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Journalism 1

Reporting Category Literacy in Social Studies

Standard Key Ideas & Details

Benchmark Number CCLA.910.1. R.H/S

BenchmarkCite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

Also Assesses

Item Types Multiple Choice; Extended Response

Benchmark Clarification

The student will read and analyze a document to determine if it is a primary or secondary source.

Content Focus Primary and Secondary sources

Content Limits

Text should be grade-level appropriate and should be a mix or primary and secondary sources.

Text Attributes Text should contain reference to date and how the information was obtained

Distractor Attributes Some Primary Documents can contain reference to Secondary information.

Sample Item

Why is a journal a primary source?

A) It gives a second hand account of what happened.

* B) It gives the author’s feelings.

C) It tells what others are thinking.

D) It gives information that the author found in a book.

Journalism 1

Reporting Category

Literacy in Social Studies

Standard Key Ideas & DetailsBenchmark Number

CCLA.910.2. R.H/S

Benchmark Determine the central idea or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Also AssessesItem Types Multiple Choice; Extended ResponseBenchmark Clarification

The students will be able to summarize the context of a Primary Source.

Content Focus Summarize/ComprehensionContent Limits

Text should be grade level appropriate

Text Attributes

Primary Source

Distractor Attributes

Difficulty of text due to colloquial speech

Sample Item Students are given a journal/diary entry or the copy of an interview and asked to summarize in 8-11 sentences. –specific example??

Journalism 1

Reporting Category

Literacy in Social Studies


CCLA.910.3. R.H/S.

Benchmark Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.


The students will read and analyze the events listed in a text to determine if they are the cause or the effect.

Content Focus Cause/EffectContent Limits

Text should be based on cause/effect and be grade level appropriate.

Text Attributes

Text should contain a series of events.


All causes have an effect.

Sample Item Read the essay at http://www.eslbee.com/causes_of_poverty_in_mexico.htm and write an 8-11 sentence paragraph outlining the causes of Poverty in Mexico.

http://www.eslbee.com/causes_of_poverty_in_mexico.htm

Journalism 1

Reporting Category

Language

Standard Conventions of Standard EnglishBenchmark Number

CCLA.910.L.1

Benchmark Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Also AssessesItem Types Multiple Choice, Extended ResponseBenchmark Clarification

The student will demonstrate an understanding of journalistic style.

Content Focus Conventions, journalistic styleContent Limits

Sample questions present various ways in which to write certain information, but only once choice is correct, according to journalistic style.

Text Attributes

Text samples give different ways to express information, with only one sample following journalistic style.


Distractors are plausible ways in which to write sample sentences, and may or may not be correct using conventional English.

Sample Item Select the correct example of journalistic style:

A) Auditions for the spring play begin on February 3. B) Auditions for the spring play begin on the third of February. C) Auditions for the spring play begin on Feb. 3rd.* D) Auditions for the spring play begin on Feb. 3.

Journalism 1

Reporting Category

Language


CCLA.910.L.1.a

Benchmark Conventions of Standard English: Use parallel structure.Also AssessesItem Types Multiple Choice; Extended ResponseBenchmark Clarification

The student should be able to recognize parallel structure.

Content Focus Evaluate correct use of parallel structureContent Limits

Text should be grade level appropriate.

Text Attributes

Selections will consist of essays, letters, and expository texts that are similar to what journalism students might produce.


Distractors will consist of plausible yet incorrect responses typical of the types of errors students are most likely to make.Distractors will consist of unparallel forms.

Sample Item What change should be made to create parallel structure?** no suggestion for answer, no passage or excerpt as stimulus

Journalism 1

Reporting Category

Language


CCLA.910.L.1.b

Benchmark Conventions of Standard English: Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Also Assesses Syntactical structures within a sentenceItem Types Multiple Choice, Extended ResponseBenchmark Clarification

The student will be able to identify phrases and clauses used to enhance the text and determine how it impacts meaning in a text.The student will also be able to identify the most appropriate phrases and clauses for use within a text.

Content Focus Syntactical Structures, Phrase and Clause UsageContent Limits

Text should contain grade-level appropriate vocabulary for assessing the analysis of phrase and clause usage.If stem directs the student back to the text to determine the most effective usage, or when assessing specific phrases and clauses, text should contain clear and sufficient context for determining the effectiveness of the assessed phrase or clause.

Text Attributes

Selections will consist of essays, letters, and expository texts that are similar to what journalism students might produce.


Distractors may include, but are not limited to: incorrect usage of phrases or clauses, based on structural analysis, that do not fit the context; phrases or clauses with construct similar to the correct response; and plausible but incorrect distractors based on the text.

Sample Item Read the sentence below. Choose the answer which adds a prepositional phrase that LEAST enhances the sentence with important information.

Sentence: The grumpy goblin smashed the dishes in the castle.

A) The grumpy goblin smashed the dishes in the castle with his club. B) The grumpy goblin smashed the dishes in the castle after his argument with the vampire. C) The grumpy goblin smashed the dishes in the castle at midnight. * D) The grumpy goblin smashed the dishes in the castle into a thousand pieces.

