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This document provides exemplar texts for the Common Core State Standards for English Language Arts. It begins with an introduction explaining the process used to select texts to serve as examples for each grade band. The criteria for selection were complexity, quality, and range. The document is then divided into sections for each grade band, with stories, poetry, and informational texts provided as examples along with some sample performance tasks related to the texts. The goal is to provide guideposts for teachers in selecting texts of similar complexity, quality, and range to meet the Standards for their classrooms.

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common core state stanDarDs For english Language arts & Literacy in History/social studies, science, and technical subjects appendix B: text exemplars and sample Performance tasks Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS a p p e n d ix b | 2 exemplars of reading text complexity, Quality, and range & sample Performance tasks related to core standards
Selecting Text Exemplars The following text samples primarily serve to exemplify the level of complexity and quality that the Standards require all students in a given grade band to engage with. Additionally, they are suggestive of the breadth of texts that stu- dents should encounter in the text types required by the Standards. The choices should serve as useful guideposts in helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do not represent a partial or complete reading list. The process of text selection was guided by the following criteria: • Complexity. Appendix A describes in detail a three-part model of measuring text complexity based on quali- tative and quantitative indices of inherent text difficulty balanced with educators’ professional judgment in matching readers and texts in light of particular tasks. In selecting texts to serve as exemplars, the work group began by soliciting contributions from teachers, educational leaders, and researchers who have experience working with students in the grades for which the texts have been selected. These contributors were asked to recommend texts that they or their colleagues have used successfully with students in a given grade band. The work group made final selections based in part on whether qualitative and quantitative measures indicated that the recommended texts were of sufficient complexity for the grade band. For those types of texts—par- ticularly poetry and multimedia sources—for which these measures are not as well suited, professional judg- ment necessarily played a greater role in selection. • Quality. While it is possible to have high-complexity texts
of low inherent quality, the work group solicited only texts of recognized value. From the pool of submissions gathered from outside contributors, the work group selected classic or historically significant texts as well as contemporary works of comparable literary merit, cultural significance, and rich content. • Range. After identifying texts of appropriate complexity and quality, the work group applied other criteria to ensure that the samples presented in each band represented as broad a range of sufficiently complex, high- quality texts as possible. Among the factors considered were initial publication date, authorship, and subject matter. Copyright and Permissions For those exemplar texts not in the public domain, we secured permissions and in some cases employed a conser- vative interpretation of Fair Use, which allows limited, partial use of copyrighted text for a nonprofit educational purpose as long as that purpose does not impair the rights holder’s ability to seek a fair return for his or her work. In instances where we could not employ Fair Use and have been unable to secure permission, we have listed a title without providing an excerpt. Thus, some short texts are not excerpted here, as even short passages from them would constitute a substantial portion of the entire work. In addition, illustrations and other graphics in texts are generally not reproduced here. Such visual elements are particularly important in texts for the youngest students and in many informational texts for readers of all ages. (Using the qualitative criteria outlined in Appendix A, the work group con- sidered the importance and complexity of graphical elements when placing texts in bands.) When excerpts appear, they serve only as stand-ins for the full
text. The Standards require that students engage with appropriately complex literary and informational works; such complexity is best found in whole texts rather than pas- sages from such texts. Please note that these texts are included solely as exemplars in support of the Standards. Any additional use of those texts that are not in the public domain, such as for classroom use or curriculum development, requires independent permission from the rights holders. The texts may not be copied or distributed in any way other than as part of the overall Common Core State Standards Initiative documents. Sample Performance Tasks The text exemplars are supplemented by brief performance tasks that further clarify the meaning of the Standards. These sample tasks illustrate specifically the application of the Standards to texts of sufficient complexity, quality, and range. Relevant Reading standards are noted in brackets following each task, and the words in italics in the task reflect the wording of the Reading standard itself. (Individual grade-specific Reading standards are identified by their strand, grade, and number, so that RI.4.3, for example, stands for Reading, Informational Text, grade 4, standard 3.) Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS a p p e
n d ix b | 3 How to Read This Document The materials that follow are divided into text complexity grade bands as defined by the Standards: K–1, 2–3, 4–5, 6–8, 9–10, and 11–CCR. Each band’s exemplars are divided into text types matching those required in the Standards for a given grade. K–5 exemplars are separated into stories, poetry, and informational texts (as well as read-aloud texts in kindergarten through grade 3). The 6–CCR exemplars are divided into English language arts (ELA), history/social studies, and science, mathematics, and technical subjects, with the ELA texts further subdivided into stories, drama, poetry, and informational texts. (The history/social studies texts also include some arts-related texts.) Citations intro- duce each excerpt, and additional citations are included for texts not excerpted in the appendix. Within each grade band and after each text type, sample performance tasks are included for select texts. Media Texts Selected excerpts are accompanied by annotated links to related media texts freely available online at the time of the publication of this document. Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS
a p p e n d ix b | 4 table of contents K–1 text exemplars ............................................................................................... ............14 stories ............................................................................................... ................................14 Minarik, Else Holmelund. Little Bear .............................................................................. 14 Eastman, P. D. Are You My Mother? ............................................................................... 15 Seuss, Dr. Green Eggs and Ham. ..................................................................................... 15 Lopshire, Robert. Put Me in the Zoo ............................................................................. 15
Lobel, Arnold. Frog and Toad Together ...................................................................... 15 Lobel, Arnold. Owl at Home ............................................................................................. 16 DePaola, Tomie. Pancakes for Breakfast ...................................................................... 17 Arnold, Tedd. Hi! Fly Guy ............................................................................................... .... 17 Poetry ............................................................................................... ................................. 17 Anonymous. “As I Was Going to St. Ives.” .................................................................. 17 Rossetti, Christina. “Mix a Pancake.” ............................................................................ 17 Fyleman, Rose. “Singing-Time.” ..................................................................................... 18 Milne, A. A. “Halfway Down.” ............................................................................................ 18 Chute, Marchette. “Drinking Fountain.” ....................................................................... 18 Hughes, Langston. “Poem.” ..............................................................................................
