Grade 8 ELA Sample Student Work - EngageNY

New York State Testing Program Grade 8 Common Core

English Language Arts Test

Sample Student Work

September 2013

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

New York State Testing Program Grade 8 Common Core

English Language Arts Test

Sample Student Work

With the adoption of the New York P‐12 Common Core Learning Standards (CCLS) in ELA/Literacy and Mathematics, the Board of Regents signaled a shift in both instruction and assessment. In Spring 2013, New York State administered the first set of tests designed to assess student performance in accordance with the instructional shifts and the rigor demanded by the Common Core State Standards (CCSS). To aid in the transition to new assessments, New York State released a number of resources during the 2012‐2013 year, including test blueprints and specifications, sample questions, and criteria for writing assessment questions. These resources can be found at http://www.engageny.org/common‐core‐assessments. New York State administered the first ELA/Literacy and Mathematics Common Core tests in April 2013 and is now making a portion of the questions from those tests available for review and use. These released questions will help students, families, educators and the public better understand how tests have changed to assess the instructional shifts demanded by the Common Core and to assess the rigor required to ensure that all students are on track to college and career readiness.

Understanding Sample Student Work The released test questions include both multiple choice and constructed response questions. Constructed Response questions ask students to write a thoughtful essay in response to questions the test asks. Here, NYSED is providing student responses to a "constructed response" question we have posted on engage. By looking at the student work, parents, teachers, and students can gain a better sense of what kind of answers earns students a better score. We can also look at this work and see what students know and are able to do at different levels. In general, students who answered well on these questions are likely to be at level 3 or 4. Similarly, students who earn fewer points on each question have a greater likelihood of being classified as a level 1 or level 2. While not guaranteed, if your student is capable of earning full credit on "constructed response" questions they will most likely be prepared to earn a level 3 or 4 on the state test.

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Directions308017P

Read this article. Then answer questions XX through XX.

Brain Birds: Amazing Crows and Ravensby Terry Krautwurst

No matter where you live, they’re your neighbors. You might want to watch them—carefully.

Let me introduce you to the Corvidfamily. Like all families, they have theirfaults. But I think you’ll like themanyway, once you get to know them.They’re sociable—if a bit loud,especially at gatherings. They’re smartand perceptive—though some mightsay cunning and deceptive. And they’reexceedingly resourceful—come to thinkof it, you might keep a close eye onyour possessions. They’ve been knownto steal—food, trinkets, baby animals.

Don’t worry. I’m speaking not of any human family, but of the bird family Corvidae,and particularly the crows and ravens in the clan Corvus. Like most members of thatgenus—which in North America also includes magpies, nutcrackers and jays—crows andravens are sturdy, stout-beaked, long-legged birds with powerful wings. They also havesomething of an attitude, which can vary from aloof to in-your-face.

You can forgive them for their superior airs1 though, when you consider theirresumes. Crows and ravens are the stuff of legend; for centuries, they have been reveredand reviled, fawned over and feared by humans. Shakespeare wrote them into his plays,Thoreau into his musings2, Poe into his horror tales. Shrines have been built to them;songs sung; chants chanted. Oh—and one more thing: Crows and ravens are the eggheadsof the bird world and thus the darlings of avian science. With the arguable exception ofparrots, they’re the smartest winged species on the planet. They’ve even outperformedmonkeys in some psychological tests. Truth be told, they’ve outsmarted many a human,too.

1superior airs: showing an attitude of self-importance or overconfidence2musings: thoughts

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THEY’RE EVERYWHERE

Some 40-plus species of crows and ravens inhabit the skies worldwide over virtuallyevery terrain, from desert to tropics to tundra. In the contiguous United States, theAmerican crow (Corvus brachyrhynchos) is easily the most common. Three other crowsclaim American territory: The slightly smaller fish crow (C. ossifragus) ranges along theEast Coast and through the Gulf States east of Texas; the Northwestern crow (C. caurinus)occupies the Pacific Seacoast from upper British Columbia to the northwestern tip ofWashington; and the Mexican or Tamaulipas crow (C. imparatus) calls southernmostTexas its home.