Answer: D ("into a thousand pieces" is redundant and can be assumed with the use of the word smashed.)

Journalism 1

Reporting Category

Language


CCLA.910.L.2

Benchmark Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


The student will be able to produce finished documents corrected for standard English conventions.

Content Focus

Analyze sentence syntactical structures for correctness of punctuation, capitalization, and spelling.

Content Limits

Students will demonstrate this ability based on nonfiction selection with embedded errors.

Text Attributes

Selections will be of interest and appropriate for journalism students. Selections will consist of essays, letters, and expository texts that are similar to what students in journalism might produce.


Distractors will consist of plausible yet incorrect responses typical of the types of errors students are most likely to make.Distractors will consist of incorrect use of capital letters.Distractors will consist of incorrect use of punctuation.Distractors will consist of misspelled words.

Sample Item What change, if any, should be made to State of the Union in line 20?What change, if any, should be made to the sentence in lines 17through 19? What change, if any, should be made to acquiring in line 18?

Excerpt not attached?

Journalism 1

Reporting Category

Language

Standard Knowledge of LanguageBenchmark Number

CCLA.910.L.3

Benchmark Knowledge of Language: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.


The students will be able to identify the connotation of words based on their context.

Content Focus

Connotations

Content Limits

Text should be grade-level appropriate

Text Attributes

Non-fiction text


None specified

Sample Item Which word in each pair below has the more favorable connotation?

A) thrifty-penny-pinching

B) pushy-aggressive

C) skinny - scrawny

* D) chef-cook

Journalism 1

Reporting Category

Language

Standard Knowledge of LanguageBenchmark Number

CCLA.910.L.3.a

Benchmark Knowledge of Language: Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.


The students will be able to identify the correct usage of citations in the various formats of APA/MLA/Chicago Tribune Style.

Content Focus Avoiding PlagiarismContent Limits Text should be grade level appropriateText Attributes Contain in-text citationsDistractor Attributes

Some schools only require students to learn MLA or APA

Sample Item Survey responses indicate that the general public does not favor more severe punishment for hate crimes than for other kinds of crime. Such responses may demonstrate the public’s regard for “proportionality in sentencing and a tendency to focus on the immediate harm caused by an offense, rather than on more long-term and/or widespread harm (e.g., the terrorizing effects of hate crimes on other members of the target community)” (Steen & Cohen, 2004, p. 118). –

What type of writing style is used above?

* A) APA B) MLA C) Chicago Style D) Tribune Style

Journalism 1

Reporting Category

Language

Standard Vocabulary Acquisition & UseBenchmark Number

CCLA.910.L.4

Benchmark Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

Also AssessesItem Types Multiple ChoiceBenchmark Clarification

The student will be able to define a word based on the context it is used.

Content Focus

Context Clues

Content Limits

Text should be grade-level appropriate

Text Attributes

Non-fiction text


Difficulty of text

Sample Item These conditions are thought to result from diabetic microvascular injury involving small blood vessels that supply nerves in addition to macrovascular conditions that can culminate in diabetic neuropathy.

1) Which of the following would be the best synonym choice for “culminate” used above?

A) Begin

*B) End

C) After

D) Quit

Journalism 1

Reporting Category

Language


CCLA.910.L.5.b

Benchmark Vocabulary Acquisition and Use: Analyze nuances in the meaning of words with similar denotations.


The student will be able to identify the denotation of the words used.

Content Focus DenotationContent Limits Text should be grade-level appropriateText Attributes None specifiedDistractor Attributes

None specified

Sample Item Choose the most appropriate word(s) that can be inserted in the blank.

"You look lovely in that blue dress; it shows off your __________ figure."

A) thin B) skinny * C) slender D) scrawny

Journalism 1

Reporting Category

Language


CCLA.910.L.6

Benchmark Vocabulary Acquisition and Use: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


The student will be able to define a word based on the context it is used.

Content Focus Context CluesContent Limits Text should be grade-level appropriateText Attributes Non-fiction textDistractor Attributes

Difficulty of text

Sample Item Many media were used in the artwork, including paint, colored pencils and crayons.

What does the word "media" mean in the previous sentence?

* A) supplies B) pieces C) journalism D) colors

Journalism 1

Reporting Category

Reading Informational Text


CCLA.910.R.I.1

Benchmark Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


Students will identify textual evidence to support analysis of the text and inferences.

Content Focus Inferences, textual support, relevant details, predictionsContent Limits Grade-level appropriate texts should include an identifiable central idea and

relevant details from which students can analyze the development of the text.Text Attributes Texts should be informational.

Other stimuli may include, but not are limited to, illustrations with captions, graphics, and charts.


Distractors may include, but are not limited to: details that do not support the central idea, incorrect interpretations of the central idea that are too broad, narrow, or are a specific fact, incorrect summary statements, plausible but incorrect distractors based on the text.