18 Ciardi, John. “Wouldn’t You?” .......................................................................................... 18 Wright, Richard. “Laughing Boy.” ................................................................................... 18 Greenfield, Eloise. “By Myself.” ........................................................................................ 18 Giovanni, Nikki. “Covers.” .................................................................................. ............. .... 18 Merriam, Eve. “It Fell in the City.” ................................................................................... 19 Lopez, Alonzo. “Celebration.” ............................................................................... ........... 19 Agee, Jon. “Two Tree Toads.” ........................................................................................... 19 read-aloud stories ............................................................................................... ........20 Baum, L. Frank. The Wonderful Wizard of Oz ..........................................................20 Wilder, Laura Ingalls. Little House in the Big Woods .............................................20 Atwater, Richard and Florence. Mr. Popper’s Penguins
......................................... 21 Jansson, Tove. Finn Family Moomintroll ...................................................................... 21 Haley, Gail E. A Story, A Story .......................................................................................... 21 Bang, Molly. The Paper Crane ......................................................................................... 22 Young, Ed. Lon Po Po: A Red-Riding Hood Story from China ............................ 23 Garza, Carmen Lomas. Family Pictures ...................................................................... 23 Mora, Pat. Tomás and the Library Lady ....................................................................... 23 Henkes, Kevin. Kitten’s First Full Moon ....................................................................... 24 read-aloud Poetry ............................................................................................... ......... 25 Anonymous. “The Fox’s Foray.” ..................................................................................... 25 Langstaff, John. Over in the Meadow. ......................................................................... 26 Lear, Edward. “The Owl and the Pussycat.” .............................................................. 27
Hughes, Langston. “April Rain Song.” .......................................................................... 27 Moss, Lloyd. Zin! Zin! Zin! a Violin ................................................................................. 27 Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS a p p e n d ix b | 5 sample Performance tasks for stories and Poetry ............................................... 28 Informational texts ............................................................................................... ....... 28 Bulla, Clyde Robert. A Tree Is a Plant .......................................................................... 28 Aliki. My Five Senses
............................................................................................... ........... 29 Hurd, Edith Thacher. Starfish ..........................................................................................30 Aliki. A Weed is a Flower: The Life of George Washington Carver ..................30 Crews, Donald. Truck ............................................................................................... ...........30 Hoban, Tana. I Read Signs ............................................................................................... .30 Reid, Mary Ebeltoft. Let’s Find Out About Ice Cream ............................................ 31 “Garden Helpers.” National Geographic Young Explorers .................................... 31 “Wind Power.” National Geographic Young Explorers ........................................... 31 read-aloud Informational texts ................................................................................. 31 Provensen, Alice and Martin. The Year at Maple Hill Farm.................................... 31 Gibbons, Gail. Fire! Fire! ............................................................................................... ...... 31
Dorros, Arthur. Follow the Water from Brook to Ocean ....................................... 32 Rauzon, Mark, and Cynthia Overbeck Bix. Water, Water Everywhere ............ 33 Llewellyn, Claire. Earthworms ......................................................................................... 33 Jenkins, Steve, and Robin Page. What Do You Do With a Tail Like This? ...... 33 Pfeffer, Wendy. From Seed to Pumpkin ...................................................................... 33 Thomson, Sarah L. Amazing Whales! ...........................................................................34 Hodgkins, Fran, and True Kelley. How People Learned to Fly ............................34 sample Performance tasks for Informational texts .............................................. 36 Grades 2–3 text exemplars ........................................................................................... 37 stories ............................................................................................... ............................... 37 Gannett, Ruth Stiles. My Father’s Dragon. ................................................................. 37 Averill, Esther. The Fire Cat
.............................................................................................. 37 Steig, William. Amos & Boris. .......................................................................................... 38 Shulevitz, Uri. The Treasure.................................................................................. ............ 38 Cameron, Ann. The Stories Julian Tells ....................................................................... 38 MacLachlan, Patricia. Sarah, Plain and Tall ................................................................ 38 Rylant, Cynthia. Henry and Mudge: The First Book of Their Adventures ....... 39 Stevens, Janet. Tops and Bottoms ................................................................................40 LaMarche, Jim. The Raft ............................................................................................... .....40 Rylant, Cynthia. Poppleton in Winter...........................................................................40 Rylant, Cynthia. The Lighthouse Family: The Storm ............................................... 41 Osborne, Mary Pope. The One-Eyed Giant (Book One of Tales from the Odyssey) .................................................................. 41
Silverman, Erica. Cowgirl Kate and Cocoa .................................................................42 Poetry ............................................................................................... ................................43 Dickinson, Emily. “Autumn.” .................................................................................... .........4 3 Rossetti, Christina. “Who Has Seen the Wind?” ......................................................43 Millay, Edna St. Vincent. “Afternoon on a Hill.” .........................................................43 Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS a p p e n d ix b | 6
Frost, Robert. “Stopping by Woods on a Snowy Evening.” ................................44 Field, Rachel. “Something Told the Wild Geese.” ....................................................44 Hughes, Langston. “Grandpa’s Stories.” .....................................................................44 Jarrell, Randall. “A Bat Is Born.” .....................................................................................44 Giovanni, Nikki. “Knoxville, Tennessee.” ......................................................................44 Merriam, Eve. “Weather.” ............................................................................................... ...45 Soto, Gary. “Eating While Reading.” ............................................................................45 read-aloud stories ....................................................................................... ........ ........46 Kipling, Rudyard. “How the Camel Got His Hump.” ...............................................46 Thurber, James. The Thirteen Clocks ...........................................................................46 White, E. B. Charlotte’s Web ........................................................................................... 47
Selden, George. The Cricket in Times Square ........................................................... 47 Babbitt, Natalie. The Search for Delicious .................................................................48 Curtis, Christopher Paul. Bud, Not Buddy ..................................................................48 Say, Allen. The Sign Painter .............................................................................................4 9 read-aloud Poetry ............................................................................................... .........49 Lear, Edward. “The Jumblies.” ........................................................................................49 Browning, Robert. The Pied Piper of Hamelin ........................................................... 51 Johnson, Georgia Douglas. “Your World.” ................................................................. 52 Eliot, T. S. “The Song of the Jellicles.” ......................................................................... 52 Fleischman, Paul. “Fireflies.” ............................................................................................ 52 sample Performance tasks for stories and Poetry ............................................... 53
Informational texts ............................................................................................... ......... 53 Aliki. A Medieval Feast ............................................................................................... ........ 53 Gibbons, Gail. From Seed to Plant ................................................................................54 Milton, Joyce. Bats: Creatures of the Night ...............................................................54 Beeler, Selby. Throw Your Tooth on the Roof: Tooth Traditions Around the World ........................................................................54 Leonard, Heather. Art Around the World ................................................................... 55 Ruffin, Frances E. Martin Luther King and the March on Washington ............ 55 St. George, Judith. So You Want to Be President? ................................................. 55 Einspruch, Andrew. Crittercam ...................................................................................... 55 Kudlinski, Kathleen V. Boy, Were We Wrong About Dinosaurs .......................... 56 Davies, Nicola. Bat Loves the Night .............................................................................. 56
Floca, Brian. Moonshot: The Flight of Apollo 11 ....................................................... 56 Thomson, Sarah L. Where Do Polar Bears Live? ...................................................... 57 read-aloud Informational texts ................................................................................ 57 Freedman, Russell. Lincoln: A Photobiography ....................................................... 57 Coles, Robert. The Story of Ruby Bridges ................................................................. 58 Wick, Walter. A Drop of Water: A Book of Science and Wonder ...................... 58 Smith, David J. If the World Were a Village: A Book about the World’s People ........................................................................... 59 Aliki. Ah, Music! ............................................................................................... ..................... 59 Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS a p p
e n d ix b | 7 Mark, Jan. The Museum Book: A Guide to Strange and Wonderful Collections ................................................ 59 D’Aluisio, Faith. What the World Eats ..........................................................................60 Arnosky, Jim. Wild Tracks! A Guide to Nature’s Footprints .................................60 Deedy, Carmen Agra. 14 Cows for America ...............................................................60 sample Performance tasks for Informational texts ...............................................61 Grades 4–5 text exemplars ........................................................................................... 63 stories ............................................................................................... ............................... 63 Carroll, Lewis. Alice’s Adventures in Wonderland ................................................... 63
Burnett, Frances Hodgson. The Secret Garden ....................................................... 63 Farley, Walter. The Black Stallion .................................................................................. .64 Saint-Exupéry, Antoine de. The Little Prince ............................................................64 Babbitt, Natalie. Tuck Everlasting.............................................................................. ....64 Singer, Isaac Bashevis. “Zlateh the Goat.” ..................................................................64 Hamilton, Virginia. M. C. Higgins, the Great...............................................................64 Erdrich, Louise. The Birchbark House .......................................................................... 65 Curtis, Christopher Paul. Bud, Not Buddy .................................................................. 65 Lin, Grace. Where the Mountain Meets the Moon ...................................................66 Poetry ............................................................................................... ................................66 Blake, William. “The Echoing Green.” ..........................................................................66 Lazarus, Emma. “The New Colossus.”