Geographically, the crow’s larger cousin, the common raven (C. corax), is morebroadly distributed. Its overall range encompasses almost all of Canada and Alaska; mostof the western United States; and New England and the Appalachian mountains. In reality,though, the common raven is less common across its range as a whole, except in higherelevations. Like hawks and eagles, ravens prefer high places from which to search for food.

Although crows and ravensapparently have no trouble telling oneanother apart, humans have a hardertime discerning the distinctions. Sizewould seem to matter, since an averageraven is far larger (2 to 4 pounds, with awingspan up to 4 feet) than acorrespondingly average crow (1 to 1½pounds, with a wingspan up to 3 feet).But if you judge strictly by size, you caneasily mistake a small raven for a largecrow or vice versa.

Finally, listen to the bird’s calls. The crow’s trademark caw caw doesn’t remotelyresemble the raven’s characteristic utterance, a deep guttural crrroak or naaaaahk.

SPEAKING OF INTELLIGENCE

That crows and ravens are classified as songbirds may come as a surprise, but it is thepresence of a voice box, or syrinx, rather than talent for melody that qualifies them. Theyuse their vocal equipment to communicate with a large vocabulary of expressive calls forcourting, gathering, warning and more. Ornithologists3 have identified as many as 24 crow calls and up to 64 distinct raven vocalizations.

But it’s brainpower, not bravado vocals, that really sets crows and ravens apart fromother animals. They have the largest cerebral hemispheres, relative to body size, of anybirds—the raven’s brain is the same size in relation to its body as a chimpanzee’s. More

3Ornithologists: scientists who study birds

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A raven steals a ski cap.

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significantly, crows and ravens apply their brainpower; they learn quickly, solve problemsand store knowledge in long-term memories.

Furthermore, crows and ravens understand cause and effect. In the South Pacific, NewCaledonian crows sculpt twigs into hooked probes that they use to pry out otherwiseinaccessible grubs—they make their own “crowbars.” The same crows nip the edges ofrigid leaves to create sawlike teeth, then shove barbed tools beneath leaf litter to spearprey. They also carry their tools with them on foraging4 expeditions, and store them forlater use.

Stories abound of crows or ravensdropping nuts or clam shells ontohighways and other hard surfaces tobreak them open. In Japan, crows arereported to have taken the strategy astep further by placing nuts in front ofthe tires of cars stopped at red lights.

Scientific research confirms muchof the anecdotal5 evidence. In one studyof captive birds, scientist BerndHeinrich dangled bits of meat from theend of a 2-foot-long string tied to a perch. He then watched his test subjects—first a pairof American crows, and later five common ravens—attempt to bring home the bacon (inthis case, it was actually salami). The crows tried flying at the food, then tugged at thestring a few times, but gave up within 15 minutes. Time to study the situation didn’t help;after 30 days, they still hadn’t solved the problem. The ravens spent a few hours glancingat the puzzle, as if weighing the possibilities. Then one bird flew to the perch, hoisted alength of string up with its beak, stepped on the loop, pulled up another length, steppedon that loop, and so on until it had reeled in the food. Ultimately, three more ravens alsosolved the problem. Two improved on the technique by simply grabbing the string andside-stepping along the perch.

None of this would surprise ice fishermen in Finland, where hooded crows use thesame pull-step-pull-step method to haul in fish on abandoned baited lines.

4foraging: wandering around to search for food5anecdotal: something that is based on a personal account of an incident

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Directions308018P

Read this article. Then answer questions XX through XX.

A Soft Spot for Crowsby David Shaw

Crows are probably the most ignored bird species in North America. They are oftenviewed as pests, or at the very least as untrustworthy. Even the term for a group of crows,a “murder,” hardly creates positive associations. Yet these birds are everywhere. They are ascommon, and perhaps as despised, as pigeons. But there’s a lot more to the crow familythan most people think.

It Runs in the Family

The United States has four resident species of crows. The most abundant andwidespread is the American crow, which lives across most of the lower 48 and southernCanada.

The slightly smaller northwestern crow has a nasal voice and occurs only along thecoasts of the Pacific Northwest from Puget Sound to south central Alaska.