Journalism 1

Sample Item Cell phones have become the latest toys with which kids keep themselves busy when they don't have any other source of entertainment like video games. Nowadays, the innovative phones with attractive features that are being launched are enough to keep any kid engrossed in them for hours. However, is it fair to put a blanket ban on these vital communicative tools just because one fears that they can be misused? The fact of the matter is that if a thing is denied to someone, it becomes even more desirable. Do school board authorities want to increase the secret phone mania which most students already seem to possess to some extent? Some people argue that children can be given the simpler version of mobile phones which will keep them connected to their parents and moreover, they won't be exposed to the ill-effects of cell phones like gaming, MMSing, the Internet, digital photos, etc. Though a good idea, there are some people who opine that the students will missed out on valuable teaching tools which are available in cell phones like calculator, dictionary and the Internet etc., if only basic versions of phones are given to them.

According to the article, which sentence best supports the author's position on cell phone usage in school?

A) Cell phone usage has become a major problem in schools across America. *B) Banning cell phones from schools may only worsen the problem. C) The major problem with cell phones in school is gaming, MMSing, and misuse of the internet. D) **need 4th choice****

Journalism 1

Reporting Category



CCLA.910.R.I.2

Benchmark Key Ideas and Details: 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.

Also AssessesItem Types Extended ResponseBenchmark Clarification

Students will determine the central idea, provide a correct summary statement, locate relevant details and facts that support the development of the text.

Content Focus central idea, summary statement, relevant detailsContent Limits Grade-level appropriate texts should include an identifiable central idea and

relevant details from which students can analyze the development of the text.Text Attributes Texts should be informational. Other stimuli may include, but not are limited

to, illustrations with captions, graphics, and charts.Distractor Attributes

Distractors may include, but are not limited to: details that do not support the central idea, incorrect interpretations of the central idea that are too broad, narrow, or are a specific fact, incorrect summary statements, plausible but incorrect distractors based on the text.

Sample Item What makes a breach of law an act of civil disobedience? When is civil disobedience morally justified? How should the law respond to people who engage in civil disobedience? Discussions of civil disobedience have tended to focus on the first two of these questions. On the most widely accepted account of civil disobedience, famously defended by John Rawls (1971), civil disobedience is a public, non-violent and conscientious breach of law undertaken with the aim of bringing about a change in laws or government policies. On this account, the persons who practice civil disobedience are willing to accept the legal consequences of their actions, as this shows their fidelity to the rule of law. Civil disobedience, given its place at the boundary of fidelity to law, is said to fall between legal protest, on the one hand, and conscientious refusal, revolutionary action, militant protest and organized forcible resistance, on the other hand.

Using support from the text, write a short response stating the author's message in the passage. Missing scoring rubric – without additional guidelines, the student will be unsure of what to write, and the teachers will score inconsistently.

Journalism 1

Reporting Category



CCLA.910.R.I.3

Benchmark Key Ideas and Details: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.


Students will analyze and develop an interpretation of the type of organizational method the author uses and how the ideas are connected.

Content Focus text structures/ organizational patternsContent Limits Text structures found within grade-level appropriate texts should be

identifiable and may include, but are not limited to, comparison/contrast, cause/effect, chronological order, argument/support, definition/explanation, question/answer, and argument/support.

Text Attributes Texts should be informational and include identifiable organizational patterns.


Distractors may include, but are not limited to: incorrect interpretations of text structures/organizational patterns, incorrect relationships (e.g., cause/effect, comparison/contrast) within the organizational pattern.

Sample Item There are several reasons why so many people attend the Olympic games or watch them on television. One reason is tradition. The name Olympics and the torch and flame remind people of the ancient games. People can escape the ordinariness of daily life by attending or watching the Olympics. They like to identify with someone else's individual sacrifice and accomplishment. National pride is another reason, and an athlete's or a team's hard earned victory becomes a nation's victory. There are national medal counts and people keep track of how many medals their country's athletes have won.

Which type of organizational method does the author use in this article?

* A) cause and effect B) chronological order C) problem and solution D) ***need 4th choice

Journalism 1

Reporting Category


Standard Integration of Knowledge & IdeasBenchmark Number

CCLA.910.R.I.7

Benchmark Integration of Knowledge and Ideas: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

Also AssessesItem Types Multiple Choice; Performance Assessment; Extended ResponseBenchmark Clarification

Students will analyze two different types of texts based on the same subject and determine the emphasis placed on each.

Content Focus AnalysisContent Limits

Two or more texts of different mediums must be used (e.g., video, essay, audio) where the subject is the same but the emphasis, message, or purpose is different.

Text Attributes

Texts should be informational and include identifiable messages, purpose, argument, etc.


Distractors may include items with flawed reasoning, incorrect rationale as support for or against an argument, unsupported arguments, and/or plausible but incorrect distractors based on the text.

