COMMON CORE STANDARDS
Reading Informational 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.
RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
English Language Arts Literacy: Reading in History/Social Studies
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
English Language Arts Literacy: Writing in History/Social Studies
CCSS.ELA-Literacy. WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
DESCRIPTION OF MINI-ASSESSMENT
This Grade 11 mini-assessment titled “Mini-assessment for Inaugural Address, 1801 by Thomas Jefferson” cited on achievethecore.org is intended to inform instruction about a student’s ability to engage in the close reading of a complex text to demonstrate deep understanding. In this mini-assessment there are six questions that address the reading standards listed above and one constructed response question that addresses the targeted writing standard.
Connecticut teachers should be cautioned that students who are ELL, have disabilities, or read well below the grade-level text band will need modifications. While it is helpful to have students complete the mini-assessment in one class period, teachers are encouraged to give students the time they need to read closely and write to sources.
RATIONALE FOR SELECTION
This mini-assessment is an exemplary example of how to design text-dependent questions aligned to specific Common Core Standards. An annotated Teacher’s Guide gives a specific rationale for each answer option and lists the standards addressed. Information about determining text complexity (quantitative and qualitative data) is included with assessment materials, as well as a scoring rubric for text-based writing prompts.