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