Grade 7 Common Core State Standards Alignment Guidance

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Grade 7: Common Core State Standards Alignment Guidance Reading for Literature and Reading for

Grade 7: Common Core State Standards Alignment Guidance Reading for Literature and Reading for Informational Texts Standards

Session Objective The purpose of these materials is to help develop understanding of the

Session Objective The purpose of these materials is to help develop understanding of the expectations of high-quality summative assessment items. The concepts shown throughout these modules can be useful for classroom questioning and assessment, but the items themselves may need to be slightly modified. PAGE 2

Reading Standards for Literature

Reading Standards for Literature

Links to Associated Literary Texts The literary sample items are written to the texts

Links to Associated Literary Texts The literary sample items are written to the texts linked below. To better understand the points made in each item, you should familiarize yourself with each text. • “The Tomorrow Seeds” and “Author’s Note” by Diane L. Burns • “From the Wave” by Thom Gunn PAGE 4

Diving into the Specific Grade-Level Standards Remember that Standards 1 and 10 are bookends

Diving into the Specific Grade-Level Standards Remember that Standards 1 and 10 are bookends requiring: • all passages to be appropriately complex • all items to be answered using textual evidence Items should never be aligned to Standard 1 only. Instead, items should be aligned to Standard 1 and at least one other standard. PAGE 5

CCSS. ELA-Literacy. RL. 7. 2 Determine a theme or central idea of a text

CCSS. ELA-Literacy. RL. 7. 2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. PAGE 6

Which statement best expresses a main theme of “The Tomorrow Seeds? ” A. Although

Which statement best expresses a main theme of “The Tomorrow Seeds? ” A. Although the future may be uncertain, it is best to prepare for whatever may come. B. Different ways of life cannot be combined successfully. C. Children do not always fully understand the actions of those around them. D. It takes time and patience to grow a garden. Associated text: “The Tomorrow Seeds” by Diane L. Burns PAGE 7

The following question has two parts. Answer Part A and then answer Part B.

The following question has two parts. Answer Part A and then answer Part B. Part A: Which statement best expresses a main theme of “The Tomorrow Seeds? ” A. While the future may be uncertain, it is best to prepare for whatever may come. B. Different ways of life cannot be combined successfully. C. Children do not always fully understand the actions of those around them. D. It takes time and patience to grow a garden. Part B: Which sentence from “The Tomorrow Seeds” best illustrates this theme? A. “Every morning, before dawn, Moki climbed above-mesa to tend the seeds in secret, as the visions told him he must. ” B. “In the valley something else was growing—angry feelings between the Black Robes and the People. ” C. “The storm hadn’t destroyed the forbidden ones, but surely the village elders would. ” D. “’If peace cannot be, we have this place out of reach. ’” Associated text: “The Tomorrow Seeds” by Diane L. Burns PAGE 8

CCSS. ELA-Literacy. RL. 7. 3 Analyze how particular elements of a story or drama

CCSS. ELA-Literacy. RL. 7. 3 Analyze how particular elements of a story or drama interact (e. g. , how setting shapes the characters or plot). PAGE 9

Which sentence best describes Moki’s personality? A. He is outspoken in his beliefs. B.

Which sentence best describes Moki’s personality? A. He is outspoken in his beliefs. B. He is able to change his mind. C. He is nurturing and dedicated. D. He is excited when faced with a challenge. Associated text: “The Tomorrow Seeds” by Diane L. Burns PAGE 10

In “The Tomorrow Seeds, ” what are two ways the Black Robes changed the

In “The Tomorrow Seeds, ” what are two ways the Black Robes changed the Hopi lifestyle? A. They taught Hopi children to care for plants. B. They made the Hopi dress like the Spanish. C. They introduced new crops like watermelon. D. They required the Hopi to live on the mesa top. E. They forced the Hopi to work their farms. F. They passed seeds down to new generations. G. They shared visions they had received. Associated text: “The Tomorrow Seeds” by Diane L. Burns PAGE 11

