COMMON CORE STANDARDS
Reading Informational Text
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.9-10.10 By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.
W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
DESCRIPTION OF ASSESSMENT
This Grades 9-10 assessment titled “The Power of New Media” cited on schools.nyc.gov is intended to be completed in approximately five ELA/Literacy sessions. The beginning sessions include direct instruction on how to analyze and investigate informational texts. The assessment task is designed to measure each student’s ability to synthesize information across texts, state a position, and defend that position using evidence and reasoning from texts and other sources.
Connecticut teachers should be cautioned that this assessment should only be used as a stand-alone task if students have already been introduced to the skills and understandings needed to independently research and develop a claim using text evidence. The assessment as written is the culminating task that follows two weeks of specific reading and writing instruction. Click here for the full unit and an annotated review. Teacher notes and preparation materials will require familiarity to be used effectively. Internet access is necessary to complete this assessment as designed.
RATIONALE FOR SELECTION
This assessment task is an excellent example of how to measure key student proficiencies in student directed inquiry, analysis, evaluation and/or reflection. It integrates appropriate supports in reading, writing, listening and speaking for students who are ELL, have disabilities, or read well below the grade level text band. The assessment materials include aligned rubrics that provide direct observable evidence of the degree to which a student can independently demonstrate the major targeted standards listed above. Annotated student work samples and instructional supports are provided.