......................................................................... 67 Thayer, Ernest Lawrence. “Casey at the Bat.” ........................................................... 67 Dickinson, Emily. “A Bird Came Down the Walk.” ...................................................68 Sandburg, Carl. “Fog.” ............................................................................................... ........69 Frost, Robert. “Dust of Snow.” ........................................................................................69 Dahl, Roald. “Little Red Riding Hood and the Wolf.” .............................................69 Nichols, Grace. “They Were My People.” ....................................................................69 Mora, Pat. “Words Free As Confetti.” ...........................................................................69 sample Performance tasks for stories and Poetry ...............................................70 Informational texts ............................................................................................... .........70 Berger, Melvin. Discovering Mars: The Amazing Story of the Red Planet ......70 Carlisle, Madelyn Wood. Let’s Investigate Marvelously Meaningful Maps ....... 71
Lauber, Patricia. Hurricanes: Earth’s Mightiest Storms ........................................... 71 Otfinoski, Steve. The Kid’s Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It ....................................................... 71 Wulffson, Don. Toys!: Amazing Stories Behind Some Great Inventions .......... 71 Schleichert, Elizabeth. “Good Pet, Bad Pet.” ............................................................. 71 Kavash, E. Barrie. “Ancient Mound Builders.” ............................................................ 71 Koscielniak, Bruce. About Time: A First Look at Time and Clocks .................... 71 Banting, Erinn. England the Land .................................................................................. 72 Hakim, Joy. A History of US ............................................................................................. 72 Ruurs, Margriet. My Librarian Is a Camel: How Books Are Brought to Children Around the World ........................................................ 72 Simon, Seymour. Horses ............................................................................................... .... 73
Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS a p p e n d ix b | 8 Montgomery, Sy. Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea .......................................... 73 Simon, Seymour. Volcanoes ............................................................................................ 74 Nelson, Kadir. We Are the Ship: The Story of Negro League Baseball ............ 74 Cutler, Nellie Gonzalez. “Kenya’s Long Dry Season.” ............................................. 74 Hall, Leslie. “Seeing Eye to Eye.”.................................................................................... 74
Ronan, Colin A. “Telescopes.” ......................................................................................... 75 Buckmaster, Henrietta. “Underground Railroad.” .................................................... 76 sample Performance tasks for Informational texts .............................................. 76 Grades 6–8 text exemplars ........................................................................................... 77 stories ............................................................................................... ............................... 77 Alcott, Louisa May. Little Women.................................................................................. 77 Twain, Mark. The Adventures of Tom Sawyer ........................................................... 77 L’Engle, Madeleine. A Wrinkle in Time ......................................................................... 79 Cooper, Susan. The Dark Is Rising ................................................................................. 79 Yep, Laurence. Dragonwings ...........................................................................................80 Taylor, Mildred D. Roll of Thunder, Hear My Cry .......................................................80
Hamilton, Virginia. “The People Could Fly.”...............................................................80 Paterson, Katherine. The Tale of the Mandarin Ducks ............................................ 81 Cisneros, Sandra. “Eleven.” ............................................................................................... 81 Sutcliff, Rosemary. Black Ships Before Troy: The Story of the Iliad................... 81 Drama ............................................................................................... ................................ 82 Fletcher, Louise. Sorry, Wrong Number ...................................................................... 82 Goodrich, Frances and Albert Hackett. The Diary of Anne Frank: A Play ..... 83 Poetry ............................................................................................... ................................ 83 Longfellow, … Page 1 of 3 Homework #2: Project Proposal
Students will develop an individual project that employs tools and techniques learned in the course. This may include the modification of an existing HRA method or the development of a new HRA method applied to a chosen domain problem. Students are not expected to collect or analyze data, but will be required to detail a HRA data collection and analysis plan and suggest implementation strategies, similar to the structure of a funding proposal for an exploratory project. Any topic can be chosen, as long as the existence of human reliability issues can be cited. The project proposal, which is due at the beginning of the course, is not expected to have details related to the application of HRA tools and techniques that will be learned later in the course. However, the student is expected to discuss a human error issue that negatively impacts human health, safety, and/or performance in a particular domain and has not yet been appropriately addressed. The project idea is expected to mature and develop over the
course of the semester with some later modifications to account for knowledge gained through lectures, reading, and discussions. This will allow students to receive feedback on their proposed topic as the course progresses. The 1000 word proposal should include the following five items. Please include section sub- headers for each item. 1. Problem Statement – what is the human error and why is it important? o A problem can be defined as important if it has a measurable impact on a critical outcome (financial, health and well-being, performance, etc.). Justify the problem importance and its relevance to human error. o Provide at least two sources with citations to justify problem importance (newspaper articles, journal papers, documented initiatives, industry white papers, government documents, verbal or written statements by key stakeholders, etc.). The sources must include a statistic and/or a subjective statement of importance.
o Provide a two-sentence concise summary of your problem statement. Please note that the required justification is separate from the two-sentence summary. il to [problem] resulting in [important human error outcome]. The criticality of this problem has been verified by [source] through [specific qualitative/quantitative source content]. 2. Why hasn’t someone found a solution previously? o Discuss challenges and any prior attempts (not necessarily HRAs) to address the problem. Page 2 of 3 3. Focus– what is the problem focus? o Select one interaction category or a hybrid of two categories and justify the relevance to the problem statement.
-Human, Human-Group, Human- Organization, Human- Artifact. o Select one human theoretical category or a hybrid of two categories and justify the relevance to the problem statement - Select only one level of cognition as the foundation for your human process: Low level cognition (memory, sensory processing, etc.); High level cognition (decision making and problem solving). – Interaction of cognitive level (low/high) with other theoretical categories may be appropriate for the selected problem focus, although this is not required: Sociological (relevant for simple human interactions, excluding human-artifact); Organizational (relevant for more complex sociological structures, human-org interaction). o Provide at least two sources with citations to justify the connection of the problem focus (interaction category and human theoretical category) presented
in #3 to the problem statement presented in #1. Examples of sources include newspaper articles, journal papers, documented initiatives, industry white papers, government documents, verbal or written statements by key stakeholders. The sources must include a statistic and/or a subjective statement of relevance. o Provide a two-sentence concise summary of your problem focus. Please note that the required justification is separate from the two-sentence summary. interaction between [stakeholders and/or processes and/or components], driven by [human theoretical category], resulting in [human error outcome defined in #1]. The existence and criticality of the problem focus has been verified by [source] through [specific qualitative/quantitative source content referencing problem focus]
o Note: Individual theories are not required to be listed here. Theories will be addressed in Homework 3. o Note: The two sources required for #1 and #3 can be the same. However, they must independently address the justification of the problem statement and problem focus. 4. Project Goals (high level discussion) – what do you hope to gain from this HRA? o How will the analysis potentially help to address the identified problem focus? 5. What sources of information will you use for your project (be specific)? Page 3 of 3 o List and justify the use of at least two sources (stakeholders and/or data) that will be used to detail the processes associated with this human error. The sources must be specific to the focus identified in #3 (human interaction and human theories). For