CCSS. ELA-Literacy. RL. 7. 4 Determine the meaning of words and phrases as they

CCSS. ELA-Literacy. RL. 7. 4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e. g. , alliteration) on a specific verse or stanza of a poem or section of a story or drama. PAGE 12

What does pueblos mean as it is used in paragraph 12 of “The Tomorrow

What does pueblos mean as it is used in paragraph 12 of “The Tomorrow Seeds”? A. Native America tribes B. Communities of houses made of stone, adobe, and wood C. Groups of people who live together D. Spanish settlements Paragraph 12 provided for reference below: For speaking against the rules of the Black Robes, Popé and other medicine men from the pueblos had been put in the governor's jail, where four died. Popé was free now, but not silent. He talked even more strongly of pushing the Black Robes and settlers out of the People's valley. Associated text: “The Tomorrow Seeds” by Diane L. Burns PAGE 13

The following question has two parts. Answer Part A and then answer Part B.

The following question has two parts. Answer Part A and then answer Part B. Part A: In paragraph 25 of “The Tomorrow Seeds, ” Moki wonders how he will “explain this treachery. ” What is the meaning of the word treachery? A. mission from a divine force B. long-term plan C. betrayal of trust D. combination of two beliefs Part B: Which sentence from “The Tomorrow Seeds” best helps the reader determine the meaning of treachery? A. “The windstorm had wrecked the corn, but were the melons destroyed, too? ” B. “Popé pointed an accusing finger. ” C. “‘It. . . it was the way of my dreams. ’” D. “‘I saw the People’s corn like a shelter around the Black Robes’ melons. ’” Associated text: “The Tomorrow Seeds” by Diane L. Burns PAGE 14

Which pattern best describes the rhyme scheme of “From the Wave”? A. AABB CCDD

Which pattern best describes the rhyme scheme of “From the Wave”? A. AABB CCDD B. ABCD EFGH C. ABCD D. ABAB CDCD Associated text: “From the Wave” by Thom Gunn PAGE 15

How does Gunn’s use of rhyme impact the poem? A. The rhyming scheme is

How does Gunn’s use of rhyme impact the poem? A. The rhyming scheme is used to illustrate the natural elegance of the waves. B. The rhyming scheme is used to show that waves are isolated events. C. The single syllable rhyming words signify that waves are simplistic. D. The alternating rhyming lines mirror the action of waves. Associated text: “From the Wave” by Thom Gunn PAGE 16

CCSS. ELA-Literacy. RL. 7. 5 Analyze how a drama's or poem's form or structure

CCSS. ELA-Literacy. RL. 7. 5 Analyze how a drama's or poem's form or structure (e. g. , soliloquy, sonnet) contributes to its meaning. PAGE 17

How is the poem “From the Wave” structured? A. Alternating rhyming lines B. Free

How is the poem “From the Wave” structured? A. Alternating rhyming lines B. Free verse C. Soliloquy D. Sonnet Associated text: “From the Wave” by Thom Gunn PAGE 18

The poet purposely uses poetic form to create a visual image for the reader.

The poet purposely uses poetic form to create a visual image for the reader. Complete the chart below by writing the stanza that best shows the phase of the wave. You can write the stanza number or the text of the stanza itself. Wave beginning to rise Wave at its highest and strongest Wave fading away Associated text: “From the Wave” by Thom Gunn PAGE 19

CCSS. ELA-Literacy. RL. 7. 6 Analyze how an author develops and contrasts the points

CCSS. ELA-Literacy. RL. 7. 6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. PAGE 20

The following question has two parts. Answer Part A and then answer Part B.

