Quick Assessments & Reading Passages · Reread the student’s research claim for an argumentative...
Transcript of Quick Assessments & Reading Passages · Reread the student’s research claim for an argumentative...
Quick Assessments & Reading Passages
Standards-based
Pre and Post Assessments aligned to a specific standard and grade-level passages. Questions address 3 levels of rigor for differentiation. Great for formative assessments, quizzes, homework, and more.
I can develop and strengthen an argumentative essay.
Writing W.11-12.5
15
Assessment #1 “Teens and Adults Say They Feel Tethered to
Their Phones”
Assessments & Reading Passages W.11-12.5
Standard W.11-12.5 I can develop and strengthen an argumentative essay.
Assessment #1: “Teens and Adults Say They Feel Tethered to Their Phones” 2
“Teens and Adults Say They Feel Tethered to Their Phones” By Associated Press modified by Goalbook
Lexile Level: 1350 | 307 Words
Lexile Level: 590 | 256 Words
1 Parents lament their teenagers' noses constantly in their phones, but they
might want to take stock of their own screen time habits.
2 “A study out last week from the Pew Research Center found that two-thirds
of parents are concerned about the amount of time their teenage children spend
in front of screens, while more than a third expressed concern about their own
screen time.
3 Meanwhile, more than half of teens said they often or sometimes find their
parents or caregivers to be distracted when the teens are trying to have a
conversation with them. The study calls teens' relationship with their phones at
times "hyperconnected" and notes that nearly three-fourths check messages or
notifications as soon as they wake up. Parents do the same, but at a lower if still
substantial rate — 57 percent.
4 Big tech companies face a growing backlash against the addictive nature of
their gadgets and apps, the endless notifications and other features created to
keep people tethered to their screens.
Name: ______________________________________ Date: _________________
Assessment #1: “Teens and Adults Say They Feel Tethered to Their Phones” 3
5 Many teens are trying to do something about it: 52 percent said they have
cut back on the time they spend on their phones and 57 percent did the same
with social media.
6 Experts say parents have a big role in their kids' screen habits and setting
a good example is a big part of it.
7 "Kids don't always do what we say but they do as we do," said Donald
Shifrin, a professor of pediatrics at the University of Washington School of
Medicine, who was not involved in the Pew study. "Parents are the door that kids
will walk through on their way to the world."
8 The study surveyed 743 U.S. teens and 1,058 U.S. parents of teens from
March 7 to April 10 with the margin of error at 4.5 percentage points.
Name: ______________________________________ Date: _____________________
Standard W.11-12.5
I can develop and strengthen an argumentative essay.
1
DOK 1
A student is conducting research on the topic of cell phones. Read the information
the student has underlined from “Teens and Adults Say They Feel Tethered to
Their Phones.”
2 A study out last week from the Pew Research Center found that two-thirds of parents are concerned about the amount of time their teenage children spend in front of screens, while more than a third expressed concern about their own screen time.
3 Meanwhile, more than half of teens said they often or sometimes find their parents or caregivers to be distracted when the teens are trying to have a conversation with them. The study calls teens' relationship with their phones at times "hyperconnected" and notes that nearly three-fourths check messages or notifications as soon as they wake up. Parents do the same, but at a lower if still substantial rate — 57 percent.
Which of the student’s basic questions can be answered by the underlined text?
a. What are the arguments for cell phone use?
b. What background information is necessary to understanding cell phone use?
c. What statistics communicate the problem of cell phone use?
d. How has cell phone use changed in the past 10-15 years?
Assessment #1: “Teens and Adults Say They Feel Tethered to Their Phones” 4
Assessment #1: “Teens and Adults Say They Feel Tethered to Their Phones” 5
DOK 2
3
2
DOK 1
Read the student’s research claim for an argumentative essay.
Managing levels of cell phone use is possible.
The student is evaluating whether evidence from the article “Teens and Adults Say
They Feel Tethered to Their Phones” will support her claim. Complete the student’s
graphic organizer by listing 2 pieces of evidence that support the claim.
Evidence
from the
article that
supports my
claim.
Detail 1 (paragraph ___ ) Detail 2 (paragraph ___ )
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Reread the student’s research claim for an argumentative essay.
Managing levels of cell phone use is possible.
Write a 1-sentence counterclaim for the student to use in his argumentative essay
that provides a differing perspective regarding cell phone use. Add 1 piece of evidence
from the text to support the counterclaim.
Counterclaim: ______________________________________________________________
______________________________________________________________________________
Evidence: __________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Assessment #1: “Teens and Adults Say They Feel Tethered to Their Phones”
6
Read the writing prompt, and then answer the question that follows.
Use the article “Teens and Adults Say They Feel Tethered to Their
Phones” to write two to three paragraphs of an argumentative paper for
a school-wide debate on cell phone usage. Make sure you establish an
argumentative claim, address potential counterarguments, and support
your claim using details from the source you have read plus your own
experiences.