example, if your problem is focused on decision making (high level cognition) in a team environment (human-group interaction), then you need sources (stakeholder interviews, team protocols, meeting notes, etc.) to detail the specific decisions that are required in this context and the decision criterion (input). flowcharts, organizational charts, guidelines, and any other documentation of the process. Provide citations. stakeholder sources to the focus identified in #3. relevant information for stakeholders who will be utilized for the project. o Describe how you will access and utilize the selected sources. o Note: The data and stakeholder sources can overlap with the sources identified in #1 and #3 if the requirements for #5 are independently addressed
by the source. o Note: You may use yourself as one of the sources if you have direct knowledge of a process or component that is not publically documented. However, you cannot be listed as a primary source to satisfy the aforementioned two source minimum requirement. You many only use yourself as a supplemental source. Non- publically documented sources are only relevant for topics that involve confidential information or the use of internal resources from an organization. Class Profile Student Name English Language Learner Gender Other Age Oral Language Development Uses Phonics and Morphology to Decode Words Reading Lexile/ Grade Performance Level Written Expression Level Social/Pragmatic/Communication Skills Arturo
Yes Male Tier 2 RTI for reading Grade level Below grade level No Below grade level Below grade level Good Bertie No Female None Grade level Above grade level Yes Above grade level Below grade level-writing simple sentences Needs help resolving conflicts Beryl No Female NOTE: School does not have gifted program Grade level Above grade level Yes Above grade level
Above grade level Good Brandie No Female Tier 2 RTI for math Grade level Below grade level No; reads sight words only Below grade level Below grade level-only writes name and sight words Needs help with verbal and nonverbal signals Dessie No Female Tier 2 RTI for math Grade level At grade level Yes At grade level Below grade level Good Diana Yes Female Tier 2 RTI for reading Grade level Below grade level
No Below grade level Below grade level Good Donnie No Female Hearing aids Grade level Below grade level No At grade level Above grade level Good Eduardo Yes Male Tier 2 RTI for reading Grade level At grade level Yes Below grade level Below grade level-writing simple sentences Good Emma No
Female None Grade level Above grade level Yes At grade level Above grade level Good Enrique No Male Tier 2 RTI for reading One year above grade level At grade level No; reads sight words only Below grade level Below grade level Good Fatma Yes Female Tier 2 RTI for reading Grade level
At grade level Yes Below grade level Below grade level-only writes name and sight words Needs help rephrasing when misunderstood Frances No Female Diabetic Grade level At grade level Yes At grade level At grade level Good Francesca No Female None Grade level Above grade level
Yes At grade level Above grade level Needs help staying on topic Fredrick No Male Tier 3 RTI for reading and math One year above grade level Below grade level No; reads sight words only Below grade level Below grade level-writing simple sentences Needs help with verbal and nonverbal signals Ines No Female Tier 2 RTI for math Grade level Above grade level Yes Below grade level At grade level Good
Jade No Female None Grade level At grade level Yes At grade level Below grade level Good Kent No Male None Grade level Above grade level Yes At grade level Above grade level Good Lolita No Female None Grade level
Below grade level Yes At grade level At grade level Good Maria No Female NOTE: School does not have gifted program Grade level Above grade level Yes At grade level Above grade level Good Mason No Male None Grade level At grade level Yes At grade level
At grade level Needs help staying on topic Nick No Male NOTE: School does not have gifted program Grade level Above grade level Yes Above grade level Above grade level Needs help taking turns in conversation Noah No Male None Grade level At grade level Yes At grade level At great level Good Sharlene No Female
None Grade level Below grade level No; reads sight words only Above grade level At great level Good Sophia No Female None Grade level Above grade level Yes At grade level At grade level Good Stuart No Male Allergic to peanuts Grade level At grade level Yes Above grade lev At grade level el At grade level
Good Terrence No Male None Grade level At grade level Yes At grade level Below grade level Needs help resolving conflicts Wade No Male None Grade level Below grade level Yes At grade level At grade level Good Wayne No Male Tier 3 RTI for math Grade level Below grade level
Yes Below grade level At grade level Needs help rephrasing when misunderstood Wendell No Male Tier 3 RTI for math Grade level At grade level Yes Below grade level Below grade level Good Yung No Male NOTE: School does not have gifted program One year below grade level At grade level Yes Above grade level Below grade level Good
© 2019. Grand Canyon University. All Rights Reserved. Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsReading Comprehension: Strategies and ActivitiesCriteriaPercentageNo Submission (0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Part 1: Strategies30.0%Not addressed.Summary insufficiently identifies reading comprehension strategies.Marginal summary of reading comprehension strategies is provided, weakly identifying conditions under which each is to be delivered for students with reading comprehension deficits.Sound summary of reading comprehension strategies is provided, identifying conditions under which each is to be delivered for students with reading comprehension deficits.Comprehensive summary of reading comprehension strategies is provided, clearly identifying conditions under which each is to be delivered for students with reading comprehension deficits.Part 2: Activities35.0%Not addressed.Outline and summary of activities unconvincingly attempts to engage and emphasize reading comprehension for chosen small group.Outline and summary of activities superficially engage and emphasize reading comprehension using irrelevant CCSS text and weak strategies for chosen small group.Outline and summary of activities engage and emphasize reading comprehension using identified CCSS text and applicable strategies appropriate for chosen small group.Outline and summary of activities thoroughly addresses and emphasizes reading comprehension using identified relevant CCSS text and suitable strategies appropriate for chosen small group.Part 3: Rationale20.0%Not addressed.Rationale is ineffective in explaining how instructional choices are applicable to the chosen small group or how the identified strategies and activities enhance the language development of adolescents with deficits in their reading comprehension skills.Rationale ambiguously supports instructional choices that are broadly
applicable to the chosen small group. Minimally explains how the identified strategies and activities enhance the language development of adolescents with deficits in their reading comprehension skills.Rationale is effective in explaining how instructional choices applicable to the chosen small group. It clearly describes how the identified strategies and activities enhance the language development of adolescents with deficits in their reading comprehension skills.Rationale is comprehensive and professional in explaining how instructional choices are ideal for the chosen small group. It skillfully details how the identified strategies and activities enhance the language development of adolescents with deficits in their reading comprehension skills.Research5.0%Not addressed.Sources provided do not support the claims of the presentation or are not credible. Required number of sources may not be met.Submission includes only 1-2 sources, sources do not fully support claims, or sources are not all credible.Research is relevant and generally supports the information presented. All of the criteria stated in the assignment are addressed.Research is supportive of the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment.Mechanics of Writing (includes spelling, punctuation, grammar, language use)10.0%Not addressed.Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied.Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience- appropriate language are employed.Writer is clearly in command of standard, written, academic English.Total Weightage100% Reading Comprehension: Strategies and Activities
When teaching students to comprehend and summarize text, teachers can use a variety of activities before, during, and after reading to help students understand elements within a plot. Utilizing appropriate strategies that incorporate summarizing skills helps to increase students’ reading comprehension skills. Use the “Reading Comprehension Template” to complete this assignment. Part 1: Strategies Research and summarize, in 250‐500 words, a minimum of five strategies for teaching adolescent students with deficits in their reading comprehension skills. Identify the conditions under which the chosen strategies are intended to be delivered (e.g., content area, class setting, required resources, if intended for a specific type of disability). Support your findings with 2‐3 scholarly resources. Part 2: Activity Identify a group of 2‐3 eighth grade students, using the “Class Profile,” who would benefit from additional instruction on reading comprehension skills. Identify a text appropriate to use with the small group identified. You may use Appendix B of the Common Core English Language Arts Standards to help you determine an appropriate text for the lesson. Draft a 250‐500 word outline summarizing three activities to reinforce reading comprehension and summarizing skills, utilizing the identified text. Incorporate at least three of the strategies from Part 1 into your activities. Part 3: Rationale In 250‐500 words, rationalize your instructional decisions in Part 2 of this assignment. Explain how the identified strategies and activities enhance the language development of adolescents with deficits in their reading comprehension skills. Cite the “Class Profile” where appropriate. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the
expectations for successful completion.

