“every student careerand college ready”Literacy Interim I BHS Student Exemplars “A Mistake of Horrible Proportions”
RST.9-10.1: Cite specific RST.11-12.1: Cite specific Science & Technical History/Soc. Studies English Lang. Arts textual evidence to support textual evidence to support analysis of science and analysis of science andLearning Goal: technical texts, attending to technical texts, attending toRead closely to the precise details of important explanations or distinctions the authordetermine what descriptions. makes and to any gaps orthe text says inconsistencies in theexplicitly and to account.make logical RH9-10.1: Cite specific RH.11-12.1: Cite specificinferences from it; textual evidence to support textual evidence to support analysis of primary and analysis of primary andcite specific secondary sources, secondary sources,textual evidence attending to such features connecting insights gainedwhen writing or as the date and origin of the from specific details to anspeaking to information. understanding of the text as a whole.support RI.9-10.1: Cite strong and RI.11-12.1: Cite strong andconclusions drawn thorough textual evidence thorough textual evidencefrom the text. to support analysis of what to support analysis of what the text says explicitly as the text says explicitly as well as inferences drawn well as inferences drawn from the text. from the text, including determining where the text leaves matters uncertain.
1240L Open Response Prompt Explain why the Japanese-American evacuees felt as if they had lost their freedom. Give three examples from theCCSS Recommended Lexile Bands9th – 10th 11th-CCR text to support your explanation.1050-1335 1185-1385
Open Response PromptExplain why the Japanese-American evacuees feltas if they had lost their freedom. Give threeexamples from the text to support your explanation. 4—Advanced 3—Proficient 2—Basic 1—Below BasicInfers Draws thought-provoking Draws correct inference Makes accurate Inference isand inference(s) about why J-A about the why J-A felt inference but offers no inaccurate, not felt as if they’d lost their they’d lost their evidence to support. supported by theExplains freedom and thoroughly freedom, but OR passage explains. explanation is less Inference is weakly thorough/compelling explained. than the “4.”Evidence Selects three specific Selects TWO specific Selects ONE specific Omits evidence, examples that offer details as evidence from detail as evidence, OR compelling evidence of the text to correctly offering weak support Evidence doesn’t their feeling of lost support inference, or of inference. logically support the freedom. three details that are inference(s). less specific than the level “4.”
4—Advanced Career & College ReadyInfers Draws thought-provokingand inference(s) about why J-A felt as if they’d lost theirExplains freedom and thoroughly explains.Evidence Selects three specific examples that offer compelling evidence of their feeling of lost freedom.
Textual Inference &Evidence Explanation• Relevant & • More than Sufficient re-stating what’s in text• Specific: • Commentary Paraphrased • Explanation and/or Quoted • Significance