A student is planning a response to this writing prompt. Which problem-based
question will most help the student because it offers many possible answers for the
argument?
a. Why do apps make up so many minutes in an individual’s cell phone usage?
b. How does technology play a role in the amount of time people spend on their
cell phones?
c. How does age relate to people’s cell phone use?
d. What is the most effective way to impact the amount of time people
spend on their cell phones?
4
DOK 2
A student is using a graphic organizer to evaluate her original claim for an
argumentative essay that concludes that cell phones are beneficial. Examine her original
claim and her counterclaim. Add evidence to support her counterclaim from the article
“Teens and Adults Say They Feel Tethered to Their Phones,” and then determine
whether the original claim should be revised. Evaluate the strength and development of
the student’s original claim in 2-3 sentences.
Student’s claim: Cell phone use has positive effects.
Student’s counterclaim:
Cell phone use has
negative aspects.
Counterclaim evidence:
from “Teens and Adults Say They Feel Tethered to Their
Phones” (paragraph ___ )
______________________________________________________
______________________________________________________
______________________________________________________
Evaluate the original claim: After examining the evidence for the counterclaim, I
believe the student’s claim appears ____________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
DOK 3
Assessment #1: “Teens and Adults Say They Feel Tethered to Their Phones” 7
5
Scoring Rubric W.11-12.5 Assessment #1:
“Teens and Adults Say They Feel Tethered to Their Phones”
Question/Level
Key / Rubric Points
#1
DOK 1
c. What statistics communicate the problem of cell phone use? 0 1
#2
DOK 1
Supporting evidence may include: - 52 percent said they have cut back on the time they spend on their phones and 57 percent did the same with social media. (paragraph 5) - Experts say parents have a big role in their kids' screen habits and setting a good example is a big part of it. (paragraph 6)
0 1
#3
DOK 2
Answers will vary. Counterclaim: Managing levels of cell phone use is impossible and unnecessary.
Evidence: - Today, mobile devices are staples of how we interact with the world. - The study calls teens' relationship with their phones at times "hyperconnected" and notes that nearly three-fourths check messages or notifications as soon as they wake up. (paragraph 3) - Big tech companies face a growing backlash against the addictive nature of their gadgets and apps, the endless notifications and other features created to keep people tethered to their screens. (paragraph 4) SCORING: 1 point: determines relevant counterclaim 1 point: distinguishes supporting evidence
0 1 2
Student Name: ____________________________ Date of Administration: _____________
Teacher Name: ____________________________________________________________________
Assessment #1: “Teens and Adults Say They Feel Tethered to Their Phones” 8
#4
DOK 2
d. What is the most effective way to impact the amount of time people spend on their cell phones?
0 2
#5
DOK 3
Model Student Response
Student’s claim: Cell phone use has positive effects.
Student’s counterclaim: Cell phone use has negative aspects.
Counterclaim evidence:
from “Teens and Adults Say They Feel Tethered
to Their Phones” (paragraph 3)
Meanwhile, more than half of teens said they often or sometimes find their parents or caregivers to be distracted when the teens are trying to have a conversation with them.
Evaluate the original claim: After examining the evidence for the counterclaim, I believe the student’s claim appears weaker in comparison and should be revised. More research would likely support the claim that “The amount of time spent on cell phones reflects that our lives are more technologically integrated.” The student would need evidence showing how cell phones are beneficial, such as: People are spending more hours per day on their phones because mobile devices have become practical and functional, and people who adapt to advances in technology will be able to thrive.
SCORING: 1 point: demonstrates understanding of audience and purpose
1 point: selects evidence to support counterclaim
+1 point: evaluates and revises original claim (up to 2 points total)
0 1 2 3 4
TOTAL ___ / 10
Assessment #1: “Teens and Adults Say They Feel Tethered to Their Phones” 9
15
Assessment #2 “Elite Colleges Tell Low-Income Students That
They Do Not Belong”
Assessments & Reading Passages W.11-12.5
Standard W.11-12.5 I can develop and strengthen an argumentative essay.
Assessment #2: “Elite Colleges Tell Low-Income Students That They Don’t Belong” 2
“Elite Colleges Constantly Tell Low-Income Students That They Don’t Belong”
By Clint Smith modified by Goalbook
Lexile Level: 1350 | 606 Words
Lexile Level: 590 | 256 Words
1 Recently, the Justice Department charged 50 people with involvement in an
elaborate scheme to purchase spots in some of the country’s top schools. The
plot purportedly included faking learning disabilities, using Photoshopped images
to make it seem as if students played sports that they did not actually play, and
pretending that students were of different ethnicities in an effort to exploit
affirmative-action programs.