Sample Item In a short response, write a brief summary of the major differences between the two texts:

Global Warming & Climate Change http://topics.nytimes.com/top/news/science/topics/globalwarming/index.html# and video @ http://video.nytimes.com/video/2007/02/05/science/earth/1194817111018/climate-report-predicts-rising-seas.html

Missing scoring rubric – without additional guidelines, the student will be unsure of what to write, and the teachers will score inconsistently

http://video.nytimes.com/video/2007/02/05/science/earth/1194817111018/climate-report-predicts-rising-seas.html

http://video.nytimes.com/video/2007/02/05/science/earth/1194817111018/climate-report-predicts-rising-seas.html

http://topics.nytimes.com/top/news/science/topics/globalwarming/index.html

Journalism 1

Reporting Category


Standard Integration of Knowledge & IdeasBenchmark Number

CCLA.910.R.I.8

Benchmark Integration of Knowledge and Ideas: 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.


Students analyze text to examine the kind, quality, and quantity of reasoning used by an author to substantiate arguments.Students may be asked to find instances where emotional appeals or other persuasion is present.

Content Focus analysisContent Limits

Grade-level appropriate texts should include identifiable emotional appeals or other persuasive elements.

Text Attributes

Texts should be persuasive in nature and may include speeches, editorials, blogs, etc.


Distractors may include items with flawed reasoning. Distractors may include unsupported arguments.

Sample Item The author supports some of his arguments using facts and others through opinions. Which statement is an unsupported opinion?

The author’s bias comes through most clearly by examining the story about the poacher that concludes this passage is intended to

Incomplete sample item

Journalism 1

Reporting Category Speaking & Listening

Standard Comprehension & Collaboration

Benchmark Number CCLA.910.SL.2

Benchmark

Comprehension and Collaboration: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Also Assesses

Item Types Multiple Choice


The student will evaluate and determine the reliability of multiple sources used in diverse media or formats.

Content Focus Analyze text reliability

Content Limits

All media or other formats presented, must contain grade-level appropriate vocabulary.

All images and information should also be grade-level appropriate.

If stem directs the student back to the text, or when assessing specific examples, information should contain clear and sufficient context for determining reliability of the source.

Text Attributes

Selections may contain, but are not limited to, political campaign materials, transcripts of news reports, web-based articles, and other expository texts that are similar to what journalism students might be exposed to through the specific journalistic style.


Distractors may include, but are not limited to, plausible yet incorrect responses typical of the types of errors students are most likely to make; plausible responses that contain seemingly reliable information from unreliable sources; plausible response that contain identifiable inaccuracies masked by reliable sources.

Journalism 1

Sample Item

Which of the following organizations and their websites would be considered a credible source?

A) Green Peace (www.greenpeace.org)

B) NY Times Environmental Blog (www.green.blogs.nytimes.com)

* C) Environmental Protection Agency (www.epa.gov)

D) National Resources Defense Council (www.nrdc.org)

http://www.epa.gov/

http://www.green.blogs.nytimes.com/

http://www.greenpeace.org/

Journalism 1

Reporting Category

Speaking & Listening

Standard Presentation of Knowledge & IdeasBenchmark Number

CCLA.910.SL.4

Benchmark Presentation of Knowledge and Ideas: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.


The student will be able to identify the most effective use of organization and logic in order to present knowledge and ideas in the correct journalistic style.

Content Focus

Evaluate Presentation

Content Limits

Text should contain grade-level appropriate vocabulary for assessing the most effective presentation of ideas and knowledge.If stem directs the student back to the text to determine the most effective presentation, or when assessing specific examples of presentation, text should contain clear and sufficient context for determining the effectiveness.

Text Attributes

Selections will consist of appropriate grade-level essays, letters, excerpts, and expository texts that are similar to what journalism students might produce.


Distractors may include, but are not limited to, plausible yet incorrect responses typical of the types of errors students are most likely to make; plausible responses that contain logical presentation of ideas and knowledge often used in writing but not effective within journalistic styles.

Sample Item Which of the following paragraphs demonstrate the BEST use of organizational structure?

A. It has been two days since Hurricane Zelda hit the shores of north Florida leaving a path of destruction in its wake. Forecasters had predicted that tiny Anastasia Island, situated off the coast of Florida near St. Augustine, would feel the full force of the Category 4 hurricane. Officials warned island natives to evacuate. While most listened to the warnings, not all islanders heeded the advice. Emergency medical crews are now scouring the island for survivors.

B. It has been two days since Hurricane Zelda hit the shores of north Florida leaving a path of destruction in its wake. Officials warned island natives to evacuate. Forecasters had predicted that tiny Anastasia Island, situated off the coast of Florida near St. Augustine, would feel the full force of the Category 4 hurricane. While most listened to the warnings, not all islanders heeded the advice. Emergency medical crews are now scouring the island for survivors.

C. Forecasters had predicted that tiny Anastasia Island, situated off the coast of

Journalism 1

Florida near St. Augustine, would feel the full force of the Category 4 hurricane. Officials warned island natives to evacuate. While most listened to the warnings, not all islanders heeded the advice. It has been two days since Hurricane Zelda hit the shores of north Florida leaving a path of destruction in its wake. Emergency medical crews are now scouring the island for survivors.