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  • 1. common core state stanDarDs For english Language arts & Literacy in History/social studies, science, and technical subjects appendix B: text exemplars and sample Performance tasks Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS a p p e n d ix b | 2 exemplars of reading text complexity, Quality, and range & sample Performance tasks related to core standards
  • 2. Selecting Text Exemplars The following text samples primarily serve to exemplify the level of complexity and quality that the Standards require all students in a given grade band to engage with. Additionally, they are suggestive of the breadth of texts that stu- dents should encounter in the text types required by the Standards. The choices should serve as useful guideposts in helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do not represent a partial or complete reading list. The process of text selection was guided by the following criteria: • Complexity. Appendix A describes in detail a three-part model of measuring text complexity based on quali- tative and quantitative indices of inherent text difficulty balanced with educators’ professional judgment in matching readers and texts in light of particular tasks. In selecting texts to serve as exemplars, the work group began by soliciting contributions from teachers, educational leaders, and researchers who have experience working with students in the grades for which the texts have been selected. These contributors were asked to recommend texts that they or their colleagues have used successfully with students in a given grade band. The work group made final selections based in part on whether qualitative and quantitative measures indicated that the recommended texts were of sufficient complexity for the grade band. For those types of texts—par- ticularly poetry and multimedia sources—for which these measures are not as well suited, professional judg- ment necessarily played a greater role in selection. • Quality. While it is possible to have high-complexity texts
  • 3. of low inherent quality, the work group solicited only texts of recognized value. From the pool of submissions gathered from outside contributors, the work group selected classic or historically significant texts as well as contemporary works of comparable literary merit, cultural significance, and rich content. • Range. After identifying texts of appropriate complexity and quality, the work group applied other criteria to ensure that the samples presented in each band represented as broad a range of sufficiently complex, high- quality texts as possible. Among the factors considered were initial publication date, authorship, and subject matter. Copyright and Permissions For those exemplar texts not in the public domain, we secured permissions and in some cases employed a conser- vative interpretation of Fair Use, which allows limited, partial use of copyrighted text for a nonprofit educational purpose as long as that purpose does not impair the rights holder’s ability to seek a fair return for his or her work. In instances where we could not employ Fair Use and have been unable to secure permission, we have listed a title without providing an excerpt. Thus, some short texts are not excerpted here, as even short passages from them would constitute a substantial portion of the entire work. In addition, illustrations and other graphics in texts are generally not reproduced here. Such visual elements are particularly important in texts for the youngest students and in many informational texts for readers of all ages. (Using the qualitative criteria outlined in Appendix A, the work group con- sidered the importance and complexity of graphical elements when placing texts in bands.) When excerpts appear, they serve only as stand-ins for the full
  • 4. text. The Standards require that students engage with appropriately complex literary and informational works; such complexity is best found in whole texts rather than pas- sages from such texts. Please note that these texts are included solely as exemplars in support of the Standards. Any additional use of those texts that are not in the public domain, such as for classroom use or curriculum development, requires independent permission from the rights holders. The texts may not be copied or distributed in any way other than as part of the overall Common Core State Standards Initiative documents. Sample Performance Tasks The text exemplars are supplemented by brief performance tasks that further clarify the meaning of the Standards. These sample tasks illustrate specifically the application of the Standards to texts of sufficient complexity, quality, and range. Relevant Reading standards are noted in brackets following each task, and the words in italics in the task reflect the wording of the Reading standard itself. (Individual grade-specific Reading standards are identified by their strand, grade, and number, so that RI.4.3, for example, stands for Reading, Informational Text, grade 4, standard 3.) Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS a p p e
  • 5. n d ix b | 3 How to Read This Document The materials that follow are divided into text complexity grade bands as defined by the Standards: K–1, 2–3, 4–5, 6–8, 9–10, and 11–CCR. Each band’s exemplars are divided into text types matching those required in the Standards for a given grade. K–5 exemplars are separated into stories, poetry, and informational texts (as well as read-aloud texts in kindergarten through grade 3). The 6–CCR exemplars are divided into English language arts (ELA), history/social studies, and science, mathematics, and technical subjects, with the ELA texts further subdivided into stories, drama, poetry, and informational texts. (The history/social studies texts also include some arts-related texts.) Citations intro- duce each excerpt, and additional citations are included for texts not excerpted in the appendix. Within each grade band and after each text type, sample performance tasks are included for select texts. Media Texts Selected excerpts are accompanied by annotated links to related media texts freely available online at the time of the publication of this document. Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS
  • 6. a p p e n d ix b | 4 table of contents K–1 text exemplars ............................................................................................... ............14 stories ............................................................................................... ................................14 Minarik, Else Holmelund. Little Bear .............................................................................. 14 Eastman, P. D. Are You My Mother? ............................................................................... 15 Seuss, Dr. Green Eggs and Ham. ..................................................................................... 15 Lopshire, Robert. Put Me in the Zoo ............................................................................. 15
  • 7. Lobel, Arnold. Frog and Toad Together ...................................................................... 15 Lobel, Arnold. Owl at Home ............................................................................................. 16 DePaola, Tomie. Pancakes for Breakfast ...................................................................... 17 Arnold, Tedd. Hi! Fly Guy ............................................................................................... .... 17 Poetry ............................................................................................... ................................. 17 Anonymous. “As I Was Going to St. Ives.” .................................................................. 17 Rossetti, Christina. “Mix a Pancake.” ............................................................................ 17 Fyleman, Rose. “Singing-Time.” ..................................................................................... 18 Milne, A. A. “Halfway Down.” ............................................................................................ 18 Chute, Marchette. “Drinking Fountain.” ....................................................................... 18 Hughes, Langston. “Poem.” ..............................................................................................