2 The case, rightfully, has set off a wave of conversations about how the
wealthy are able to lie and manipulate their way into the country’s elite colleges
and universities. But the scandal also provides an opportunity to interrogate how
these universities are set up in ways that systematically amplify and exacerbate
the class differences between their students. Students from low-income
backgrounds receive daily reminders—interpersonal and institutional, symbolic
and structural—that they are the ones who do not belong.
3 Top colleges and universities are and have long been havens of the
wealthy. In 2017, students coming from families in the top 1 percent—those who
make more than $630,000 a year—are 77 times more likely to be admitted to and
attend an Ivy League school than students coming from families who make less
than $30,000 a year. While many top schools have taken steps to provide more
Name: ______________________________________ Date: _________________
Assessment #2: “Elite Colleges Tell Low-Income Students That They Don’t Belong” 3
access to disadvantaged students and become more socioeconomically diverse,
they remain saturated with wealth.
4 The doubly disadvantaged population are students who arrive at these top
institutions from neighborhood public schools, many of which are overcrowded
and underfunded. They are schools where these students have excelled, but that
are ill-equipped to give them the tools necessary to understand how these elite
colleges operate. For example, without being explicitly told, how would students
know what “office hours” are, and that they are encouraged to use them? Many
low-income students attending these universities are unfamiliar with “the hidden
curriculum,” those invisible rules and expectations that can lead some students to
success while leaving others floundering.
5 Also, many colleges close their dining halls during spring break. Many low-
income students cannot afford to leave campus, much less go on vacation for break,
and as a result take extraordinary measures to make sure they have enough to eat.
Some students ration their food, skipping meals to make a limited supply last the
entire break.
6 These low-income students—overwhelmingly students of color—arrive on
elite-college campuses and are perpetually made to feel as if they don’t deserve to
be there, overhearing an offhand comment about how their acceptance was
predicated on the color of their skin or the lower socioeconomic status of their
family. Meanwhile, many wealthy students for all intents and purposes have their
parents buy their way into these schools through private-school tuition, test prep,
donations to colleges, and myriad other advantages. And they rarely experience the
same level of skepticism as to whether they have “earned” their place.
7 I have seen this sense of frustration and disillusionment in the eyes of
undergraduates… navigating a school environment that both implicitly and explicitly
tells them that the only reason they were admitted was an undeserved handout, that
their place was not earned but is instead an act of charity, that they were given
someone else’s spot. This scandal demonstrates that the very idea of our society
Assessment #2: “Elite Colleges Tell Low-Income Students That They Don’t Belong” 4
being a “meritocracy” was made up to justify existing social hierarchies. What is real
is the advantages of wealth and race, which often combine to give people things
that they have told themselves they deserve. What is real is that students who have
done everything right are often the ones made to feel as if their place on campus is
anything other than earned.
Name: ______________________________________ Date: _____________________
Standard W.11-12.5
I can develop and strengthen an argumentative essay.
1
DOK 1
A student is conducting research on the topic of college admissions. Read the
information the student has underlined from “Elite Colleges Constantly Tell Low-
Income Students That They Don’t Belong.”
6 These low-income students—overwhelmingly students of color—arrive on elite-college campuses and are perpetually made to feel as if they don’t deserve to be there, overhearing an offhand comment about how their acceptance was predicated on the color of their skin or the lower socioeconomic status of their family. Meanwhile, many wealthy students for all intents and purposes have their parents buy their way into these schools through private-school tuition, test prep, donations to colleges, and myriad other advantages. And they rarely experience the same level of skepticism as to whether they have “earned” their place.
Which of the student’s basic questions can be answered by the underlined text?
a. What is college admissions?
b. Why is the college admissions problem so difficult to solve?
c. What are some effects of the college admissions problem?
d. What approaches to the problem of college admissions have other
institutions discovered?
Assessment #2: “Elite Colleges Constantly Tell Low-Income Students That They Don’t Belong” 5
Assessment #2: “Elite Colleges Constantly Tell Low-Income Students That They Don’t Belong” 6
DOK 2
3
2
DOK 1
Read the student’s research claim for an argumentative essay.
Certain common experiences negatively affect low-income students within elite universities.
The student is evaluating whether evidence from the article “Elite Colleges
Constantly Tell Low-Income Students That They Don’t Belong” will support her
claim. Complete the student’s graphic organizer by listing 2 pieces of evidence that
support the claim
Evidence
from the
article that
supports my
claim.
Detail 1 (paragraph ___ ) Detail 2 (paragraph ___ )
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Reread the student’s research claim for an argumentative essay.
Certain common experiences negatively affect low-income students within elite universities.
Write a 1-sentence counterclaim for the student to use in his argumentative essay
that provides a differing perspective regarding cell phone use. Add 1 piece of
evidence from the text to support the counterclaim.