The fish crow is similar in size and voice to the northwestern crow but lives on theAtlantic coast and in the lower Mississippi River region.

And finally there is the Hawaiian crow, which, as the name implies, occurs only inHawaii, and there only in a small area of forest. (A fifth species, the tamaulipas, dwells innorthern Mexico and is sometimes seen in Texas’ lower Rio Grande valley. But it doesn’tappear to breed north of the border, so it’s not considered a true U.S. resident.)

I don’t remember my first sighting of a crow, though I suspect I was very young. Evenafter I’d developed as a birder, I’m still not sure when I first put that tick on my list.Strange, because for almost every other species I’ve seen, I can remember where I was,what the weather was like and who was with me. The crow? Nothing. Despite itsabundance—or, more likely, because of it—I overlooked the crow, just as most people do.

During the 19th and early 20th centuries, crows were mercilessly pursued. Killed asfarm pests, they declined and quickly became wary of people. But rather than flee toremote parts of the country as most hunted species did, crows found safety in cities andtowns.

It seems odd, but this is a perfect example of the species’ discerning intelligence.Humans, they learned, will not shoot guns in a city. And food? Well, it’s everywhere!Garbage bins, dumps, picnic areas, parks and backyards were all-you-can-eat buffets to thenewly arrived crows. They thrived, and continue to thrive, in our most populous areas.

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Secret Intelligence

Now I have a greater appreciationfor crows than ever, even though I livein one of the few parts of the countrywhere there are no crows at all! Here ininterior Alaska, crows are replacedentirely by their larger cousins, ravens.So crows are a novelty to me. When Itravel to southern Alaska or to the lower48, I look forward to watching them.Their antics are remarkable. Much likepuppies, or even people, they areconstantly at play—tussling in the air,feigning attacks and learning as they do.

In recent studies of northwestern crows, researchers from the University ofWashington have determined that the species is capable not just of recognizing humansindividually, but also of teaching their offspring which humans are dangerous.

The study went something like this. A biologist wearing a distinctive mask providedan unpleasant experience to adult crows by capturing, banding, and measuring them.Later, when the masked researcher walked below the nest, the banded adults gave alarmcalls and dive-bombed the human.

The chicks, while never experiencing the negative associations for themselves, carriedthe fear and aggression toward the masked human—but not other humans—into theirown adulthood. In short, they were taught to beware not of humans in general, but of onehuman in particular.

A Different Point of View

This study, while fascinating, is only one example of how crows are capable ofreasoning and solving problems in their environment. When I moved to Olympia,Washington, to attend college, I was intrigued by the many shells of clams and musselsalong the roadsides and sidewalks of town. I couldn’t for the life of me figure out how theyhad gotten from the beach, a few hundred yards away, to the pavement in such largenumbers.

Then, one day, birding1 along the Olympia waterfront, I paused to watch a pair ofcrows foraging2 on the gravel beach. They were probing around the rocks with their longblack bills when one popped up holding a small mussel. The bird flew into the misty airand passed over my head toward a nearby parking lot.

1birding: birdwatching2foraging: wandering around to search for food

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Through my binoculars I watched asthe crow hovered 20 feet above thepavement and let go of the mussel. It fellonto the concrete and shattered. The crowsettled to the ground and pulled the tastymorsel from inside the broken shell. Amoment later the bird was back on thebeach searching for more, and mymystery was solved.

This kind of discovery makes birdingin our own backyards—and city streets—fascinating. Even with our most commonand unappreciated species, there arethings to learn.

The crow is much more than a noisypest. Catch one perched in the sunlight,and its feather will glitter with aniridescent sheen. Then watch as it inspectsthe world through dark, intelligent eyes.There’s more going on behind those eyesthan you might suspect. Observe for a fewmoments, or hours, and you’re sure tolearn something. So, too, will the crow.

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Interesting Facts about Crows• Crows are a prominent part of the 1963 Alfred Hitchcock movie The Birds. Animal trainer Ray Berwick used several crows in the film, in part because the birds were easy to train.

• Jays and mockingbirds are not the only mimics in the birding world. Crows can mimic several animal sounds.

