Grade 9: Mini-assessment for The Manhattan Project Text Set

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http://achievethecore.org/page/982/mini-assessment-for-the-manhattan-project-text-set-detail-pg

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.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

RI.9.10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

CCSS.ELA-Literacy. RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

CCSS.ELA-Literacy. RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

Writing

W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

English Language Arts Literacy:  Reading in History/ Social Studies

CCSS.ELA-Literacy. RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

CCSS.ELA-Literacy. RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

CCSS.ELA-Literacy. RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

CCSS.ELA-Literacy. RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

CCSS.ELA-Literacy. RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

 

DESCRIPTION OF MINI-ASSESSMENT

This Grade 9 mini-assessment titled “Mini-assessment for The Manhattan Project Text Set” cited on achievethecore.org is intended to inform instruction about a student’s ability to engage in the close reading of six complex texts from various authors to demonstrate deep understanding. In this mini- assessment there are eleven selected-response or paper/pencil-equivalent of technology-enhanced questions that address the Reading Standards listed above. Additionally, there is an optional writing prompt, which is aligned to both the Reading Standards for Informational Texts and the Writing Standards.

CAUTIONS

Connecticut teachers are 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. It is recommended that the writing prompt not be made optional.

RATIONALE FOR SELECTION

This mini-assessment is an exemplary example of how to design selected-response/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.