  • 8. 18 Ciardi, John. “Wouldn’t You?” .......................................................................................... 18 Wright, Richard. “Laughing Boy.” ................................................................................... 18 Greenfield, Eloise. “By Myself.” ........................................................................................ 18 Giovanni, Nikki. “Covers.” .................................................................................. ............. .... 18 Merriam, Eve. “It Fell in the City.” ................................................................................... 19 Lopez, Alonzo. “Celebration.” ............................................................................... ........... 19 Agee, Jon. “Two Tree Toads.” ........................................................................................... 19 read-aloud stories ............................................................................................... ........20 Baum, L. Frank. The Wonderful Wizard of Oz ..........................................................20 Wilder, Laura Ingalls. Little House in the Big Woods .............................................20 Atwater, Richard and Florence. Mr. Popper’s Penguins
  • 9. ......................................... 21 Jansson, Tove. Finn Family Moomintroll ...................................................................... 21 Haley, Gail E. A Story, A Story .......................................................................................... 21 Bang, Molly. The Paper Crane ......................................................................................... 22 Young, Ed. Lon Po Po: A Red-Riding Hood Story from China ............................ 23 Garza, Carmen Lomas. Family Pictures ...................................................................... 23 Mora, Pat. Tomás and the Library Lady ....................................................................... 23 Henkes, Kevin. Kitten’s First Full Moon ....................................................................... 24 read-aloud Poetry ............................................................................................... ......... 25 Anonymous. “The Fox’s Foray.” ..................................................................................... 25 Langstaff, John. Over in the Meadow. ......................................................................... 26 Lear, Edward. “The Owl and the Pussycat.” .............................................................. 27
  • 10. Hughes, Langston. “April Rain Song.” .......................................................................... 27 Moss, Lloyd. Zin! Zin! Zin! a Violin ................................................................................. 27 Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS a p p e n d ix b | 5 sample Performance tasks for stories and Poetry ............................................... 28 Informational texts ............................................................................................... ....... 28 Bulla, Clyde Robert. A Tree Is a Plant .......................................................................... 28 Aliki. My Five Senses
  • 11. ............................................................................................... ........... 29 Hurd, Edith Thacher. Starfish ..........................................................................................30 Aliki. A Weed is a Flower: The Life of George Washington Carver ..................30 Crews, Donald. Truck ............................................................................................... ...........30 Hoban, Tana. I Read Signs ............................................................................................... .30 Reid, Mary Ebeltoft. Let’s Find Out About Ice Cream ............................................ 31 “Garden Helpers.” National Geographic Young Explorers .................................... 31 “Wind Power.” National Geographic Young Explorers ........................................... 31 read-aloud Informational texts ................................................................................. 31 Provensen, Alice and Martin. The Year at Maple Hill Farm.................................... 31 Gibbons, Gail. Fire! Fire! ............................................................................................... ...... 31
  • 12. Dorros, Arthur. Follow the Water from Brook to Ocean ....................................... 32 Rauzon, Mark, and Cynthia Overbeck Bix. Water, Water Everywhere ............ 33 Llewellyn, Claire. Earthworms ......................................................................................... 33 Jenkins, Steve, and Robin Page. What Do You Do With a Tail Like This? ...... 33 Pfeffer, Wendy. From Seed to Pumpkin ...................................................................... 33 Thomson, Sarah L. Amazing Whales! ...........................................................................34 Hodgkins, Fran, and True Kelley. How People Learned to Fly ............................34 sample Performance tasks for Informational texts .............................................. 36 Grades 2–3 text exemplars ........................................................................................... 37 stories ............................................................................................... ............................... 37 Gannett, Ruth Stiles. My Father’s Dragon. ................................................................. 37 Averill, Esther. The Fire Cat
  • 13. .............................................................................................. 37 Steig, William. Amos & Boris. .......................................................................................... 38 Shulevitz, Uri. The Treasure.................................................................................. ............ 38 Cameron, Ann. The Stories Julian Tells ....................................................................... 38 MacLachlan, Patricia. Sarah, Plain and Tall ................................................................ 38 Rylant, Cynthia. Henry and Mudge: The First Book of Their Adventures ....... 39 Stevens, Janet. Tops and Bottoms ................................................................................40 LaMarche, Jim. The Raft ............................................................................................... .....40 Rylant, Cynthia. Poppleton in Winter...........................................................................40 Rylant, Cynthia. The Lighthouse Family: The Storm ............................................... 41 Osborne, Mary Pope. The One-Eyed Giant (Book One of Tales from the Odyssey) .................................................................. 41
  • 14. Silverman, Erica. Cowgirl Kate and Cocoa .................................................................42 Poetry ............................................................................................... ................................43 Dickinson, Emily. “Autumn.” .................................................................................... .........4 3 Rossetti, Christina. “Who Has Seen the Wind?” ......................................................43 Millay, Edna St. Vincent. “Afternoon on a Hill.” .........................................................43 Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS a p p e n d ix b | 6
  • 15. Frost, Robert. “Stopping by Woods on a Snowy Evening.” ................................44 Field, Rachel. “Something Told the Wild Geese.” ....................................................44 Hughes, Langston. “Grandpa’s Stories.” .....................................................................44 Jarrell, Randall. “A Bat Is Born.” .....................................................................................44 Giovanni, Nikki. “Knoxville, Tennessee.” ......................................................................44 Merriam, Eve. “Weather.” ............................................................................................... ...45 Soto, Gary. “Eating While Reading.” ............................................................................45 read-aloud stories ....................................................................................... ........ ........46 Kipling, Rudyard. “How the Camel Got His Hump.” ...............................................46 Thurber, James. The Thirteen Clocks ...........................................................................46 White, E. B. Charlotte’s Web ........................................................................................... 47
  • 16. Selden, George. The Cricket in Times Square ........................................................... 47 Babbitt, Natalie. The Search for Delicious .................................................................48 Curtis, Christopher Paul. Bud, Not Buddy ..................................................................48 Say, Allen. The Sign Painter .............................................................................................4 9 read-aloud Poetry ............................................................................................... .........49 Lear, Edward. “The Jumblies.” ........................................................................................49 Browning, Robert. The Pied Piper of Hamelin ........................................................... 51 Johnson, Georgia Douglas. “Your World.” ................................................................. 52 Eliot, T. S. “The Song of the Jellicles.” ......................................................................... 52 Fleischman, Paul. “Fireflies.” ............................................................................................ 52 sample Performance tasks for stories and Poetry ............................................... 53
  • 17. Informational texts ............................................................................................... ......... 53 Aliki. A Medieval Feast ............................................................................................... ........ 53 Gibbons, Gail. From Seed to Plant ................................................................................54 Milton, Joyce. Bats: Creatures of the Night ...............................................................54 Beeler, Selby. Throw Your Tooth on the Roof: Tooth Traditions Around the World ........................................................................54 Leonard, Heather. Art Around the World ................................................................... 55 Ruffin, Frances E. Martin Luther King and the March on Washington ............ 55 St. George, Judith. So You Want to Be President? ................................................. 55 Einspruch, Andrew. Crittercam ...................................................................................... 55 Kudlinski, Kathleen V. Boy, Were We Wrong About Dinosaurs .......................... 56 Davies, Nicola. Bat Loves the Night .............................................................................. 56
  • 18. Floca, Brian. Moonshot: The Flight of Apollo 11 ....................................................... 56 Thomson, Sarah L. Where Do Polar Bears Live? ...................................................... 57 read-aloud Informational texts ................................................................................ 57 Freedman, Russell. Lincoln: A Photobiography ....................................................... 57 Coles, Robert. The Story of Ruby Bridges ................................................................. 58 Wick, Walter. A Drop of Water: A Book of Science and Wonder ...................... 58 Smith, David J. If the World Were a Village: A Book about the World’s People ........................................................................... 59 Aliki. Ah, Music! ............................................................................................... ..................... 59 Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS a p p
  • 19. e n d ix b | 7 Mark, Jan. The Museum Book: A Guide to Strange and Wonderful Collections ................................................ 59 D’Aluisio, Faith. What the World Eats ..........................................................................60 Arnosky, Jim. Wild Tracks! A Guide to Nature’s Footprints .................................60 Deedy, Carmen Agra. 14 Cows for America ...............................................................60 sample Performance tasks for Informational texts ...............................................61 Grades 4–5 text exemplars ........................................................................................... 63 stories ............................................................................................... ............................... 63 Carroll, Lewis. Alice’s Adventures in Wonderland ................................................... 63
  • 20. Burnett, Frances Hodgson. The Secret Garden ....................................................... 63 Farley, Walter. The Black Stallion .................................................................................. .64 Saint-Exupéry, Antoine de. The Little Prince ............................................................64 Babbitt, Natalie. Tuck Everlasting.............................................................................. ....64 Singer, Isaac Bashevis. “Zlateh the Goat.” ..................................................................64 Hamilton, Virginia. M. C. Higgins, the Great...............................................................64 Erdrich, Louise. The Birchbark House .......................................................................... 65 Curtis, Christopher Paul. Bud, Not Buddy .................................................................. 65 Lin, Grace. Where the Mountain Meets the Moon ...................................................66 Poetry ............................................................................................... ................................66 Blake, William. “The Echoing Green.” ..........................................................................66 Lazarus, Emma. “The New Colossus.”
