Grade 7: “High Schools Starting Later to Help Sleepy Teens,” by Michelle Trudeau and “High schools will keep starting too early. Here’s why.” by Dan Weissmann


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Reading Informational Text

RI.7.1  Cite several pieces of textual evidence to support analysis of what the text says explicitly, as well as inferences drawn from the text.

RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events.)

RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.


W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.


L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.7.3 Use knowledge of language and its conventions when writing, speaking, reading or listening.


This grade 7 mini-assessment titled High Schools Starting Later to Help Sleepy Teens, by Michelle Trudeau and High schools will keep starting too early. Here’s why.” by Dan Weissmann was created by Student Achievement Partners. It is intended to be completed in one class period. This informational-paired passage mini-assessment includes two articles as well as an audio recording of the second text. In this mini-assessment there are twelve text-dependent questions that address the Reading Standards listed above. Additionally, there is an optional writing prompt, which is aligned to Reading, Writing, and Language Standards.


Connecticut educators are encouraged to give students the time that they need to read closely and write to the source.  While it is helpful to have students complete the mini-assessment in one class period, educators should allow additional time as is necessary to accommodate students who are ELL, have disabilities, or read well below the grade level text band. It is strongly recommended that the writing prompt not be made optional to more fully assess each student’s ability to meet the targeted Common Core Standards listed above.


This mini-assessment is an excellent example of how to design rigorous text-dependent questions aligned to specific Common Core Standards using informational-paired passages. An annotated Teacher’s Guide for the assessment gives a specific rationale for each answer option and lists the specific standards addressed. A Scoring Rubric for Text-Based Writing Prompts and information about determining text complexity (quantitative and qualitative data) is included with assessment materials.  All materials needed for the assessment are provided.