 3: Advances and Answers
Part A Item Advances: The skills of reading carefully, analyzing
deeply, making inferences, and applying understanding of a text are
essential for college and career readiness. This Evidence-Based
Selected-Response question asks students to consider what Brian learns
through his encounter with the bear: that he is unprepared for the
dangers that winter will bring. The item advances assessment by asking
students to offer proof of their answer as demonstrated by the inclusion
of a Part B.
Part A Answer Choice Rationales: Option B is the correct answer; it
correctly describes the realization Brian has: that he has not paid
attention to the signs around him and is unprepared for winter. Option
A is incorrect; Brian knew long before his encounter with the bear that
he should avoid confronting wild animals. In fact, much of his strategy
for co-existing was leaving the animals alone (paragraph 3). Option C is
incorrect; although the text mentions that the bear has come to the camp
because it smells the leftovers in Brian’s cooking pot, the major
problem Brian faces is not the storage of food but the upcoming winter.
Option D is incorrect; although Brian’s shelter has been damaged by the
bear, the fact that Brian needs a new, safer shelter is just one component
of his needing to prepare for the perils of winter.
Part B Item Advances: Part B of this Evidence-Based SelectedResponse question represents an innovation from past approaches
because it allows students to provide the evidence to support their
answer from Part A. This approach calls for close reading and careful
analysis of the text in order to be able to correctly answer the question.
October 28, 2013
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b. “He would have to find some way to protect
himself, some weapon.” (paragraph 19)
c. “He kept putting wood on the fire, half afraid the
bear would come back.” (paragraph 20)
d. “…he had missed the warnings that summer was
ending…and what was coming would be the most
dangerous thing he had faced…” (paragraph 21)*
Part B Answer Choice Rationales: Option D is the correct answer.
Brian realizes that winter would be “the most dangerous thing he had
faced,” and that he needed to begin to prepare immediately since he had
missed the signs that summer was fading. Option A is incorrect; the
bear ransacking the camp does not support the fact that Brian needs to
prepare for the perils of winter but rather that he did not dispose of the
remnants of his food carefully after his meal. Option B is incorrect;
although Brian believes he needs to find a way to protect himself, this
would be true all year long, not just in winter. Also, protection is just
one aspect of preparation. Option C is incorrect; although gathering
firewood is one way of preparing for winter, in paragraph 19, Brian is
burning the wood to keep the bear from returning. This detail does not
support the fact that Brian realizes he needs to prepare for the dangers
of winter.
Sample Item 3: Alignment
Explanation of Alignment: The item meets the
PARCC Assessment Claim for Reading Literature, as
the question is based on a literary text. Additionally,
the item is aligned well to the two standards and the
evidence statements listed because the question
requires analysis of the decision a character makes as
a result of incidents in a story. Brian’s encounter with
the bear causes him to recognize that he has failed to
observe the signs of approaching winter, and he
decides that he needs to prepare for this danger. This
item demonstrates a level of complexity not seen in
traditional tests because students are asked to apply
knowledge demonstrated in Part A to locate evidence
in Part B.
Grade 8 Sample Items
PARCC Assessment Claim, Standards, and Evidence Statements
Assessed
PARCC Assessment Claim: Students read and demonstrate
comprehension of grade‐level complex literature text.
Standard RL.8.3: 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.
Evidence Statement for RL.8.3:


The student’s response
provides an analysis of how particular lines of dialogue or
incidents in a story or drama propel the action.
provides an analysis of how particular lines of dialogue or
incidents in a story or drama provoke a decision.
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Standard RL.8.1: Cite the textual evidence that most strongly supports
an analysis of what the text says explicitly as well as inferences drawn
from the text.
Evidence Statement for RL.8.1:

The student’s response
provides textual evidence that most strongly supports analysis of
inferences drawn from the text.
Sample Item 3: Scoring Points and Rationale
Scoring Rationale: Past tests would have given full
Scoring Points:
credit for a right answer regardless of how a student
 2 points are awarded when the student correctly chooses the
arrived at the answer. The PARCC assessment reflects
answer to Part A (B) and the answer to Part B (D).
the key shift of requiring students to read closely and
 1 point is awarded when the student correctly chooses the
provide textual evidence for their answer by offering
answer to Part A (B) but incorrectly answers Part B.
only partial credit if students answer Part A correctly
 No points are awarded when the student answers both Part A
but answer Part B incorrectly. To receive full credit,
and Part B incorrectly, or the student answers only Part B
students must demonstrate that they not only can
correctly.
make an inference in Part A, but also can support or
apply that inference with textual evidence, showing
mastery of the skill rather than the ability to guess.
Grade 8 Sample Items
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Sample Items for Grade 8: Excerpt from Call of the Wild by Jack London
Sample Item 4: Questions and
Standards
Part A Question: What does the word
placatingly mean as it is used in
paragraph 2?
a.
b.
c.
d.
in a warning tone
in an annoying manner
in an attempt to be agreeable*
in a way that expresses discomfort
Sample Item 4: Advances and Answers
Part A Item Advances: The skills of reading carefully, analyzing deeply, making
inferences, and applying understanding of a text are essential for college and career
readiness. This Evidence-Based Selected-Response question allows students to consider
how an academic word is used in the text. The word is key to the central idea that Buck
must adapt to his new environment, in this case being shown by Billee that acting
aggressively may not be a useful strategy for survival. The item advances assessment by
asking students to offer proof of their answer as demonstrated by the inclusion of a Part
B.
Part A Answer Choice Rationales: Option C is the correct answer; when Billee
“whined placatingly, squirmed and wriggled to show his good will and intentions,” he is
trying to make amends for scaring Buck. Option A is incorrect; Billee is trying to “show
his good will” by whining placatingly; he is not warning Buck. Option B is incorrect;
although whining can be annoying, Billee is not whining to annoy Buck but rather to
communicate his desire for peace. Option D is incorrect; Billee is not uncomfortable; in
fact, he is curled up in a “snug ball.”
Part B Question: Which phrase from
the passage provides the best clue to
the meaning of placatingly as it is used
in paragraph 2?
a.
b.
c.
d.
“bristling and snarling”
“a whiff of warm air”
“squirmed and wriggled”
“a bribe for peace”*
Grade 8 Sample Items
Part B Item Advances: Part B of this Evidence-Based Selected-Response question
represents an innovative approach to assessment because it allows students to provide
the context used to determine the meaning of the tested word in Part A. This approach
calls for close reading and careful analysis of the text in order to correctly answer the
question.
Part B Answer Choice Rationales: Option D is the correct answer. The phrase “a bribe
for peace” indicates that Billee has good intentions and is trying to make amends for
scaring Buck. Option A is incorrect; the phrase “bristling and snarling” shows how Buck
reacted when he became frightened, not how Billee was behaving to make up for scaring
October 28, 2013
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Buck. Option B is incorrect; the phrase “a whiff of warm air” shows that the area Buck
is seeking radiates warmth, but it does not imply anything about Billee being placating.
Option C is incorrect; the phrase “squirmed and wriggled” shows how Billee was acting
to show his good will toward Buck, but “a bribe for peace” is the strongest clue to the
meaning of “placatingly,” which means in a manner that is trying to make amends.
Sample Item 4: Alignment
Explanation of Alignment: The item
meets the PARCC Assessment Claim for
Reading Literature, as the question is
based on a literary text. Additionally, the
item is aligned well to the three
standards and the evidence statements
listed because the question requires
analyzing the text and then making an
inference based on context to determine
the meaning of an academic vocabulary
word. This item demonstrates a level of
complexity not seen in traditional tests
because in Part B students are asked to
identify which words best helped them
understand the meaning of the tested
word in Part A.
PARCC Assessment Claim, Standards, and Evidence Statements Assessed
PARCC Assessment Claim: Students read and demonstrate comprehension of grade‐
level complex literary text.
Standard RL.8.4: 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.
Evidence Statement for RL.8.4:

The student’s response
demonstrates the ability to determine the meaning of words and
phrases as they are used in a text (e.g., figurative, connotative) and/ or
provides an analysis of the impact of specific word choice on meaning
and/or tone.
Standard RL.8.1: Cite the textual evidence that most strongly supports an analysis of
what the text says explicitly as well as inferences drawn from the text.
Evidence Statement for RL.8.1:

Grade 8 Sample Items
The student’s response
provides textual evidence that most strongly supports analysis of
inferences drawn from the text.
October 28, 2013
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Standard L.8.4: 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.
Evidence Statement for L.8.4:

The student’s response
demonstrates the ability to 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.
Sample Item 4: Scoring Points and Rationale
Scoring Rationale: Past tests would
Scoring Points:
have given full credit for a right answer
 2 points are awarded when the student correctly chooses the answer to Part A (C)
regardless of how a student arrived at the
and the answer to Part B (D).
answer. The PARCC assessment reflects
 1 point is awarded when the student correctly chooses the answer to Part A (C)
the key shift of requiring students to read
but incorrectly answers Part B.
closely and provide textual evidence for
 No points are awarded when the student answers both Part A and Part B
their answer by offering only partial
incorrectly.
credit if students answer Part A correctly
but Part B incorrectly. To receive full
credit, students must demonstrate that
they not only can make an inference
about meaning in Part A but also can
provide the context they used to help
them determine meaning, showing
mastery of the skill rather than the
ability to guess.
Grade 8 Sample Items
October 28, 2013
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Sample Items for Grade 8: Excerpt from Call of the Wild by Jack London
Sample Item 5: Questions and Standards
Part A Question: Which statement best
reflects a theme of the excerpt from Call of the
Wild?
a. Survival is unlikely when one is new to an
environment.
b. Survival requires adapting to one’s
surroundings.*
c. One cannot rely on others when learning
to survive.
d. Advanced preparation is necessary for
survival.
Part B Question: Which two details from the
excerpt best support the answer in Part A?
Sample Item 5: Advances and Answers
Part A Item Advances: The skills of reading carefully, analyzing deeply,
making inferences, and applying understanding of a text are essential for
college and career readiness. This Evidence-Based Selected-Response
question allows students to consider a specific theme that is developed in
this excerpt. The item advances assessment by asking students to offer
support for their answer as demonstrated by the inclusion of a Part B.
Part A Answer Choice Rationales: Option B is the correct answer; Buck’s
need to adapt to survive is woven throughout the text, including his learning
to stay outside of the humans’ tent, learning to “bristle” to protect himself
from other dogs, and learning how to sleep in the snow like Billee. One of
the humans even remarks on how quickly Buck learns. Option A is
incorrect; there is no textual evidence that Buck is unlikely to survive; in
fact, there is evidence to the contrary. Option C is incorrect; many of the
lessons Buck learns are from observing others. Option D is incorrect; Buck
is an animal and has not put thought into advanced preparation. He simply
observes others in his environment and reacts accordingly.
Part B Item Advances: Part B of this Evidence-Based Selected-Response
question represents an innovation from past approaches because it allows
students to provide evidence to support their answer from Part A. This
approach calls for close reading and careful analysis of the text in order to
be able to correctly answer the question.
a. “Here and there savage dogs rushed upon
him, but he bristled his neck-hair and
snarled (for he was learning fast), and they
let him go his way unmolested.”
Part B Answer Choice Rationales: Options A and D are the correct
(paragraph 1)*
answers. When Buck learns to “bristle” to keep other dogs away, and when
he mirrors Billee’s behavior to create a warm place to sleep, he shows that
he is learning to adapt to survive. Option B is incorrect; Buck’s wandering
Grade 8 Sample Items
October 28, 2013
15
b. “Again he wandered about through the
great camp, looking for them, and again
he returned.” (paragraph 2)
c. “He sprang back, bristling and snarling,
fearful of the unseen and unknown.”
(paragraph 2)
d. “Buck confidently selected a spot, and
with much fuss and wasted effort
proceeded to dig a hole for himself.”
(paragraph 3)*
e. “It was a token that he was harking back
through his own life to the lives of his
forebears…” (paragraph 4)
f. “…he saw the white camp spread out
before him and knew where he was…”
(paragraph 4)
around camp does not show him learning to adapt to survive. Option C is
incorrect; although Buck bristles and snarls, he is responding to fear rather
than applying the action to keep other dogs away, which is the lesson he
learned in order to survive. Option E is incorrect; the fact that Buck is
“harking back” to his instinct to be frightened when he feels trapped does
not demonstrate a lesson learned as he adapts. Option F is incorrect; Buck
does not learn to adapt to the whiteness before him; he falls back on his
prior knowledge and memory to determine where he is.
Sample Item 5: Alignment
Explanation of Alignment: The item meets the
PARCC Assessment Claim for Reading
Literature, as the question is based on a literary
text. Additionally, the item is aligned well to the
two standards and the evidence statements listed
because the question requires analysis of a theme
in the text and asks students to cite evidence that
is used to develop this theme. This item
demonstrates a level of complexity not seen in
traditional tests because in Part B students are
asked to provide multiple pieces of supporting
evidence for the answer chosen in Part A.
Grade 8 Sample Items
PARCC Assessment Claim, Standards, and Evidence Statements
Assessed
PARCC Assessment Claim: Students read and demonstrate comprehension
of grade‐level complex literary text.
Standard RL.8.2: 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.
Evidence Statement for RL.8.2:

The student’s response
provides an analysis of how the theme or central idea relates to the
October 28, 2013
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characters, setting, and/or plot.
Standard RL.8.1: Cite several pieces of textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from the text.
Evidence Statement for RL.8.1:

The student’s response
provides textual evidence that most strongly supports analysis of
inferences drawn from the text.
Sample Item 5: Scoring Points and Rationale
Scoring Rationale: Past tests would have given
full credit for a right answer regardless of how a
student arrived at the answer. The PARCC
assessment reflects the key shift of requiring
students to read closely and provide textual
evidence for their answer by offering partial
credit. To receive full credit, students must
demonstrate that they not only can make an
inference in Part A but also can support or apply
that inference with multiple pieces of textual
evidence, showing true mastery of the skill rather
than the ability to guess.
Grade 8 Sample Items
Scoring Points:
•
2 points are awarded when the student correctly chooses the answer
to Part A (B) and the answers to Part B (A and D).
•
1 point is awarded when the student correctly chooses the answer to
Part A (B) but either gets one of the two possible correct answers in
Part B (A or D) correct OR incorrectly answers Part B
•
No points are awarded when the student answers both Part A and
Part B incorrectly (choosing neither correct answer for Part B).
October 28, 2013
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Sample Items for Grade 8: Excerpts from Brian’s Winter by Gary Paulsen and Call of the Wild by Jack
London
Sample Item 6: Questions and Standards
Part A Question: Which statement correctly
shows a difference between the beginnings and
endings of the excerpts from Brian’s Winter and
Call of the Wild?
a. Call of the Wild begins with a former
conflict between characters, and Brian’s
Winter ends with a current conflict
between characters.
b. Brian’s Winter begins by revealing a
character’s faulty reasoning, and Call of
the Wild ends with a character’s faulty
reasoning.
c. Call of the Wild begins with a crisis to be
resolved, and Brian’s Winter ends with a
crisis that needs to be resolved.*
d. Brian’s Winter begins with the thoughts
and actions of a character seeking shelter,
and Call of the Wild ends with the
thoughts and actions of a character
seeking shelter.
Part B Question: Select one detail from the
list below from Brian’s Winter and one detail
Grade 8 Sample Items
Sample Item 6: Advances and Answers
Part A Item Advances: The skills of reading carefully, analyzing deeply,
making inferences, and applying understanding of a text are essential for
college and career readiness. This Evidence-Based Selected-Response
question allows students to consider the structures of the two excerpts in this
set. The item advances assessment by asking students to offer support for
their answer as demonstrated by the inclusion of a Part B.
Part A Answer Choice Rationales: Option C is the correct answer; the
excerpt from Call of the Wild begins by describing that Buck is cold and
must find a way to adapt to the harsh environment. The excerpt from Brian’s
Winter ends with Brian realizing that he has not noticed the signs of winter
approaching and is now unprepared. Option A is incorrect; although the
excerpt from Call of the Wild shows a bit of conflict when Buck tries to
enter the human tent so he can stay warm, the excerpt from Brian’s Winter
doesn’t end with any conflict between characters. Option B is incorrect;
although the excerpt from Brian’s Winter begins by revealing his faulty
reasoning about co-existing with the bears, the excerpt from Call of the Wild
does not end with Buck’s faulty reasoning. Option D is incorrect; although
the excerpt from Brian’s Winter begins with the narrator explaining what
Brian thinks and does, he is not seeking shelter. The excerpt from Call of the