D. It has been two days since Hurricane Zelda hit the shores of north Florida leaving a path of destruction in its wake. Emergency medical crews are now scouring the island for survivors. Forecasters had predicted that tiny Anastasia Island, situated off the coast of Florida near St. Augustine, would feel the full force of the Category 4 hurricane. Officials warned island natives to evacuate. While most listened to the warnings, not all islanders heeded the advice.

Journalism 1

Reporting Category

Speaking & Listening

Standard Presentation of Knowledge & IdeasBenchmark Number

CCLA.910.SL.5

Benchmark Presentation of Knowledge and Ideas: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


The student will be able to identify which digital media is the most effectively used in order to enhance understanding of information presented.

Content Focus Evaluation of Digital Media (e.g. textual, graphical, audio, visual, and interactive elements)

Content Limits

Text should contain grade-level appropriate vocabulary for evaluating the most effective digital media usage.If stem directs the students back to the text to determine the most effective digital media to be used, or when assessing specific digital media, text should contain clear and sufficient context for determining the effectiveness of the digital media.

Text Attributes

Selections may consist of editorials, essays, letters, and other expository texts. Texts may also include pictorial examples of digital media for the use of analyzing its effectiveness.


Distractors may consist of, but are not limited to, plausible yet incorrect responses typical of the types of errors students are most likely to make and examples of ineffective uses of digital media.

Sample Item Which form of digital media would be most effectively used when presenting information about environmental awareness? A) Video game * B) PowerPoint presentation C) Educational App D) Music Video

Journalism 1

Reporting Category

Writing

Standard Text Types & PurposesBenchmark Number

CCLA.910.W.1

Benchmark Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Also AssessesItem Types Multiple Choice; Extended Response; Performance AssessmentBenchmark Clarification

Students will be able to write an editorial and support the topic with strong reasoning and evidence.

Content Focus Analysis, forming opinions, gathering evidence and writing persuasivelyContent Limits

Text should be written as an editorial of argumentation, criticism, commendation or commemoration, with detailed evidence/examples/arguments to support claim.

Text Attributes

Text should be a non-fiction, opinion piece aimed at providing editorial leadership.The writer must demonstrate an awareness of the audience and write to its knowledge level.


None specified

Sample Item An editorial in the newspaper - This is not a multiple choice sample item

?? incomplete question

Journalism 1

Reporting Category

Writing


CCLA.910.W.1.a

Benchmark Text Types and Purposes: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.


Student should be able to select a choice that either establishes a claim/counterclaim or that shows a means of demonstrating the relationships among the claims, counterclaims, and support.

Content Focus

Analysis, organization and support

Content Limits

Choices can be single sentence examples that present a claim/counterclaim, or they can be single sentences examples of relationships among supportive details.

Text Attributes

Single-sentence multiple choice answers


Single-sentence multiple choice answers that offer plausible claims/counterclaims or supportive evidence but do not actually contain a valid relationship or parallel to the topic.

Sample Item Select the example that best supports the following claim: "The use of cell phones has an important place in today's classroom because such devices positively impact the learning environment for tech-savvy students."

A) Cell phone technology is affordable and available in today's worldand therefore should be used in today's classrooms.

*B) Cell phones can play an important role in today's classrooms, positively impacting the learning process as students employ real-time technology to solve everyday problems. C) Cell phones are not distracting to today's students. D) Cell phones enable students to multitask and do all sorts of activities while they are in class.

***B*** is correct answer because it demonstrates a positive impact that cell phones could be used to make in today's classrooms.

Journalism 1

Reporting Category

Writing


CCLA.910.W.1.b

Benchmark Text Types and Purposes: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

Also Assesses CCLA.910.W.1Item Types Extended ResponseBenchmark Clarification

Student response should demonstrate an awareness of the intended audience. Student response should address the needs and knowledge level if the audience. Student arguments should reflect the need for fair and balanced coverage of a topic.Student claims should contain supporting evidence equivalent to that used or presented within the text.

Content Focus Forming opinions, gathering evidence, writing persuasively, writing to the reader's needs.

Content Limits

Text should contain a single, identifiable claim.Text should contain substantial evidence to support that claim.

Text Attributes

Text should be an opinion piece.Text should provide adequate supporting evidence of a claim.Text should be grade-level appropriate and should be written to the knowledge level of the audience.


None specified

Sample Item Write two editorials.

1) The first will establish that attendance in school does positively impact academic performance.

2) The second will argue that so long as a student maintains his or her grades, attendance should be neither an academic nor a disciplinary issue.

Each editorial must provide balanced, fact-based arguments supporting the respective sides.

Journalism 1

Reporting Category

Writing


CCLA.910.W.1.d

Benchmark Text Types and Purposes: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.


Student must be able to write according to journalistic style.Student should be able to demonstrate use of inverted pyramid format if writing a news piece.Student must write using third person.Student must avoid all editorializing and must write objectively.Student must write concise sentences.Student must paragraph frequently.

Content Focus

Inverted pyramid, third person, concise writing, objective writing

Content Limits

Text can be single-sentence examples of journalistic style for multiple choice questions.Journalistic style can include text items that use forms of address, titles of sources, use of dates or places or other unique stylistic applications.