The following question has two parts. Answer Part A and then answer Part B. Part A: Which sentence best describes Moki’s point of view toward the Black Robes? A. He hopes they will eventually allow the People to live among them. B. He understands why they want the People to change their ways. C. He thinks that they will eventually find the secret place on the cliff. D. He believes that they have some positive qualities. Part B: Which sentence best describes Popé’s point of view toward the Black Robes? A. He believes that the Black Robes will try to prevent the people from following their traditions. B. He hopes that the Black Robes will learn to live in the new place. C. He believes that the Black Robes will eventually try to destroy the People’s farmland. D. He thinks that the Black Robes do not properly nurture their gardens. Associated text: “The Tomorrow Seeds” by Diane L. Burns PAGE 21

Complete the chart by following the steps below: 1. Drag one detail from the

Complete the chart by following the steps below: 1. Drag one detail from the “Points of View” box to each row in column 2 and column 4. You will not use all of the Points of View, but you will use one Point of View twice. 2. Drag one Paragraph from the “Textual Evidence Supporting each Character’s Point Of View” box to each row in columns 3 and 4. You will not use all of the paragraphs. Item continued on the next slide Associated text: “The Tomorrow Seeds” by Dian PAGE 22

Character 2. Point of View Before the Storm 3. Textual Evidence to support the

Character 2. Point of View Before the Storm 3. Textual Evidence to support the character’s POV before the storm 4. Point of View After the Storm 5. Textual Evidence to support the character’s POV after the storm Moki Pope Points of View Textual Evidence Supporting Each Character’s Point of View The People must find a way to work with the Black Robes. The Black Robes and the People cannot live together in Peace. The Black Robes have some positive qualities to share with the People. Hatred of the Black Robes is not the way to honor the People’s ancestors. The only way to survive the Black Robes is for the People to adopt their ways. The People may be able to learn from the Black Robes. Paragraph Paragraph 11 13 15 21 23 28 30 33 Associated text: “The Tomorrow Seeds” by Diane L. Burns PAGE 23

CCSS. ELA-Literacy. RL. 7. 7 Compare and contrast a written story, drama, or poem

CCSS. ELA-Literacy. RL. 7. 7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e. g. , lighting, sound, color, or camera focus and angles in a film). PAGE 24

How does the picture after paragraph 12 contribute to the meaning of “The Tomorrow

How does the picture after paragraph 12 contribute to the meaning of “The Tomorrow Seeds? ” A. By showing the melons and the corn, it reveals the different plans Moki tried to grow on the cliff. B. By showing Moki cutting the vines on the melons, it emphasizes the challenge of combing two cultures. C. By showing Moki at work, it highlights the hard work that was necessary to make the corn and melons grow together. D. By showing the colors of the plants, it demonstrates the beauty of creating something new from diverse groups. Associated text: “The Tomorrow Seeds” by Diane L. Burns PAGE 25

Reread stanzas 4 and 5 from the poem and listen again to the reading

Reread stanzas 4 and 5 from the poem and listen again to the reading of the poem. In the audio recording of “From the Wave, ” how does the delivery of stanzas 4 and 5 contrast to the way the poet intends them to be read? A. The speaker combines lines 16 and 17 by speaking quickly to emphasize the idea that the action takes place in a rushed manner, but the poet breaks the lines into stanzas to imply a pause while the surfers wait until the last moment to take action. B. The speaker increases the volume of his voice for these two stanzas to show the action is building, but the poet uses varying line lengths to show both a rise and fall in action. C. The speaker takes long breaths as he reads the two stanzas to show the anxiety the surfers feel as they wait for the waive, but the poet includes lines 19 and 20 to show that the surfers feel confident about their actions. D. The speaker delivers the stanzas without emotion to show that the surfers have become one with the wave, but the poet includes the word “triumph” twice to show that successfully riding the wave is an educational experience. Associated text: “From the Wave” by Thom Gunn Associated audio: http: //writersalmanac. publicradio. org/ “From the Wave” by Thom Gunn PAGE 26

CCSS. ELA-Literacy. RL. 7. 8 Standard 8 does not apply to literature PAGE 27

CCSS. ELA-Literacy. RL. 7. 8 Standard 8 does not apply to literature PAGE 27

CCSS. ELA-Literacy. RL. 7. 9 Compare and contrast a fictional portrayal of a time,

CCSS. ELA-Literacy. RL. 7. 9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. PAGE 28

Which historical fact is represented in “The Tomorrow Seeds? ” A. The challenges related

