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OTHER STUDENT EXAMPLES:

Student 2

CCSS Alignment

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The student has many examples of evidence pulled from the novel and informational text during the reading that illustrate challenges of fleeing and finding home and understanding fleeing and finding home. The student will use these quotes to cite evidence and to support analysis.

 

Standards referenced:

RL.8.1/RI.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Understanding

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The student has many valid inferences to choose from when writing the essay.

1. CCSS Alignment

The student’s evidence and inferences demonstrate a comprehension of grade level text. For example, the student makes the inference that when finding home, neighbors are not welcoming to the family. The student made that inference based on the quote, “Eggs explode like smears of snot on our front door.”

 

Standard referenced:

RL.8.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.

2. CCSS Alignment

When planning for the essay, the student highlighted the best evidence from all evidence collected, demonstrating proficiency in W.8.2. Much of this evidence was incorporated into the final essay.

 

Standard referenced:

W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

1. CCSS Alignment

The student’s response begins with an analysis of the universal refugee experience. The student shows proficiency in RI.8.3 and RL.8.3 in making connections between the poem, novel, and informational text, “The Children of War.”

 

Standards referenced:

RL.8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

Support Materials

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This optional planning page encouraged the student to organize information, which shows the student’s application of the scoring rubric.

Comprehension & Application

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The student’s work demonstrates an ability to read and comprehend literary nonfiction at the high end of the 8th grade text complexity band independently and proficiently.

 

Standard referenced:

RI.8.10: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

1. CCSS Alignment

The student was able to use a literary text to respond to the prompt, and make a claim about a fictional refugee experience as described in the first paragraph, “The story describes the horrible events of Ha’s life, and challenges that lie ahead for a young girl and her family, following along with many of the refugee’s own experience in searching for a better life, when leaving one behind.”

 

Standard referenced:

RL.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

2. CCSS Alignment

The student demonstrates the ability to draw evidence from the literary text and the informational text for analysis, research, and reflection. The student skillfully moves between multiple pieces of textual evidence in one paragraph to support the student’s research on the refugee experience of “fleeing” home. Referencing informational text, “One child, Emir, in the ‘Children of War’ article by Arthur Brice stated ‘I had to crawl through my apartment on my hands and knees or risk getting shot. I slept in the bathtub for days, because that was the only place where you were totally safe from bullets’ (Brice 2).” and referencing literary text “Ha's family is slowly getting weaker, as she describes their struggles. She says ‘Without lights, without cooking, without bathrooms ... we are told to sip water only when we must’ (Lai 73).

 

Standards Referenced:

W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

1. CCSS Alignment

Strong textual evidence was chosen in paragraph 2 – “Without lights, without cooking, without bathrooms…” to support the student’s inference that refugee families endured many hardships as they fled their homes.

 

Standard referenced:

RL.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

2. Understanding

The student includes analysis and reflection statements like “Especially during war, escape was nearly impossible with people threatening some and attacking others” and “So, these refugee families endure many hardships as they frantically try and flee their own homes, when tragedy strikes…” that transition between quotes to connect back to the student’s claim on the refugee experience of “fleeing” home.

 

Standard referenced:

W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

3. CCSS Alignment

The student demonstrates proficiency in RI.8.3 by analyzing the connection among Ha in the novel and the refugees in the informational text. The student does this by threading a common theme of the universal refugee experience throughout the textual evidence, specifically the challenges faced fleeing and finding home. For example: “The refugees, including the character Ha and her family find a place that they believe is safe. But when there, they quickly discover that finding home in a new strange place is more difficult than they imagined.”

 

Standard referenced:

RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

1. CCSS Alignment

Here is another paragraph where the student skillfully moves between multiple pieces of textual evidence in one paragraph to support the student’s research on the refugee experience of “finding” home.

 

Standard referenced:

W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.