• Some scientific studies have indicated that crows know how to count.

• Though they are related, crows and ravens are different birds. They look alike, but on average, ravens are several inches longer.

• Crows can always be picked out by their familiar caw-caw.

• Crows are very social birds and will congregate in large numbers to sleep. It’s common to find roosts with several hundred crows, or even thousands.

• As omnivorous birds, crows will consume almost anything edible. The oldest recorded wild American crow was 16, and a captive one in New York lived to be 59.

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In “Brain Birds” and “A Soft Spot for Crows,” are the authors’ attitudes toward crows and ravens positive or negative? How do the authors convey their views? Use examples from botharticles to support your response. In your response, be sure to• identify the authors’ attitudes toward crows and ravens• explain how each author supports his views• use examples from both articles to support your response

Check your writing for correct spelling, grammar, capitalization, and punctuation.

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In“BrainBirds”and“ASoftSpotforCrows,”aretheauthors’attitudestowardcrowsandravenspositiveornegative?Howdotheauthorsconveytheirviews?Useexamplesfrombotharticlestosupportyourresponse.Inyourresponse,besureto• identifytheauthors’attitudestowardcrowsandravens• explainhoweachauthorsupportshisviews• useexamplesfrombotharticlestosupportyourresponse

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Score Point 4 (out of 4 points)Thisresponseclearlyintroducesatopicthatiscompellingandfollowslogicallyfromthetaskandpurpose(The authors both have certain common views towards these smart birds and The authors’ attitudes toward crows and ravens are positive).Theresponsedemonstratesinsightfulanalysisofbotharticles(obviously admire these smart birds).Thetopicisdevelopedwiththesustaineduseofrelevant,wellchosenfactsandconcretedetailsfrombotharticles(New Caledonian crows create tools out of twigs, called “crowbars” andhe observed crows taking mussel shells and smashing them into pavement to open them up).Theresponseexhibitsclearorganizationwith theskillfuluseofappropriateandvariedtransitions(For example, The author also describes, That way, As you can see)tocreateaunifiedwhole.Theresponseestablishesandmaintainsaformalstyle,withgrade-appropriate,stylisticallysophisticatedlanguage,andanotablesenseofvoice(they could eat the tasty morsel previously protected by the hard shell ).Theresponsedemonstratesgrade-appropriatecommandofconventions,withfewerrors.

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Score Point 4 (out of 4 points)Thisresponseclearlyintroducesatopicthatfollowslogicallyfromthetaskandpurpose(Their attitude is positive).Theresponsedemonstratesinsightfulanalysisofthetexts(The authors try to persuade readers that they are not pests, rather they are birds who should be recognized).Thetopicisdevelopedwiththesustaineduseofrelevant,wellchosenfactsandconcretedetails(the authors talk about how crown manage to get their food out of mussels; In “Brain Birds, the author states how the ravens managed to retrieve a piece of meat; a group of crows managed to beware of one particular human rather then all humans).Theresponseexhibitsclearorganization,withtheuseofappropriatetransitions(Another quality, In both articles, Therefore).Aformalstyleisestablishedandmaintainedusingpreciselanguageanddomainspecificvocabulary (recognized, fascinated, manage, unique).Theconcluding statement follows from the topicandinformationpresented(these birds are unique. They should not be portrayed as pests).Theresponsedemonstratesgrade-appropriatecommandofconventions,withfewerrors.

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Score Point 3 (out of 4 points)Thisresponseclearlyintroducesatopicthatfollowsfromthetaskandpurpose(These two authors attitudes toward crows and ravens are both positive and negative)anddemonstratesagrade-appropriateanalysisof the texts (Describes crows and ravens as, smart and perceptive. They’re resourceful).The topic isdevelopedwithrelevantdetailsfromthetexts(They’ve been known to steal food, trinkets and baby animals and One crow would fly with a mussel or a clam and drop it…And then the crow would eat it).Theresponseexhibitsclearorganization,withtheuseofappropriatetransitions(They’re resourceful, They’ve been known, They’ve outsmarted).Aformalstyleisestablishedandmaintainedthroughtheuseofpreciselanguageanddomainspecificvocabulary(resourceful, outsmarted, untrustworthy).Theresponsedemonstratesagradeappropriatecommandofconventions,withfewerrors.