Which historical fact is represented in “The Tomorrow Seeds? ” A. The challenges related to planting corn and melons B. The difficult relationship between the missionaries and Native Americans C. The visions that each Hopi boy had when he came of age D. The terrible weather that often destroyed the Hopi people’s crops Associated text: “The Tomorrow Seeds” by Diane L. Burns PAGE 29

Bottom Line for Reading for Literature Standards Questions are – based on texts that

Bottom Line for Reading for Literature Standards Questions are – based on texts that are of appropriate complexity. They are worthy of students’ attention. (Standard 10) Questions require – students to read closely and think deeply about key ideas and specifics of the texts. They are questions worth answering. – students to use textual evidence to help them formulate their responses. They help prepare students for the demands of careers and college. (Standard 1) PAGE 30

Reread paragraph 1, below, from “Author’s Note. ” When Spanish explorers first reached the

Reread paragraph 1, below, from “Author’s Note. ” When Spanish explorers first reached the desert Southwest in 1539, they were welcomed peacefully by the pueblo Indians calling themselves Hopituh Shi-nu-mu, which means “the peaceable people” or just “the People. ” But by 1675, the time of this story, the People, known as Hopi to outsiders, has come to resent the intrusion of the Spanish settlers and governor, and even more strongly, of the missionaries, or Black Robes, who tried to impose a new religion and language. The Spanish were often brutal, but they had also introduced new plants for cultivation, such as watermelon, called kawayvatnga in Hopi. Eventually, the People outlawed even the black robes garden seeds in the effort to reject the new ways. Above, circle two details that help readers better understand why the author had the characters in “The Tomorrow Seeds” dislike the Spanish. Associated text: “Author’s Note” and “The Tomorrow Seeds” by Diane L. Burns PAGE 31

Reading Standards for Informational Text

Reading Standards for Informational Text

Links to Associated Informational Texts The informational sample items are written to the texts

Links to Associated Informational Texts The informational sample items are written to the texts linked below. To better understand the points made in each item, you should familiarize yourself with each text. • Nature by Design by Bruce Brooks • “High School Will Keep Starting Too Early. Here’s Why. ” By Dan Weissmann and “High Schools Starting Later to Help Sleepy Teens” by Michelle Trudeau PAGE 33

Diving into the Specific Grade-Level Standards Remember that Standards 1 and 10 are bookends

Diving into the Specific Grade-Level Standards Remember that Standards 1 and 10 are bookends requiring: • all passages to be appropriately complex • all items to be answered using textual evidence Items should never be aligned to Standard 1 only. Instead, items should be aligned to Standard 1 and at least one other standard. PAGE 34

CCSS. ELA-Literacy. RI. 7. 2 Determine two or more central ideas in a text

CCSS. ELA-Literacy. 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. PAGE 35

Which statement expresses two central ideas of the excerpt from Nature by Design? A.

Which statement expresses two central ideas of the excerpt from Nature by Design? A. A young boy explores a neighbors farm, and he sees a wasp house. B. A young boy is feeling bored, and he tries to imagine what the inside of a wasp house looks like. C. A young boy looks at a wasp house, and he begins to understand how wasps are like birds. D. A young boy is fascinated by a wasp house, and he theorizes about its origin and purpose. E. A young boy cannot find a wasp house, and he decides that someone has put it away. Associated text: Nature by Design by Bruce Brooks PAGE 36

The following question has two parts. Answer Part A and then answer Part B.

The following question has two parts. Answer Part A and then answer Part B. Part A: Which statement best expresses two central ideas of the excerpt from Nature by Design? A. A young boy explores a neighbor’s farm, and he sees a wasp house. B. A young boy is feeling bored, and he tries to imagine what the inside of a wasp house looks like. C. A young boy looks at a wasp house, and he begins to understand how wasps are like birds. D. A young boy is fascinated by a wasp house, and he theorizes about its origin and purpose. Part B: Which detail from the passage provides the best support for the correct answer to Part A? A. Although the narrator does not know the family living next to his country relative very well, they let him walk around their farm. B. The narrator becomes more comfortable near the wasps, and the wasps become used to having the narrator observing them. C. The compact shape, the color changes on the surface, and the sticky stem holding it in place convince the narrator that the wasp house hadn’t just grown but someone had made it. D. Although the narrator’s visit to his country relative ends in late summer, he does not forget about the wasp house. Associated text: Nature by Design by Bruce Brooks PAGE 37

