Smarter Balanced
Assessment
Consortium
ELA Practice Test Scoring Guide
High School
1/3/2017
High School ELA
Smarter Balanced High School ELA Practice Test Scoring Guide
2
About the Practice Test Scoring Guides
The Smarter Balanced ELA Practice Test Scoring Guides provide details about the items, student
response types, correct responses, and related scoring considerations for the Smarter Balanced
Practice Test items. The items selected for the Practice Test are designed to reflect
a broad coverage of claims and targets.
a range of student response types.
a breadth of difficulty levels across the items.
It is important to note that all student response types are not fully represented on every practice test,
but a distribution can be observed across all the practice tests. The items presented are reflective of
refinements and adjustments to language based on pilot test results and expert recommendations
from both content and accessibility perspectives.
Within this guide, each item is presented with the following information
1
:
Claim: statement derived from evidence about college and career readiness
Target: statement that bridges the content standards and the assessment evidence that
support the claim
Depth of Knowledge (DOK): measure of complexity considering the student’s cognitive
process in response to an item. There are four DOK levels, a 4 being the highest level.
Common Core State Standards for English Language Arts/Literacy: the primary standard(s)
assessed by an item
Evidence Statement: a statement that explains what a student will be able to do in response
to an item in order to provide evidence he or she has met the standard(s). These statements
serve as a guide for item writers to ensure alignment to the CCSS standard(s) and targets.
Static presentation of the item: static presentation of item from test administration system
Static presentation of student response field(s): static presentation of response field from
test administration system
Answer key: expected student response or example response from score point value
Rubric and a sample student response for each score point for short answer items: score
point representations for student responses
The following items are representative of the kinds of items that students can expect to experience
when taking the Computer Adaptive Test (CAT) portion of the summative assessment for high school.
A separate document is available that provides a sample performance task and scoring guide for this
grade level.
1
Most of these terms (Claim, Target, DOK, Evidence Statement, etc.) are further explained in various other
Smarter Balanced documents as well as the Common Core State Standards for English Language Arts and
Literacy. Refer to the Smarter Balanced Content Standards and Item Specifications for English Language Arts
and Literacy for more information.
High School ELA
Smarter Balanced High School ELA Practice Test Scoring Guide
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Read the text. Then answer questions 1–7.
Moving to the Back of Beyond
When my parents said the three of us were moving out to California,
to a place just north of Los Angeles, my mind immediately went to
thoughts of Disneyland and Hollywood, glitz and glamour. I imagined a
Rodeo Drive shopping spree to pick out a bikini for the endless days I
would be spending on the beach. However, I’d forgotten about my
parents’ penchant for the unconventional; they’re definitely “the road
less traveled” kind of people. Mom had a gopher snake for a pet when
she was younger, and Dad was never happier than when he was
climbing near-vertical cliffs that only mountain goats could love. These
are not city folk.
They had chosen to buy a 900-square-foot cabin under a 250-year-old
oak tree in the high chaparral
1
forest out in the back of beyond -- so
far away from Los Angeles that you couldn’t even see the glow of the
lights at night. When I first saw where we were going to live, I
vacillated between feeling terrified and excited. This would be an
adventure, for sure. But this was no camping trip where you could go
home to civilization after a few days of roughing it; this was home,
and roughing it was the new normal.
On move-in day, we drove fifteen miles out from Antelope Valley --
where the nearest grocery store was located -- on a two-lane road
past llamas, cattle, and horses. Up and up we went, until finally we
turned down a dirt road and headed into a canyon full of towering
Coulter pines, blue-green sagebrush, and ancient canyon live oaks. I
didn’t know the names of these plants then, of course; I learned them
later. That first day all I saw then was a million shades of green.
We parked under an oak tree that shaded our cabin and a front yard of
rock, sand, and sagebrush twice as large as the cabin itself. On the
stone staircase that led to the front door, black lizards interrupted
their push-ups to twist their heads and eye us as we passed. Scrub
jays squawked and hummingbirds zoomed past the eaves, scolding us
with their territorial calls.
High School ELA
Smarter Balanced High School ELA Practice Test Scoring Guide
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No cars roared past. No radios blared from a neighbor’s house. There
were no neighbors—no human neighbors, anyway.