Counterclaim: ______________________________________________________________
______________________________________________________________________________
Evidence: __________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Assessment #2: “Elite Colleges Constantly Tell Low-Income Students That They Don’t Belong”
7
Read the writing prompt, and then answer the question that follows.
Use the article “Elite Colleges Constantly Tell Low-Income Students
That They Do Not Belong” to write two to three paragraphs of an
argumentative paper for a school-wide debate on college admissions.
Make sure you establish an argumentative claim, address potential
counterarguments, and support your claim using details from the
source you have read plus your own experiences.
A student is planning a response to this writing prompt. Which problem-based
question will most help the student because it offers many possible answers for the
argument?
a. What portion of the student population is from low-income families?
b. Which advantages are available to wealthy students?
c. How can the treatment of low-income students be improved?
d. What will happen to colleges that discriminate?
4
DOK 2
A student is using a graphic organizer to evaluate her original claim for an
argumentative essay that concludes that elite colleges have discriminatory unwritten
rules and practices. Examine her original claim and her counterclaim. Add evidence to
support her counterclaim from the article “Elite Colleges Constantly Tell Low-Income
Students That They Don’t Belong” and then determine whether the original claim
should be revised. Evaluate the strength and development of the student’s original claim
in 2-3 sentences.
Claim: Elite Universities are creating opportunities to serve low-income students.
Student’s counterclaim:
Elite universities make
navigating college
difficult for their low-
income students.
Counterclaim evidence:
from “Elite Colleges Constantly Tell Low-Income Students
That They Do Not Belong” (paragraph ___ )
______________________________________________________
______________________________________________________
______________________________________________________
Evaluate the original claim: After examining the evidence for the counterclaim, I
believe the student’s claim appears ____________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
DOK 3
Assessment #2: “Elite Colleges Constantly Tell Low-Income Students That They Don’t Belong” 8
5
Scoring Rubric W.11-12.5 Assessment #2:
“Elite Colleges Constantly Tell Low-Income Students That They Do Not Belong”
Question/Level
Key / Rubric Points
#1
DOK 1
c. What are some effects of the college admissions problem? 0 1
#2
DOK 1
Supporting evidence may include: - Many low-income students attending these universities are unfamiliar with “the hidden curriculum,” those invisible rules and expectations that can lead some students to success while leaving others floundering. (paragraph 4) - Also, many colleges close their dining halls during spring break. Many low-income students cannot afford to leave campus, much less go on vacation for break, and as a result take extraordinary measures to make sure they have enough to eat. (paragraph 5) - I have seen this sense of frustration and disillusionment in the eyes of undergraduates… navigating a school environment that both implicitly and explicitly tells them that the only reason they were admitted was an undeserved handout… (paragraph 7) SCORING: 1 point: recalls supporting evidence
0 1
#3
DOK 2
Answers will vary. Counterclaim: Elite universities are striving to provide opportunities for disadvantaged student to prevent social and economic disparity. Evidence: - While many top schools have taken steps to provide more access to disadvantaged students and become more socioeconomically diverse... (paragraph 3) SCORING: 1 point: determines relevant counterclaim 1 point: distinguishes supporting evidence
0 1 2
Student Name: ____________________________ Date of Administration: _____________
Teacher Name: ____________________________________________________________________
Assessment #2: “Elite Colleges Constantly Tell Low-Income Students That They Don’t Belong” 9
#4
DOK 2
c. How can the treatment of low-income students be improved?
0 2
#5
DOK 3
Model Student Response
Student’s claim: Elite universities are creating opportunities to serve low-income students.
Student’s counterclaim: Elite universities make navigating college difficult for low-income students.
Counterclaim evidence:
from “Elite Colleges Constantly Tell Low-Income
Students That They Do Not Belong” (paragraph
4)
For example, without being explicitly told, how would students know what “office hours” are, and that they are encouraged to use them?
Evaluate the original claim: After examining the evidence for the counterclaim, I believe the student’s claim appears weaker in comparison and should be revised. More research would likely support the claim that “Universities should do more to support disadvantaged communities.” The student would need evidence showing how elite colleges could provide access to opportunities and facilities, resources, and expertise.
SCORING: 1 point: demonstrates understanding of audience and purpose
1 point: selects evidence to support counterclaim
+1 point: evaluates and revises original claim (up to 2 points total)
0 1 2 3 4
TOTAL ___ / 10
Assessment #2: “Elite Colleges Constantly Tell Low-Income Students That They Don’t Belong” 10
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
I can develop and strengthen an argumentative essay.
Explain how you demonstrated improvement or mastery of this standard’s key skills in this assessment, and how you might use these skills again. _______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
___________________________________________________________________________________________
_______________________________________________________________________________________________
_____________________________________________________________________________________________
_______________________________________________________________________________________________
_____________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
____________________________________________________________________________________________
W.11-12.5
Reflect and relate:
Name: _____________________________________