Drag details from the “Important Details” box to the “Summary” box to create a

Drag details from the “Important Details” box to the “Summary” box to create a summary of the text. Be sure to place the details in the order in which they appear in the text. You will use each detail one time. Summary Important Details Researchers think schools should start later for teenagers. People do not want young children waiting out in the dark early in the morning. One way to improve student performance is to start school later in the day. Transportation is the main reason high schools have not changed their start times. Associated text: “High School Will Keep Starting Too Early. Here’s Why” by Dan Weissmann PAGE 38

Which sentence provides the best summary of the text? A. There are many reasons

Which sentence provides the best summary of the text? A. There are many reasons schools will not change their start time. B. Despite significant research showing the benefits of adjusting high school start times, schools have found it difficult to make the change. C. Research recently released supports the decision many high schools have made to adjust their start time to better reflect teenage sleep cycles. D. Changing school start times is relatively easy compared to other proposed school reforms. Associated text: “High School Will Keep Starting Too Early. Here’s Why” by Dan Weissmann PAGE 39

CCSS. ELA-Literacy. RI. 7. 3 Analyze the interactions between individuals, events, and ideas in

CCSS. ELA-Literacy. 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). PAGE 40

In paragraph 9, what discovery does the narrator make? A. It is difficult to

In paragraph 9, what discovery does the narrator make? A. It is difficult to climb down the ladder. B. Tobacco leaves are beautiful in the winter. C. The wasp house has fallen to the ground. D. Jumping off of a ladder is exciting. Associated text: Nature by Design by Bruce Brooks PAGE 41

The following question has two parts. Answer Part A and then answer Part B.

The following question has two parts. Answer Part A and then answer Part B. Part A: In paragraph 1, what does the reader learn about the young boy’s character that has the greatest influence on the events of the passage? A. He does not have a close relationship with his family. B. He does not fear strange places. C. He is content to be alone. D. He is very curious. Part B: Which detail from the passage best supports the correct answer to Part A? A. “There was no fruit or fungus. ” B. “The troubling thing was figuring out who designed it, and why. ” C. “We arrived at night, but first thing in the morning I made straight for the farm and its barn. ” D. “I sagged on the ladder and watched my breath eddy around the black eaves. ” Associated text: Nature by Design by Bruce Brooks PAGE 42

CCSS. ELA-Literacy. RI. 7. 4 Determine the meaning of words and phrases as they

CCSS. ELA-Literacy. 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. PAGE 43

What does the word eaves mean as used in the text? A. The part

What does the word eaves mean as used in the text? A. The part of a building where wasps tend to build their nests B. An upstairs loft, common of many barns C. The part of the roof that meets or overhangs the walls of a building D. A storage area for a ladder Associated text: Nature by Design by Bruce Brooks PAGE 44

The following question has two parts. Answer Part A and then answer Part B.

The following question has two parts. Answer Part A and then answer Part B. Part A: What does the word jaunts mean in Nature by Design? A. A short walk B. A route for a journey C. A circuit to complete D. A mandatory exercise Part B: Which excerpt from the text best helps the reader understand the meaning of jaunts? A. “…I climbed up a ladder on the outside of a rickety old tobacco barn at sunset. ” B. “…though we did not really know the farm’s family…” C. “…I was allowed to roam, poke around, and conduct sudden studies of anything small and harmless. ” D. “…I did find something under the eaves—something very strange. ” Associated text: Nature by Design by Bruce Brooks PAGE 45

Which excerpt from paragraph 2 of Nature by Design is an example of a

Which excerpt from paragraph 2 of Nature by Design is an example of a simile? A. “…It appeared to be a kind of gray paper sphere” B. “…like an apple made of ashes hanging on its stem. ” C. “I saw that the bottom was a little ragged…” D. “…its intricately colored surface with subtle swirls of gray and tan…” Associated text: Nature by Design by Bruce Brooks PAGE 46