Text Attributes

Texts should be sentences from news and/or feature stories.


Text can be single-sentence examples that are similar to the correct answer in all ways other than word choice or style.

Sample Item Select the example that demonstrates correct use of journalistic writing: (Where are the examples? This should be a sample item, like the ones in the FCAT Reading item specs). This could also be assessed in a timed writing piece or a portfolio situation where they demonstrate the use of the inverted pyramid and show formalistic style. Missing info.******

Journalism 1

Reporting Category

Writing


CCLA.910.W.2

Benchmark Text Types and Purposes: 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.

Also Assesses CCLA.910.W.1.dItem Types Performance Based PortfolioBenchmark Clarification

Student will be able to write expository journalistic style texts which synthesize ideas and information in an understandable manner using effective selection, organization, and analysis of content.

Content Focus Organization, Research, Content Reliability and AnalysisContent Limits The writing prompt will be an independent prompt.Text Attributes None specifiedDistractor Attributes

None specified

Sample Item Using a variety of primary and secondary sources, write a newspaper article reporting on a critical local issue. Missing specific example

Journalism 1

Reporting Category

Writing


CCLA.910.W.2.a

Benchmark Text Types and Purposes: Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Also AssessesItem Types Portfolio AssessmentBenchmark Clarification

Student will be able to take a topic and develop it by including headlines, subheads, kickers, pull quotes, infographics and any other formatting or presentational devices to ease comprehension.

Content Focus Organize, support, reinforce through graphics and special text featuresContent Limits The writing prompt will ask student to combine text features, charts and

graphs to make print or multimedia presentation.Text Attributes None specifiedDistractor Attributes

None specified

Sample Item Write a story about the dangers of texting while driving, and reinforce your information with the use of charts, infographics, pull quotes, or other formatting devices to create a story package.

Journalism 1

Reporting Category

Writing


CCLA.910.W.2.f

Benchmark Text Types and Purposes: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).


Students will be able to identify the best way to close the piece.

Content Focus ConclusionsContent Limits

Text should be grade level appropriate

Text Attributes

Short article (200 words)


None specified

Sample Item Choose the best final sentence for the following article:Missing article and answer choices****

Journalism 1

Reporting Category

Writing


CCLA.910.W.3.a

Benchmark Text Types and Purposes: Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

Also AssessesItem Types Extended ResponseBenchmark Clarification

The student will identify a newsworthy problem, situation, or observation.The student will write a news story, establishing one or multiple points of view creating a smooth progression of events.

Content Focus Written communication, purposeful writing, audience, point of view, opinionContent Limits This type of writing should be assessed in a portfolio situation rather than a

timed writing exercise, because it is assessing their ability to find and write about newsworthy topics.

Text Attributes None specifiedDistractor Attributes

None specified

Sample Item This will be assessed in a portfolio situation, where the students are aware that they must be showing improvement in showing a smooth progression of events. The criteria would be three pieces of editorial writing throughout the year that shows improvement in finding newsworthy topics to write about.

Journalism 1

Reporting Category

Writing


CCLA.910.W.3.b

Benchmark Text Types and Purposes: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.


Use narrative techniques to introduce and develop a story.

Content Focus Writing, narration, plot development, characterizationContent Limits The writing prompt will ask students to tell a story about a person.Text Attributes None specifiedDistractor Attributes

None specified

Sample Item Write a "people feature" about an actual teenager's hobby, including quotes from multiple sources.

Journalism 1

Reporting Category

Writing

Standard Production & Distribution of WritingBenchmark Number

CCLA.910.W.4

Benchmark Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


Student will be able to produce clear writing that is geared toward a specific audience and purpose.

Content Focus Written communication, purposeful writing, audience awarenessContent Limits

The writing prompt will ask student to formulate a piece that addresses the needs and interests of his audience.

Text Attributes

None specified


None specified

Sample Item Write a news story about a new policy at your school and tell how it impacts students.

Journalism 1

Reporting Category

Writing


CCLA.910.W.5

Benchmark Production and Distribution of Writing: 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.

Also Assesses CCLA.910.W.4, CCLA.910.W.6Item Types Performance based PortfolioBenchmark Clarification

Mode-specific writing prompts will require students to use a writing process to develop and refine composition skills

Content Focus Students will write over an extended period for a specific audience and purpose.

Content Limits The writing prompt will be an independent prompt.Text Attributes None specifiedDistractor Attributes

None specified

Sample Item Your high school has received a large donation from the estate of a former citizen in your area. The money is to be used toward something that will improve student life for the students at your school. Some people have suggested a new library, while others have suggested a new computer lab or a student fitness center. Which of the ideas would you support for your school? Is there a different idea you would suggest? Write a persuasive paper to convince your school board that your proposal is the best way to spend the money—and why.

Journalism 1

Reporting Category

Writing


CCLA.910.W.6

Benchmark Production and Distribution of Writing: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Also Assesses CCLA.910.W.4Item Types Portfolio AssessmentBenchmark Clarification

Student will use technology and the internet to produce and publish clear writing that is geared toward a specific audience and purpose.