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Score Point 3 (out of 4 points)Thisresponseintroducesatopicinamannerthatfollowsgenerallyfromthetaskandpurpose(The authors both support their views).Thisresponsedemonstratesgrade-appropriateanalysisofthetexts(The both are very positive about crows and ravens).Thetopicisdevelopedwithrelevantdetailsfromthetexts(the birds are intelligent because they have creative ways to get food, the birds teach their babies which humans are bad and which ones are good, the birds drop clams and nuts on highway so they break and they can get the food).Theresponseexhibitsclearorganization,withtheuseofappropriatetransitions(First, Second, Finally). The concluding statement follows generally from the information presented (They both have creative ways to get food. Even after reading these articles I still HATE Crows).Theresponsedemonstratesagrade-appropriatecommandofconventions,withoccasionalerrorsthatdonothindercomprehension.

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Score Point 2 (out of 4 points)Thisresponseintroducesatopicinamannerthatfollowsfromthetask(both authors express their attitudes toward crows and ravens). This response demonstrates grade-appropriate analysis of the texts (Both authors think that crows and ravens are very intelligent).The topic ispartiallydevelopedwith theuseofsometextualevidence(crows and ravens could understand cause and effect and they could recognize humans individually and that they teach their babies that humans are dangerous).Thisresponseexhibitssomeattemptatorganization,with inconsistentuseof transitions (For example, Also, So readers).Theconcludingstatementfollowsgenerallyfromtheinformationpresented(So readers should conclude both authors attitude toward crows and ravens).Theresponsedemonstratesagrade-appropriatecommandofconventions,withoccasionalerrorsthatdonothindercomprehension.

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Score Point 2 (out of 4 points)Thisresponseintroducesatopicthatfollowsgenerallyfromthetaskandpurpose(Each author has strong opinions that crows are intelligente).Theresponsedemonstratesaliteralcomprehensionofthetexts(crows are smart on how to adapt to enviormental danger and changes).Theresponsedemonstratesanattempttouseevidence(When there was danger in country they migrated to city because of food and you can’t carry a gun in city).Thisresponseexhibitssomeattemptatorganization,withinconsistentuseoftransitions(As you can see).Aconcludingstatement that followsgenerallyfromthe topic isprovided(crows are very intelligente creatures).Theresponsedemonstratesanemergingcommandofconventions,withsomeerrors(intelligente and enviormental)thatmayhindercomprehension.


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Score Point 1 (out of 4 points)Thisresponseintroducesatopicinamannerthatfollowsgenerallyfromthetaskandpurpose(the author’s attitude toward them are positive).Theresponsedemonstratesaliteralcomprehensionofthetexts(convey their view by using scientific research to confirm their view).The responsedemonstratesanattempt touseevidence,butonlydevelopsideaswithminimalevidence(give out facts about the crows and ravens. The authors both compare and contrast information about the birds just to create differences). Theresponseexhibitslittleattemptatorganizationanddoesnotprovideaconcludingstatement.Theresponsedemonstratesanemergingcommandofconventions,withsomeerrors(attitude…are and authors…view)thatmayhindercomprehension.


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Score Point 1 (out of 4 points)This response introduces a topic in a manner that follows generally from the task (The authors had both positive and negative attitudes towards the crows and ravens). The response demonstrates littleunderstandingofthetextsandanattempttouseminimalevidence(both pointed out good and bad things about the ravens and crows).Theresponseexhibitslittleattemptatorganizationanddoesnotprovideaconcludingstatement.Theresponsedemonstratesanemergingcommandofconventions,withsomeerrors(article)thatmayhindercomprehension.


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Score Point 0 (out of 4 points)Thisresponsedemonstratesalackofcomprehensionofthetaskandlittleunderstandingofthetexts(That they different can of birds).Thereisnoevidenceoforganizationandnoconcludingstatement.Theresponseisminimal,makingassessmentofconventionsunreliable.


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Grade 8 ELA Sample Student Work - EngageNY

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