  • 21. ......................................................................... 67 Thayer, Ernest Lawrence. “Casey at the Bat.” ........................................................... 67 Dickinson, Emily. “A Bird Came Down the Walk.” ...................................................68 Sandburg, Carl. “Fog.” ............................................................................................... ........69 Frost, Robert. “Dust of Snow.” ........................................................................................69 Dahl, Roald. “Little Red Riding Hood and the Wolf.” .............................................69 Nichols, Grace. “They Were My People.” ....................................................................69 Mora, Pat. “Words Free As Confetti.” ...........................................................................69 sample Performance tasks for stories and Poetry ...............................................70 Informational texts ............................................................................................... .........70 Berger, Melvin. Discovering Mars: The Amazing Story of the Red Planet ......70 Carlisle, Madelyn Wood. Let’s Investigate Marvelously Meaningful Maps ....... 71
  • 22. Lauber, Patricia. Hurricanes: Earth’s Mightiest Storms ........................................... 71 Otfinoski, Steve. The Kid’s Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It ....................................................... 71 Wulffson, Don. Toys!: Amazing Stories Behind Some Great Inventions .......... 71 Schleichert, Elizabeth. “Good Pet, Bad Pet.” ............................................................. 71 Kavash, E. Barrie. “Ancient Mound Builders.” ............................................................ 71 Koscielniak, Bruce. About Time: A First Look at Time and Clocks .................... 71 Banting, Erinn. England the Land .................................................................................. 72 Hakim, Joy. A History of US ............................................................................................. 72 Ruurs, Margriet. My Librarian Is a Camel: How Books Are Brought to Children Around the World ........................................................ 72 Simon, Seymour. Horses ............................................................................................... .... 73
  • 23. Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS a p p e n d ix b | 8 Montgomery, Sy. Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea .......................................... 73 Simon, Seymour. Volcanoes ............................................................................................ 74 Nelson, Kadir. We Are the Ship: The Story of Negro League Baseball ............ 74 Cutler, Nellie Gonzalez. “Kenya’s Long Dry Season.” ............................................. 74 Hall, Leslie. “Seeing Eye to Eye.”.................................................................................... 74
  • 24. Ronan, Colin A. “Telescopes.” ......................................................................................... 75 Buckmaster, Henrietta. “Underground Railroad.” .................................................... 76 sample Performance tasks for Informational texts .............................................. 76 Grades 6–8 text exemplars ........................................................................................... 77 stories ............................................................................................... ............................... 77 Alcott, Louisa May. Little Women.................................................................................. 77 Twain, Mark. The Adventures of Tom Sawyer ........................................................... 77 L’Engle, Madeleine. A Wrinkle in Time ......................................................................... 79 Cooper, Susan. The Dark Is Rising ................................................................................. 79 Yep, Laurence. Dragonwings ...........................................................................................80 Taylor, Mildred D. Roll of Thunder, Hear My Cry .......................................................80
  • 25. Hamilton, Virginia. “The People Could Fly.”...............................................................80 Paterson, Katherine. The Tale of the Mandarin Ducks ............................................ 81 Cisneros, Sandra. “Eleven.” ............................................................................................... 81 Sutcliff, Rosemary. Black Ships Before Troy: The Story of the Iliad................... 81 Drama ............................................................................................... ................................ 82 Fletcher, Louise. Sorry, Wrong Number ...................................................................... 82 Goodrich, Frances and Albert Hackett. The Diary of Anne Frank: A Play ..... 83 Poetry ............................................................................................... ................................ 83 Longfellow, … Page 1 of 3 Homework #2: Project Proposal
  • 26. Students will develop an individual project that employs tools and techniques learned in the course. This may include the modification of an existing HRA method or the development of a new HRA method applied to a chosen domain problem. Students are not expected to collect or analyze data, but will be required to detail a HRA data collection and analysis plan and suggest implementation strategies, similar to the structure of a funding proposal for an exploratory project. Any topic can be chosen, as long as the existence of human reliability issues can be cited. The project proposal, which is due at the beginning of the course, is not expected to have details related to the application of HRA tools and techniques that will be learned later in the course. However, the student is expected to discuss a human error issue that negatively impacts human health, safety, and/or performance in a particular domain and has not yet been appropriately addressed. The project idea is expected to mature and develop over the
  • 27. course of the semester with some later modifications to account for knowledge gained through lectures, reading, and discussions. This will allow students to receive feedback on their proposed topic as the course progresses. The 1000 word proposal should include the following five items. Please include section sub- headers for each item. 1. Problem Statement – what is the human error and why is it important? o A problem can be defined as important if it has a measurable impact on a critical outcome (financial, health and well-being, performance, etc.). Justify the problem importance and its relevance to human error. o Provide at least two sources with citations to justify problem importance (newspaper articles, journal papers, documented initiatives, industry white papers, government documents, verbal or written statements by key stakeholders, etc.). The sources must include a statistic and/or a subjective statement of importance.
  • 28. o Provide a two-sentence concise summary of your problem statement. Please note that the required justification is separate from the two-sentence summary. il to [problem] resulting in [important human error outcome]. The criticality of this problem has been verified by [source] through [specific qualitative/quantitative source content]. 2. Why hasn’t someone found a solution previously? o Discuss challenges and any prior attempts (not necessarily HRAs) to address the problem. Page 2 of 3 3. Focus– what is the problem focus? o Select one interaction category or a hybrid of two categories and justify the relevance to the problem statement.
  • 29. -Human, Human-Group, Human- Organization, Human- Artifact. o Select one human theoretical category or a hybrid of two categories and justify the relevance to the problem statement - Select only one level of cognition as the foundation for your human process: Low level cognition (memory, sensory processing, etc.); High level cognition (decision making and problem solving). – Interaction of cognitive level (low/high) with other theoretical categories may be appropriate for the selected problem focus, although this is not required: Sociological (relevant for simple human interactions, excluding human-artifact); Organizational (relevant for more complex sociological structures, human-org interaction). o Provide at least two sources with citations to justify the connection of the problem focus (interaction category and human theoretical category) presented
  • 30. in #3 to the problem statement presented in #1. Examples of sources include newspaper articles, journal papers, documented initiatives, industry white papers, government documents, verbal or written statements by key stakeholders. The sources must include a statistic and/or a subjective statement of relevance. o Provide a two-sentence concise summary of your problem focus. Please note that the required justification is separate from the two-sentence summary. interaction between [stakeholders and/or processes and/or components], driven by [human theoretical category], resulting in [human error outcome defined in #1]. The existence and criticality of the problem focus has been verified by [source] through [specific qualitative/quantitative source content referencing problem focus]
  • 31. o Note: Individual theories are not required to be listed here. Theories will be addressed in Homework 3. o Note: The two sources required for #1 and #3 can be the same. However, they must independently address the justification of the problem statement and problem focus. 4. Project Goals (high level discussion) – what do you hope to gain from this HRA? o How will the analysis potentially help to address the identified problem focus? 5. What sources of information will you use for your project (be specific)? Page 3 of 3 o List and justify the use of at least two sources (stakeholders and/or data) that will be used to detail the processes associated with this human error. The sources must be specific to the focus identified in #3 (human interaction and human theories). For
