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OTHER STUDENT EXAMPLES:

Student 1

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.

 

Standard referenced:

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.

 

Standards referenced:

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.

 

Standard referenced:

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.

 

Standards referenced:

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.

 

Understanding

(Entire page)

This response clearly introduces a topic in a manner that is compelling and follows logically from the task and purpose. The response demonstrates general analysis of the texts. The topic is developed with the sustained use of relevant, well-chosen facts from the texts that are varied. Clear organization is exhibited by the skillful use of appropriate and varied transitions (i.e., Overall, also, another). A formal style is established and maintained through the use of grade-appropriate and domain specific vocabulary (i.e., refugee, challenge, sponsor, hardship, adapted). The concluding statement follows clearly from the topic and information presented (i.e., All refugees go through the same things at one point in their lives. They all face the same challenges, challenges fleeing their homes, finding a new home in their new and different country).

 

Standard referenced:

W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

1. CCSS Alignment

The student is able to cite strong text evidence that supports the analysis of several different texts and genres. For example:

  • “First off, in the novel Inside Out and Back Again it states, ‘We are told to sip water only when we must.’ (Lai 73).”
  • "In the article ‘Refugees: Who, Where, Why’ it states, ‘During the 1980's, civil war erupted in Central America, causing more than two million people to flee their homes’ (‘Refugees’ 1).”
  • "’Sponsors refer those who's application say Christian Mother amends faith’ (Lai 108).” (See next page).

 

Standards referenced:

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.

 

Understanding

(Entire page)

In order to show an in-depth understanding, the student would need to include more evidence from the informational texts of refugees experiencing “inside out and back again.” The student appears to have a general understanding of RI.8.3.

 

Standard referenced:

RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

 

 

1. CCSS Alignment

When the student wrote, “In the article ‘Refugees: Who, Where, Why’, it states ‘Refugees share small huts that are made of tree branches, mud, and plastic sheeting’ (Refugees 1)” it shows that the student is proficient in citing textual evidence to show analysis of a text.

 

Standards referenced:

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.

2. CCSS Alignment

The student is proficient in analyzing how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). For example: “In the article ‘Children of War’ by Arthur Brice it states ‘When war broke out in Croatia, I went to Bosnia with my father. When war broke out in Bosnia, I went to Croatia with my mother’ (Brice 2).”

 

Standard referenced:

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.

 

3. Understanding

There is some analysis that shows the connection between the title of the book and the universal theme. The examples are only from the novel. To show more depth of understanding, the student would need to bring in more support from the informational texts.

 

Standards referenced:

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.

 

Comprehension & Application

(Entire page)

The student’s work demonstrates an ability to read and comprehend literary nonfiction at the high end of 8th grade text complexity band independently and proficiently

 

Standard referenced:

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.

 

Understanding

(Entire page)

The student goes back and forth and provides examples between the informational texts and the novel, however there appears to be a more “one sided” analysis of the novel.

 

Standard referenced:

W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

 

1. CCSS Alignment

The student shows proficiency in drawing evidence from both literary and informational texts to support the analysis. The student uses the information from all sources to draw a conclusion about the universal refugee experience: “All refugees go through the same things at one point in their lives. They all face the same challenges, challenges fleeing their homes, finding a new home in their new and different country.  In the book Inside Out and Back Again the title explains a lot about how refugees life feel like they are turning inside out and eventually come back around.”

 

Standard referenced:

W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.