Wild begins but doesn’t end with a narrator sharing thoughts and actions of a
character seeking shelter.
Part B Item Advances: Part B of this Evidence-Based Selected-Response
question represents an innovation compared to past approaches because it
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from the list below from Call of the Wild that
best support the answer in Part A.
a. “He had seen them several times while
picking berries, raking the bushes with their
teeth to pull the fruit off....” (Brian’s Winter
paragraph 2)
b. “Other than some minor scratches where the
bear’s claws had slightly scraped him—it
was more a boxing action than a clawing
one—Brian was in one piece.” (Brian’s
Winter paragraph 16)
c. “Everything in nature means something and
he had missed the warnings that summer
was ending, had in many ways already
ended, and what was coming would be the
most dangerous thing he had faced since the
plane crash. “(Brian’s Winter paragraph
21)*
d. “The tent, illumined by a candle, glowed
warmly in the midst of the white plain…”
(Call of the Wild paragraph 1)
e. “Miserable and disconsolate, he wandered
about among the many tents, only to find
that one place was as cold as another.” (Call
of the Wild paragraph 1)*
f. “The day had been long and arduous, and he
slept soundly and comfortably, though he
growled and barked and wrestled with bad
dreams.” (Call of the Wild paragraph 3)
Grade 8 Sample Items
allows students to provide evidence to support their answer from Part A.
This approach calls for close reading and careful analysis of the text in order
to correctly answer the question. This item is likely to be less difficult for
students than other items in this set; PARCC assessments must measure all
levels of mastery along the continuum of achievement in order to provide
useful information to students, teachers, and parents.
Part B Answer Choice Rationales: Options C and E are the correct
answers. As required by the stem, students must cite one piece of evidence
to support the answer in Part A: Option C (from Brian’s Winter) captures
the crisis that Brian is in because he didn’t notice winter was approaching
and he is now unprepared, and Option E (from Call of the Wild) establishes
the crisis Buck faces (he must find shelter from the cold). Option A (from
Brian’s Winter) is incorrect; the fact that Brian has seen the bears while he
picked berries does not establish a crisis, as he just moves elsewhere. Option
B (from Brian’s Winter) is incorrect; although it shows that Brian had an
altercation with the bear, his minor scratches are not a crisis to be resolved.
Option D (from Call of the Wild) is incorrect; it provides a detail of a place
that would offer warmth and shelter to Buck, but it doesn’t establish the
crisis—that Buck is cold and must find shelter. Option F (from Call of the
Wild) is incorrect; it provides evidence of what happens once Buck finds a
way to stay warm, but it doesn’t establish his initial crisis.
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Sample Item 6: Alignment
Explanation of Alignment: The item meets the
PARCC Assessment Claim for Reading
Literature, as the question is based on a literary
text. Additionally, the item is aligned well to the
two standards and the evidence statements listed
because the question requires analysis of an
aspect of the structure of the texts, how a crisis is
presented in each text, which is important to
understanding how structure contributes to style.
Standard RL.8.5 requires the pairing of two
literary texts in order to compare and contrast the
structures. Part B of the item requires that
students provide evidence for the answer chosen
in Part A, providing one piece of evidence from
each text.
PARCC Assessment Claim, Standards, and Evidence Statements
Assessed
PARCC Assessment Claim: Students read and demonstrate comprehension
of grade‐level complex literary text.
Standard RL.8.5: 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.
Evidence Statement for RL.8.5:

The student’s response
provides a comparison and contrast of the structure of two or more
texts.
Standard RL.8.1: Cite several pieces of textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from the text.
Evidence Statement for RL.8.1:

The student’s response
provides textual evidence that most strongly supports analysis of
inferences drawn from the text.
Sample Item 6: Scoring Points and Rationale
Scoring Rationale: Past tests would have given
full credit for a right answer regardless of how a
student arrived at the answer. The PARCC
assessment reflects the key shift of requiring
students to read closely and provide textual
Grade 8 Sample Items
Scoring Points:
•
2 points are awarded when the student correctly chooses the answer
to Part A (C) and the answers to Part B (C and E).
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evidence for their answer by offering partial
credit. To receive full credit, students must
demonstrate that they not only can make an
inference in Part A but also can support or apply
that inference with additional pieces of textual
evidence, showing true mastery of the skill rather
than the ability to guess.
•
1 point is awarded when the student correctly chooses the answer to
Part A (C) but either gets one of the two possible correct answers in
Part B (C or E) correct OR incorrectly answers Part B.
•
No points are awarded when the student answers both Part A and
Part B incorrectly (choosing neither correct answer for Part B).
Sample Items for Grade 8: Excerpts from Brian’s Winter by Gary Paulsen and Call of the Wild by Jack
London
Sample Item 7: Questions and Standards
Sample Item 7: Advances and Answers
Question: You have read excerpts from two
novels focused on survival in the wilderness.
Item Advances: The ability to synthesize ideas across multiple texts is a
critical skill for college and careers, as is the ability to analyze textual
evidence to determine what characters’ thoughts and actions reveal about
them. Traditionally, many writing prompts have not called for the use of
textual evidence in a student’s response. This Prose Constructed Response
prompt allows students to delve deeply into two texts to gather evidence to
analyze the main character from each excerpt.
These excerpts are from:
• Brian’s Winter by Gary Paulsen
• Call of the Wild by Jack London
Consider how the main character in each excerpt
reacts to the incidents that occur, and write an
essay in which you analyze how each character’s
thoughts and actions reveal aspects of his
personality.
You do not need to compare and contrast the
characters from the two texts. You may consider
each one separately. Be sure to include evidence
Grade 8 Sample Items
This prompt also demonstrates clearly what PARCC means by “writing
using and analyzing sources”—students must draw evidence from more than
one text and cite this evidence clearly to demonstrate the reading and writing
claims measured. Students are also required to demonstrate that they can
apply the knowledge of language and conventions when writing (an
expectation for both college and careers).
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from each excerpt to support your analysis and
understanding.
Sample Item 7: Alignment
Explanation of Alignment: The item aligns with
these claims, standards, and evidence statements
by asking students to write a text-based response
that analyzes the thoughts and actions of
characters in two excerpts in order to write about
what each character is like. The prompt calls for
use of textual evidence to be woven into the
student’s response, a key shift of the Common
Core.
PARCC Assessment Claim, Standards, and Evidence Statements
Assessed
PARCC Assessment Claim: Students read and demonstrate comprehension
of grade‐level complex literary text.
PARCC Assessment Claim: Written Expression: Students produce clear
and coherent writing in which the development, organization and style are
appropriate to the task, purpose and audience.
Standard W.8.2: Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content (includes a-f).
Standard W.8.4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience.
Standard W.8.9: Draw evidence from literary or informational texts to
support analysis, reflection, and research (includes a).
PARCC Assessment Claim: Conventions and the Knowledge of
Language: Students demonstrate knowledge of conventions and other
important elements of language.
Standard L.8.1: Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking (includes a – d).
Grade 8 Sample Items
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Standard L.8.2: Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing (includes a –
c).
Standard L.8.3: Use knowledge of language and its conventions
when writing, speaking, reading, or listening (includes a).
PARCC Assessment Claim: Reading Literature: Students read and
demonstrate comprehension of grade-level complex literary texts.
Standard RL.8.1: Cite several pieces of textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from the text.
Evidence Statement for RL.8.1:


The student’s response
provides textual evidence that most strongly supports analysis of
what the text says explicitly.
provides textual evidence that most strongly supports analysis of
inferences drawn from the text.
Standard RL.8.3: 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.
Evidence Statements for RL.8.3:

The student’s response
provides an analysis of how particular lines of dialogue or incidents
in a story or drama reveal aspects of a character.
Sample Item 7: Scoring Points and Rationale
Scoring Rationale: The PARCC Scoring Rubric
for Analytic and Narrative Writing contains
Grade 8 Sample Items
Scoring Points: The scoring of PCRs will not occur until standard setting
has occurred. After a group of students responds to the item in a tryout or
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details for all components being analyzed within
a student response. These components tie directly
to the PARCC Assessment Claims. Note that
students would not be penalized if they do not
compare/contrast the two characters, as long as
the information required by the prompt is
included.
Grade 8 Sample Items
field test, anchor papers (samples) will be selected to “anchor” each score
point. Each of the samples will be annotated. These annotations will include
explanations of how the sample papers exemplify (show evidence of) the
traits described in the rubric. After reviewing the student responses and
samples, the generic scoring rubric will also be tailored to create a specific
scoring rubric for this prompt.
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