Content Focus Writing, publishing, use of technologyContent Limits

The writing prompt will ask students to use technology to produce, publish and distribute a story.

Text Attributes

None specified


None specified

Sample Item Use technology and internet sources to write a story to be published either in print or electronically. Your story should include correctly attributed citations from secondary sources, as well as interviews.

Journalism 1

Reporting Category

Writing

Standard Research to Build & Present KnowledgeBenchmark Number

CCLA.910.W.7

Benchmark Research to Build and Present Knowledge: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Also Assesses CCLA.910.W.3.bItem Types Portfolio AssessmentBenchmark Clarification

Students will research a topic and conduct interviews to answer a question and build a story.

Content Focus Researching, interviewing, synthesizingContent Limits

The writing prompt will require students to gather background information as well as interviews from all four types of sources: primary, secondary, professional and man-on-the-street.

Text Attributes

None specified


None specified

Sample Item Write a story about the connection between school involvement (clubs and teams) and academic success. Be sure to conduct thorough research, including interviews from all four types of sources: primary, secondary, professional and man-on-the-street.

Journalism 1

Reporting Category Writing

Standard Research to Build & Present Knowledge

Benchmark Number CCLA.910.W.8

Benchmark

Research to Build and Present Knowledge: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Also Assesses

Item Types Performance Based Portfolio


Mode-specific writing will require students to conduct and evaluate information during the research process.

Content FocusStudents will conduct research and evaluate the quality of the researched materials.

Content Limits The writing prompt will be an independent prompt.

Text Attributes None specified

Distractor Attributes None specified

Sample Item

You are writing a feature for the high school yearbook on post-high school plans. You will be interviewing students about their post-high school career plans. Conduct research on careers opportunities based on these interviews.

Journalism 1

Reporting Category LanguageStandard Vocabulary Acquisition & UseBenchmark Number LA.910.1.6.11

BenchmarkThe student will identify the meaning of words and phrases from other languages commonly used by writers of English (e.g., ad hoc, post facto, RSVP).

Also AssessesItem Types Multiple Choice


The student will analyze words and phrases derived fro other languages to determine meaning in a text. Appropriate word strategies, simple analysis, and/or direct inference may be required.

Content Focus Analyze Word Structure; Analyze Words/Phrases Derived from Other Languages

Content Limits

Grade-level appropriate texts should contain vocabulary for assessing the analysis of word structure and for assessing words and phrases derived from other languages, including Greek and Latin.Assessed words should be no more than two grade levels above the tested grade. If stem directs the student back to the text to determine the meaning of an unfamiliar word, or when assessing foreign words and phrases, the text should contain clear and sufficient context for determining the meaning of the assessed word or phrase.

Text Attributes

Texts should be informational. Other stimuli may include, but are not limited to, illustrations with captions, graphics, and charts.Texts must contain appropriate words to assess foreign words or phrases.


Distractors may consist of, but are not limited to, plausible yet incorrect responses typical of the types of errors students are most likely to make; plausible yet incorrect definitions for words.

Sample Item In which sentence is the phrase ad hoc used correctly? * A) A committee formed ad hoc to deal with the issue of school lunches. B) An ad hoc of the new school uniforms would be a solid polo and navy slacks. C) It is usually customary to ad hoc if you have been invited to a party. D) School supplies should include paper, pencils, pens, ad hoc.

Journalism 1

Reporting Category


Standard NonfictionBenchmark Number

LA.910.2.2.4

Benchmark The student will identify and analyze the characteristics of a variety of types of text (e.g., references, reports, technical manuals, articles, editorials, primary source historical documents, periodicals, job-related materials, practical/functional text).


Students will be able to identify the type of text based on the material within.

Content Focus analysisContent Limits Text should be identifiable.Text Attributes Text should be a non-fiction pieceDistractor Attributes

Many pieces can contain more than one type of text.

Sample Item In the article “The Case Against the Death Penalty”, which appears in Crime and Criminals: Opposing Viewpoints, Eric Freedman argues that the death penalty not only does not deter violent crime but also works against reducing the crime rate. Freedman says, “The death penalty not only is useless in itself, but counterproductive . . .” (140).

Which of the following would be a good thesis statement for this article? Answer: A

* A) This paper will analyze Freedman’s article from the viewpoints of a middle-age working man, a poor person, and a politician. B) This paper will look at Freedman's article and show why he feels that way. C) Freedman's view of the Death Penalty is counterproductive. D) Freedman’s view of the Death Penalty is useless as well as

counterproductive.

Journalism 1

Reporting Category

Language

Standard Editing for Language ConventionsBenchmark Number

LA.910.3.4.5

Benchmark The student will edit for correct use of sentence formation, including absolutes and absolute phrases, infinitives and infinitive phrases, and use of fragments for effect.


The student will assess writing, identify errors, and make corrections.

Content Focus

Editing,

Content Limits

Text should be grade-level appropriate and contain identifiable errors.