Our new home consisted of one bedroom, one bathroom, and one big
room for everything else. A fireplace in the corner of the big room
would be our sole source of heat in the winter. A swamp box (cooler)
would blow a breeze over a big damp pad to keep us cool all summer,
or so my father said. But it was early autumn that day, and the
temperature was perfect in the shade of the oak tree. Our oak tree, I
thought; I was settling in.
Mom wiped a layer of grime off the kitchen counter and muttered about
getting a bottle of bleach on our next trip into town. That was
the beginning of an important lesson about living in the back of
beyond: you don’t just zip over to the local convenience store anytime
you need something out here. You have to make a careful list and
check it twice so that you don’t forget anything, because anywhere is a
long way from here.
On my first walk around the property, I saw two horned toads, a red-
tailed hawk, and some deer tracks. I wondered what else I might find
deeper and higher in the canyon. Dad told me the real estate agent
had mentioned that coyotes, bobcats, mountain lions, rattlesnakes,
and even bears roamed these hills. To my surprise, I found I couldn’t
wait to see them. All of them. I felt my feet taking root in the earth,
claiming this place as home.
With no street lamps timed to turn on at sunset, when night came it
was darker than anything I had ever experienced. Mom and I went out
to look at the stars while Dad tried to unplug the ancient toilet. In the
city, or even in the suburbs where I had lived before, you could see
only the brightest stars in the sky. But out here, it was like being in a
planetarium, except there were no labels typed onto our sky. The
sheer number and spread of stars was awe-inspiring.
That first night, we slept on air mattresses on the living room floor
because the movers had not yet arrived. There were no curtains on
the windows, so when the moon rose, it shone in as if moonbeams
were an integral part of the cabin.
High School ELA
Smarter Balanced High School ELA Practice Test Scoring Guide
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Eventually, I moved into the bedroom and Mom and Dad got a foldout
bed for the living room. Over the next few months, I began to count
the passage of time in full moons rather than by the pages of a
calendar, and for the first time I really noticed the days growing
shorter in winter and longer in summer.
It’s hard to believe, but we’ve been here for six years now. I’ve been
going to school in the valley, but I feel most at home up here with my
wild fellow canyon dwellers. Soon, I will have to leave home for
college, and I’m a little afraid of the culture shock I’m sure I will feel
when I move back to civilization. Soon I’ll be walking on pavement and
well-mowed grass again, rooming with strangers, and eating meals in a
cafeteria crowded with more people than live within twenty miles of
this house. But I know I will come back. The back of beyond is home
now.
1. chaparral: a dense thicket of shrubs and small trees
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Item
Claim
Target
Standard(s)
#1
1
1
RL.1
The reader can conclude that the narrator is open to living at “the back of beyond”
and accepts her new life there. Click three sentences that best support this
conclusion.
Our new home consisted of one bedroom, one bathroom, and one big room for
everything else. A fireplace in the corner of the big room would be our sole
source of heat in the winter. A swamp box (cooler) would blow a breeze over a
big damp pad to keep us cool all summer, or so my father said. But it was early
autumn that day, and the temperature was perfect in the shade of the oak tree.
Our oak tree, I thought; I was settling in.
Mom wiped a layer of grime off the kitchen counter and muttered about getting a
bottle of bleach on our next trip into town. That was the beginning of an
important lesson about living in the back of beyond: you don’t just zip over to the
local convenience store anytime you need something out here. You have to make
a careful list and check it twice so that you don’t forget anything, because
anywhere is a long way from here.
On my first walk around the property, I saw two horned toads, a red-tailed hawk,
and some deer tracks. I wondered what else I might find deeper and higher in the
canyon. Dad told me the real estate agent had mentioned that coyotes, bobcats,
mountain lions, rattlesnakes, and even bears roamed these hills. To my surprise,
I found I couldn’t wait to see them. All of them. I felt my feet taking root in the
earth, claiming this place as home.
Key: Our oak tree, I thought; I was settling in.; To my surprise, I found I couldn’t wait to see them.; I
felt my feet taking root in the earth, claiming this place as home.
Rubric: (1 point) The student selects the correct three options.
Evidence Statement
The student will identify text evidence (explicit details and/or implicit information) to
support a GIVEN inference or conclusion based on the text.
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Item
Claim
Target
Standard(s)
#2
1
1
RL.1
Click the two sentences that best support the inference that the narrator's
expectations before the move were based on a kind of fantasy.