In paragraph 2, how does the author’s use of the phrase “like an apple

In paragraph 2, how does the author’s use of the phrase “like an apple made of ashes” contribute to the meaning of the passage? A. The phrase helps explain the color and weight of the wasp house. B. The phrase helps explain the size and shape of the wasp house. C. The phrase helps explain how the wasp house was attached to the barn. D. The phrase helps explain why the boy found the wasp house interesting. Associated text: Nature by Design by Bruce Brooks PAGE 47

CCSS. ELA-Literacy. RI. 7. 5 Analyze the structure an author uses to organize a

CCSS. ELA-Literacy. 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. PAGE 48

What is the organizational structure of paragraphs 2, 3, 4, and 5? A. Chronological

What is the organizational structure of paragraphs 2, 3, 4, and 5? A. Chronological order B. Main idea and supporting details C. Compare and contrast D. Order of importance Associated text: Nature by Design by Bruce Brooks PAGE 49

The following question has two parts. Answer Part A and then answer Part B.

The following question has two parts. Answer Part A and then answer Part B. Part A: What is the organizational structure of paragraphs 2, 3, 4, and 5? A. Paragraphs 2 and 4 describe what the boy saw; paragraphs 3 and 5 describe what the boy thought about. B. Paragraphs 2 and 4 describe the wasp house; paragraphs 3 and 5 describe a bird house. C. Paragraphs 2 and 4 describe how the wasps build a house; paragraphs 3 and 5 describe why they build a house. D. Paragraphs 2 and 4 describe what the boy understood; paragraphs 3 and 5 describe what the adult man now understands. Part B: Which sentence best explains how the paragraphs contribute to the development of the text? A. The paragraphs explain what the narrator had to overcome to find the wasp nest. B. The paragraphs reveal why the narrator was so fascinated with the wasp nest. C. The paragraphs show why the narrator was so afraid of the wasps that surrounded the nest. D. The paragraphs establish how the narrator found the wasp nest. Associated text: Nature by Design by Bruce Brooks PAGE 50

CCSS. ELA-Literacy. RI. 7. 6 Determine an author's point of view or purpose in

CCSS. ELA-Literacy. 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. PAGE 51

Which sentence best states the author’s perspective on school start times? A. He wants

Which sentence best states the author’s perspective on school start times? A. He wants school leaders to figure out a costeffective way to change start times for all students. B. He believes that school should consider moving start times back. C. He understands that there are expenses preventing schools from changing their start times. D. He hopes that schools will begin to use more busses so that all children can start at a reasonable hour. Associated text: “High School Will Keep Starting Too Early. Here’s Why” by Dan Weissmann PAGE 52

The following question has two parts. Answer Part A and then Answer Part B.

The following question has two parts. Answer Part A and then Answer Part B. Part A: Which sentence best states the author’s perspective on high school start times? A. He wants school leaders to figure out a cost-effective way to change start times for all students. B. He believes that school should consider moving start times back. C. He understands that there are expenses preventing schools from changing their start times. D. He hopes that schools will begin to use more busses so that all children can start at a reasonable hour. Part A. B. C. D. E. B: Select two sentences that explain how the author develops his perspective. He highlights the research supporting adjusting start times. He provides graphs that show the numbers of schools starting before 8: 00 am. He provides quotations that explain why schools are unable to move start times back. He describes the different expenses associated with changing school start times. He notes places where school start times are more likely to change. Associated text: “High School Will Keep Starting Too Early. Here’s Why” by Dan Weissmann PAGE 53

CCSS. ELA-Literacy. RI. 7. 7 Compare and contrast a text to an audio, video,

CCSS. ELA-Literacy. 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). PAGE 54

Which fact is included in the article but not in the recording? A. The

Which fact is included in the article but not in the recording? A. The number of charter schools that plan to change their start times B. The role that the American Academy of Pediatrics plays in research regarding high school students C. The importance of transportation in what time a high school starts D. The percent of US high schools starting at different times Associated text: “High School Will Keep Starting Too Early. Here’s Why” by Dan Weissmann PAGE 55