Text Attributes

Text should contain errors, including absolutes and absolute phrases, infinitive and infinitive phrases, and fragments.


Misplaced modifiers

Sample Item Combine all the following ideas to create one logical sentence.

The football game had an assortment of halftime entertainment. The halftime entertainment lasted longer than usual. The band, drama department, and chorus performed.

A) The halftime entertainment at the football game, including band,drama, and chorus, was longer than usual with many departments performing during the halftime.

B) During the football game, the band, drama department, and C) The halftime entertainment at the football game lasted longer than usual, because several departments performed, including band, drama, and chorus. D) *** missing choice***

Add choice D and mark correct answer

Journalism 1

Reporting Category

Writing

Standard PublishingBenchmark Number

LA. 910.3.5.2

Benchmark The student will include such techniques as principle of design (e.g., margins, tabs, spacing, columns) and graphics (e.g., drawings, charts, graphs).


Student will be able to use design techniques to enhance written work with photographs, infographics, drawings, charts and graphs.

Content Focus Design, multimedia technology, photography, tying text to graphics.Content Limits

For the portfolio assessment, students will need to demonstrate the ability to pair graphic elements with text in a meaningful way. For the MC items, students will need to be able to identify techniques being used in specific samples.

Text Attributes

For MC items, questions will contain samples of photos, infographics, charts, etc., and will ask students to determine which techniques were used.


Distractors are plausible choices but do not pertain in the specific example provided in the item.

Sample Item

In the photo above, the photographer did not center the focal point. Identify the composition technique used:

A. leading linesB. repeated patternsC. rule of thirds *** (correct answer)D. framing

Journalism 1

Reporting Category

Writing

Standard Media LiteracyBenchmark Number

LA. 910. 6.3.1

Benchmark The student will distinguish between propaganda and ethical reasoning strategies in print and non-print media.

Also Assesses Reliability and ValidityItem Types Multiple ChoiceBenchmark Clarification

Students will understanding and know the difference between propaganda and ethical reasoning in a variety of media forms

Content Focus Analyzing biasContent Limits

All media or other formats presented, must contain grade-level appropriate vocabulary.All images and information should also be grade-level appropriate.Information should contain clear and sufficient context for determining the difference between propaganda and ethical reasoning.

Text Attributes

Selections may contain, but are not limited to, political campaign materials, transcripts of news reports, web-based articles, and other expository texts that are similar to what journalism students might be exposed to through the specific journalistic style.Texts and other media formats will include scenarios which require students to identify information as propaganda or ethical reasoning.


Distractors may include, but are not limited to, plausible yet incorrect responses typical of the types of errors students are most likely to make; plausible responses that contain seemingly ethical information from biased sources; plausible response that contain identifiable ethical errors masked by unbiased sources.

Journalism 1

Sample Item

In the public service announcement seen above, which of the following statements explains why it is an example of ethical reasoning rather than propaganda?

A) The PSA uses pathos by displaying pictures of children to illustrate the importance of acting early.

* B) The PSA uses facts to create awareness and illustrate the importance of acting early.C) The PSA uses a slogan to catch the attention of the reader to illustrate the importance of acting early.D) The PSA is created by an unbiased organization presenting information

that illustrates the importance of acting early.

Journalism 1

Reporting Category

Writing

Standard Media LiteracyBenchmark Number

LA.910.6.3.2

Benchmark The student will ethically use mass media and digital technology in assignments and presentations, citing sources according to standardized citation styles.


The student will evaluate and determine the ethics of multiple sources used in diverse media or formats.

Content Focus Analyze ethics of textContent Limits All media or other formats presented, must contain grade-level appropriate

vocabulary.All images and information should also be grade-level appropriate. Information should contain clear and sufficient context for determining the ethical nature of the source.

Text Attributes Selections may contain, but are not limited to, political campaign materials, transcripts of news reports, web-based articles, and other expository texts that are similar to what journalism students might be exposed to through the specific journalistic style.Texts and other media formats will include scenarios which require students to identify information for ethical reasoning.


Distractors may include, but are not limited to, plausible yet incorrect responses typical of the types of errors students are most likely to make; plausible responses that contain seemingly ethical information from unreliable sources; plausible response that contain identifiable ethical errors masked by reliable sources.

Sample Item Marketing communications activities can be deemed 'ethically neutral', meaning that it depends on which of the following?

***Missing answers***

Journalism 1

Reporting Category

Visual Arts

Standard Innovation, Technology & the FutureBenchmark Number

VA.912.F.3.8

Benchmark Combine art and design skills with entrepreneurialism to provide community service and leverage strengths in accomplishing a common objective.

Also AssessesItem Types Performance Based PortfolioBenchmark Clarification

Students will demonstrate knowledge of graphic design skills.

Content Focus Students will use graphic arts design skills to communicate information for appropriate audience and purpose to achieve the stated goal.

Content Limits The item created must be a visual text.Text Attributes None specifiedDistractor Attributes

None specified

Sample Item Create an advertising campaign to promote a school publication or program.

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