After 24 years in the K-12 education space, Achieve has shut its doors. Read the statement from Michael Cohen, President of Achieve here.
Our website www.achieve.org will remain available through December 31, 2020.
Former Achieve science team members have founded the NextGenScience project at WestEd where they will continue working with educators and partners across the nation to improve the quality of science education. Please visit their website and @NextGenScience to learn more about their work. They will continue to serve as stewards of the NGSS, sharing resources with the field through the nextgenscience.org website, NGSSNow newsletter, and @OfficialNGS.
All students should graduate from high school ready for college, careers, and citizenship.
1. CCSS Alignment
As shown in the “Source” column, the student uses multiple texts, both literary and informational, from which to draw evidence. These multiple sources will be cited throughout the essay.
W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
2. CCSS Alignment
The challenges named in the Challenge Faced column and the corresponding quotes demonstrate the student’s comprehension of grade level literary and informational text.
RL.8.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
RI.8.10: By the end of the year, read and comprehend literary nonfiction at the high end of the grads 6–8 text complexity band independently and proficiently.
3. CCSS Alignment
This quote shows the student’s understanding of how dialogue between characters in literary text (Ha and her mother) can be used as evidence toward the claim that a challenge in finding a home as a refugee includes learning a new language. You will notice that in the essay, the student uses a different section of dialogue to support the claim.
RL.8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
4. CCSS Alignment
The student cites text based evidence from literature to support the refugee experience of finding home. Later in the essay, the student replaces this evidence with stronger evidence to support the point.
RL.8.1/RI.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.