The document outlines assessment criteria for evaluating student responses related to the feelings of Japanese-American evacuees regarding their loss of freedom. It emphasizes the importance of using textual evidence and critical analysis in student writing, where higher-level responses are distinguished by their depth of explanation and selection of specific examples. The grading rubric categorizes responses into advanced, proficient, basic, and below basic, reflecting the level of inference and evidence provided.

1. “every student career
and college ready”
Literacy Interim I
BHS Student Exemplars
“A Mistake of Horrible
Proportions”

2. 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 and
Learning Goal: technical texts, attending to technical texts, attending to
Read closely to the precise details of important
explanations or distinctions the author
determine what descriptions. makes and to any gaps or
the text says inconsistencies in the
explicitly and to account.
make logical RH9-10.1: Cite specific RH.11-12.1: Cite specific
inferences from it; textual evidence to support textual evidence to support
analysis of primary and analysis of primary and
cite specific secondary sources, secondary sources,
textual evidence attending to such features connecting insights gained
when writing or as the date and origin of the from specific details to an
speaking to information. understanding of the text as
a whole.
support
RI.9-10.1: Cite strong and RI.11-12.1: Cite strong and
conclusions drawn thorough textual evidence thorough textual evidence
from 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.

3. 1240L Open Response
Prompt
Explain why the
Japanese-American
evacuees felt as if
they had lost their
freedom. Give three
examples from the
CCSS Recommended Lexile Bands
9th – 10th 11th-CCR
text to support your
explanation.
1050-1335 1185-1385

4. Open Response Prompt
Explain why the Japanese-American evacuees felt
as if they had lost their freedom. Give three
examples from the text to support your explanation.
4—Advanced 3—Proficient 2—Basic 1—Below Basic
Infers Draws thought-provoking Draws correct inference Makes accurate Inference is
and 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 the
Explains 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.”

5. 4—Advanced
Career & College Ready
Infers Draws thought-provoking
and inference(s) about why J-A
felt as if they’d lost their
Explains freedom and thoroughly
explains.
Evidence Selects three specific
examples that offer
compelling evidence of
their feeling of lost freedom.

6. Textual Inference &
Evidence Explanation
• Relevant & • More than
Sufficient re-stating what’s in
text
• Specific: • Commentary
Paraphrased • Explanation
and/or Quoted • Significance

7. CCR
4

8. CCR
4

9. 3
Minimal Commentary/Significance

10. Lacking
Commentary/
Significance
3

11. Generic Evidence—
Not Specific
3

12. Accurate but WEAK
explanation with
minimal evidence
2

13. Accurate but WEAK
explanation with
minimal evidence
2