Which source, the radio recording or the written text, is more effective in sharing

Which source, the radio recording or the written text, is more effective in sharing information regarding school start times? Write an essay that argues which method of delivery (speech vs. text) is most effective in communicating the issues surrounding school start times. Use details from both the recording and the text to support your answer. Associated text: “High School Will Keep Starting Too Early. Here’s Why” by Dan Weissmann Associated audio: “High Schools Will Keep Starting Too Early. Here’s why. ” NPR. org PAGE 56

CCSS. ELA-Literacy. RI. 7. 8 Trace and evaluate the argument and specific claims in

CCSS. ELA-Literacy. 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. PAGE 57

Which sentence states the author’s primary claim in the article? A. The primary reason

Which sentence states the author’s primary claim in the article? A. The primary reason schools should adjust start times is to save money on transportation. B. Students in elementary school also benefit from changing school start times because they have more energy in the morning. C. An increasing body of research supports the idea that starting school later in the day has significant benefits for teenagers. D. Teenagers miss fewer classes when they begin school later in the day. Associated text: “High Schools Starting Later to Help Sleepy Teens” by Michelle Trudeau PAGE 58

The following question has two parts. Answer Part A and then Answer Part B.

The following question has two parts. Answer Part A and then Answer Part B. Part A: Which sentence states the author’s primary claim in the article? A. The primary reason schools should adjust start times is to save money on transportation. B. Elementary school students also see benefit from changing school start times because they have more energy in the morning. C. Increasing evidence from schools supports the idea that changing school start times has significant benefits for teenagers. D. Teenagers miss fewer classes when they begin school later in the day. Part B: Select two sentences that describe the evidence the author uses most effectively to develop her claim. A. She includes stories from individual students who have benefitted from later start times. B. She cites researchers who track the effect of school start times on teenagers. C. She explains the negative effects later start times have on transportation companies. D. She explains how many different students would be impacted by changing school start times. E. She highlights the positive effects later start times have had in specific school districts. Associated text: “High Schools Starting Later to Help Sleepy Teens” by Michelle Trudeau PAGE 59

CCSS. ELA-Literacy. RI. 7. 9 Analyze how two or more authors writing about the

CCSS. ELA-Literacy. 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. PAGE 60

The author of the article argues that it is important to move high school

The author of the article argues that it is important to move high school start times back. Which fact would someone who does not want to move school start times back emphasize? A. “The AAP says this is a public health issue: Sleep deprived teenagers are more likely to crash cars, get depressed, and become obese. Also, they may not do as well in school. ” B. “’Among all the things schools could do to increase student performance, this is one of the less expensive ones, ’ says Brian Jacob, an economics and public-policy professor at the University of Michigan, one of the study's co-authors. ” C. “’There were exactly zero of us who were prepared to have five-year-olds on the street in the dark. ’” D. “She says later start times probably work better for smaller districts, with fewer buses to run. ” Associated text: “High School Will Keep Starting Too Early. Here’s Why” by Dan Weissmann PAGE 61

Both authors support the idea of moving school start times to later in the

Both authors support the idea of moving school start times to later in the morning. Each author uses different evidence to support this claim. Write an essay that explains each author’s overall claim and how he or she advances his or her unique perspective regarding school start times. Use details from both texts to support your answer. Associated texts “High School Will Keep Starting Too Early. Here’s Why” by Dan Weissmann and “High Schools Starting Later to Help Sleepy Teens” by Michelle Trudeau PAGE 62

Bottom Line for Reading for Information Standards Questions are – based on texts that

Bottom Line for Reading for Information Standards Questions are – based on texts that are of appropriate complexity. They are worthy of students’ attention. (Standard 10) Questions require – students to read closely and think deeply about key ideas and specifics of the texts. They are questions worth answering. – students to use textual evidence to help them formulate their responses. They help prepare students for the demands of careers and college. (Standard 1) PAGE 63

Thank You!

Thank You!