bhs interim assessment i informational
DESCRIPTION
Student exemplars from BHS Interim Assessment I. Exemplars are linked to a specific performance level on rubric.TRANSCRIPT
Literacy Interim I BHS Student Exemplars
“A Mistake of Horrible Proportions”
“every student career and college ready”
Learning Goal:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RST.9-10.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
RH9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Scien
ce & Te
chn
ical Histo
ry/Soc. Stu
die
s English
Lang. A
rts
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.
1240L
9th – 10th 11th-CCR
1050-1335 1185-1385
CCSS Recommended Lexile Bands
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 and Explains
Draws thought-provoking
inference(s) about why J-A
felt as if they’d lost their
freedom and thoroughly
explains.
Draws correct inference
about the why J-A felt
they’d lost their
freedom, but
explanation is less
thorough/compelling
than the “4.”
Makes accurate
inference but offers no
evidence to support.
OR
Inference is weakly
explained.
Inference is
inaccurate, not
supported by the
passage
Evidence Selects three specific
examples that offer
compelling evidence of
their feeling of lost
freedom.
Selects TWO specific
details as evidence from
the text to correctly
support inference, or
three details that are
less specific than the
level “4.”
Selects ONE specific
detail as evidence,
offering weak support
of inference.
Omits evidence,
OR
Evidence doesn’t
logically support the
inference(s).
4—Advanced
Career & College Ready
Infers and Explains
Draws thought-provoking
inference(s) about why J-A
felt as if they’d lost their
freedom and thoroughly
explains.
Evidence Selects three specific
examples that offer
compelling evidence of
their feeling of lost freedom.
Textual
Evidence
Inference &
Explanation • Relevant &
Sufficient
• More than
re-stating what’s in
text
• Specific:
Paraphrased
and/or Quoted
• Commentary
• Explanation
• Significance
CCR 4
CCR 4
3 Minimal Commentary/Significance
3
Lacking Commentary/ Significance
3
Generic Evidence— Not Specific
2
Accurate but WEAK explanation with minimal evidence
2
Accurate but WEAK explanation with minimal evidence