  • 32. example, if your problem is focused on decision making (high level cognition) in a team environment (human-group interaction), then you need sources (stakeholder interviews, team protocols, meeting notes, etc.) to detail the specific decisions that are required in this context and the decision criterion (input). flowcharts, organizational charts, guidelines, and any other documentation of the process. Provide citations. stakeholder sources to the focus identified in #3. relevant information for stakeholders who will be utilized for the project. o Describe how you will access and utilize the selected sources. o Note: The data and stakeholder sources can overlap with the sources identified in #1 and #3 if the requirements for #5 are independently addressed
  • 33. by the source. o Note: You may use yourself as one of the sources if you have direct knowledge of a process or component that is not publically documented. However, you cannot be listed as a primary source to satisfy the aforementioned two source minimum requirement. You many only use yourself as a supplemental source. Non- publically documented sources are only relevant for topics that involve confidential information or the use of internal resources from an organization. Class Profile Student Name English Language Learner Gender Other Age Oral Language Development Uses Phonics and Morphology to Decode Words Reading Lexile/ Grade Performance Level Written Expression Level Social/Pragmatic/Communication Skills Arturo
  • 34. Yes Male Tier 2 RTI for reading Grade level Below grade level No Below grade level Below grade level Good Bertie No Female None Grade level Above grade level Yes Above grade level Below grade level-writing simple sentences Needs help resolving conflicts Beryl No Female NOTE: School does not have gifted program Grade level Above grade level Yes Above grade level
  • 35. Above grade level Good Brandie No Female Tier 2 RTI for math Grade level Below grade level No; reads sight words only Below grade level Below grade level-only writes name and sight words Needs help with verbal and nonverbal signals Dessie No Female Tier 2 RTI for math Grade level At grade level Yes At grade level Below grade level Good Diana Yes Female Tier 2 RTI for reading Grade level Below grade level
  • 36. No Below grade level Below grade level Good Donnie No Female Hearing aids Grade level Below grade level No At grade level Above grade level Good Eduardo Yes Male Tier 2 RTI for reading Grade level At grade level Yes Below grade level Below grade level-writing simple sentences Good Emma No
  • 37. Female None Grade level Above grade level Yes At grade level Above grade level Good Enrique No Male Tier 2 RTI for reading One year above grade level At grade level No; reads sight words only Below grade level Below grade level Good Fatma Yes Female Tier 2 RTI for reading Grade level
  • 38. At grade level Yes Below grade level Below grade level-only writes name and sight words Needs help rephrasing when misunderstood Frances No Female Diabetic Grade level At grade level Yes At grade level At grade level Good Francesca No Female None Grade level Above grade level
  • 39. Yes At grade level Above grade level Needs help staying on topic Fredrick No Male Tier 3 RTI for reading and math One year above grade level Below grade level No; reads sight words only Below grade level Below grade level-writing simple sentences Needs help with verbal and nonverbal signals Ines No Female Tier 2 RTI for math Grade level Above grade level Yes Below grade level At grade level Good
  • 40. Jade No Female None Grade level At grade level Yes At grade level Below grade level Good Kent No Male None Grade level Above grade level Yes At grade level Above grade level Good Lolita No Female None Grade level
  • 41. Below grade level Yes At grade level At grade level Good Maria No Female NOTE: School does not have gifted program Grade level Above grade level Yes At grade level Above grade level Good Mason No Male None Grade level At grade level Yes At grade level
  • 42. At grade level Needs help staying on topic Nick No Male NOTE: School does not have gifted program Grade level Above grade level Yes Above grade level Above grade level Needs help taking turns in conversation Noah No Male None Grade level At grade level Yes At grade level At great level Good Sharlene No Female
  • 43. None Grade level Below grade level No; reads sight words only Above grade level At great level Good Sophia No Female None Grade level Above grade level Yes At grade level At grade level Good Stuart No Male Allergic to peanuts Grade level At grade level Yes Above grade lev At grade level el At grade level
  • 44. Good Terrence No Male None Grade level At grade level Yes At grade level Below grade level Needs help resolving conflicts Wade No Male None Grade level Below grade level Yes At grade level At grade level Good Wayne No Male Tier 3 RTI for math Grade level Below grade level
  • 45. Yes Below grade level At grade level Needs help rephrasing when misunderstood Wendell No Male Tier 3 RTI for math Grade level At grade level Yes Below grade level Below grade level Good Yung No Male NOTE: School does not have gifted program One year below grade level At grade level Yes Above grade level Below grade level Good
  • 46. © 2019. Grand Canyon University. All Rights Reserved. Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsReading Comprehension: Strategies and ActivitiesCriteriaPercentageNo Submission (0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Part 1: Strategies30.0%Not addressed.Summary insufficiently identifies reading comprehension strategies.Marginal summary of reading comprehension strategies is provided, weakly identifying conditions under which each is to be delivered for students with reading comprehension deficits.Sound summary of reading comprehension strategies is provided, identifying conditions under which each is to be delivered for students with reading comprehension deficits.Comprehensive summary of reading comprehension strategies is provided, clearly identifying conditions under which each is to be delivered for students with reading comprehension deficits.Part 2: Activities35.0%Not addressed.Outline and summary of activities unconvincingly attempts to engage and emphasize reading comprehension for chosen small group.Outline and summary of activities superficially engage and emphasize reading comprehension using irrelevant CCSS text and weak strategies for chosen small group.Outline and summary of activities engage and emphasize reading comprehension using identified CCSS text and applicable strategies appropriate for chosen small group.Outline and summary of activities thoroughly addresses and emphasizes reading comprehension using identified relevant CCSS text and suitable strategies appropriate for chosen small group.Part 3: Rationale20.0%Not addressed.Rationale is ineffective in explaining how instructional choices are applicable to the chosen small group or how the identified strategies and activities enhance the language development of adolescents with deficits in their reading comprehension skills.Rationale ambiguously supports instructional choices that are broadly
  • 47. applicable to the chosen small group. Minimally explains how the identified strategies and activities enhance the language development of adolescents with deficits in their reading comprehension skills.Rationale is effective in explaining how instructional choices applicable to the chosen small group. It clearly describes how the identified strategies and activities enhance the language development of adolescents with deficits in their reading comprehension skills.Rationale is comprehensive and professional in explaining how instructional choices are ideal for the chosen small group. It skillfully details how the identified strategies and activities enhance the language development of adolescents with deficits in their reading comprehension skills.Research5.0%Not addressed.Sources provided do not support the claims of the presentation or are not credible. Required number of sources may not be met.Submission includes only 1-2 sources, sources do not fully support claims, or sources are not all credible.Research is relevant and generally supports the information presented. All of the criteria stated in the assignment are addressed.Research is supportive of the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment.Mechanics of Writing (includes spelling, punctuation, grammar, language use)10.0%Not addressed.Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied.Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience- appropriate language are employed.Writer is clearly in command of standard, written, academic English.Total Weightage100% Reading Comprehension: Strategies and Activities
  • 48. When teaching students to comprehend and summarize text, teachers can use a variety of activities before, during, and after reading to help students understand elements within a plot. Utilizing appropriate strategies that incorporate summarizing skills helps to increase students’ reading comprehension skills. Use the “Reading Comprehension Template” to complete this assignment. Part 1: Strategies Research and summarize, in 250‐500 words, a minimum of five strategies for teaching adolescent students with deficits in their reading comprehension skills. Identify the conditions under which the chosen strategies are intended to be delivered (e.g., content area, class setting, required resources, if intended for a specific type of disability). Support your findings with 2‐3 scholarly resources. Part 2: Activity Identify a group of 2‐3 eighth grade students, using the “Class Profile,” who would benefit from additional instruction on reading comprehension skills. Identify a text appropriate to use with the small group identified. You may use Appendix B of the Common Core English Language Arts Standards to help you determine an appropriate text for the lesson. Draft a 250‐500 word outline summarizing three activities to reinforce reading comprehension and summarizing skills, utilizing the identified text. Incorporate at least three of the strategies from Part 1 into your activities. Part 3: Rationale In 250‐500 words, rationalize your instructional decisions in Part 2 of this assignment. Explain how the identified strategies and activities enhance the language development of adolescents with deficits in their reading comprehension skills. Cite the “Class Profile” where appropriate. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the