When my parents said the three of us were moving out to California, to a
place just north of Los Angeles, my mind immediately went to thoughts of
Disneyland and Hollywood, glitz and glamour. I imagined a Rodeo Drive
shopping spree to pick out a bikini for the endless days I would be spending
on the beach. However, I’d forgotten about my parents’ penchant for the
unconventional; they’re definitely “the road less traveled” kind of people.
Mom had a gopher snake for a pet when she was younger, and Dad was
never happier than when he was climbing near-vertical cliffs that only
mountain goats could love. These are not city folk.
Key: When my parents said the three of us were moving out to California, to a place just north of Los
Angeles, my mind immediately went to thoughts of Disneyland and Hollywood, glitz and glamour.; I
imagined a Rodeo Drive shopping spree to pick out a bikini for the endless days I would be spending
on the beach.
Rubric: (1 point) The student selects the correct two options.
Evidence Statement
The student will identify text evidence (explicit details and/or implicit information) to
support a GIVEN inference or conclusion based on the text.
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Item
Claim
Target
Standard(s)
#3
1
1
RL.1
The narrator implies that living at the “back of beyond” helps her to connect
to the natural world. Which detail from the text best supports this idea?
A. ”But this was no camping trip where you could go home to civilization
after a few days of roughing it; this was home. . . .”
B. ”Dad told me the real estate agent had mentioned that coyotes, bobcats,
mountain lions, rattlesnakes, and even bears roamed these hills.”
C. ”Over the next few months, I began to count the passage of time in full
moons rather than by the pages of a calendar . . . .”
D. ”Soon, I will have to leave home for college, and I’m a little afraid of the
culture shock I’m sure I will feel when I move back to civilization.”
Key: C
Rubric: (1 point) The student selects the correct option.
Evidence Statement
The student will identify text evidence (explicit details and/or implicit information) to
support a GIVEN inference or conclusion based on the text.
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Item
Grade
Claim
Target
DOK
Standard(s)
#4
11
1
2
3
RL.2
What is the author's message about living with nature? Use details from the text to
support your answer.
Evidence Statement
The student will determine a theme or central idea of a text using supporting evidence.
High School ELA
Smarter Balanced High School ELA Practice Test Scoring Guide
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Score
Rationale
Exemplar
2
A response:
Gives sufficient evidence of the ability to determine the
theme/central idea OR to summarize what happens during or
after a key event
Includes specific examples/details that make clear reference to
the text
Adequately explains the theme/central idea OR summarizes with
relevant information based on the text
Responses may include (but are not limited to):
The author's message about living in
nature is that, althought you think you
might not like it, you'll never know. She
expected to be living this in this city life
fantasy, yet she moved to the woods, in a
cabin. When you think about it you
obviously won't like it, you'll think you're cut
off from civilization and things like that, yet
after awhile she loved it. She was so used
to the animals and the sky painted with
stars that she's scared to move again.
She's scared she won't be able to adapt to
the city life and the barely able to see
stars. The message about living with
nature in her perspective, it that you'll
never knwo if you like it until you try it.
1
A response:
Gives limited evidence of the ability to determine the
theme/central idea OR to summarize what happens during or
after a key event
Includes vague/limited examples/details that make reference
to the text
Provides a limited explanation of the theme/central idea OR
summarizes with vague/limited information based on the text
based on the text
The authors meassage about nature, is
that nature is beautiful, and it has a lot to
offer. There are animals in the wilderness,
such as raddlesnakes, bobcats, mountain
lions, coyotes and even bears. There is
vegitation and animals.
0
A response:
Gives no evidence of the ability to determine the theme/central
idea, or to summarize what happens during or after a key event
OR
Gives the theme/central idea OR summarizes, but includes no
examples/details that make reference to the text
OR
Gives the theme/central idea or summary, but includes no
explanation OR no relevant information from the text
home can be anywhere, as long as u
bieleve it is home. the line stating how she
had comflicting feelings explains this point.
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Item
Claim
Target
Standard(s)
#5
1
2
RL.2
The following question has two parts. First, answer part A. Then, answer part B.
Part A
Which statement best expresses the theme of the text?
A. Home may be found in an unexpected place.
B. Nature is the best educator of young children.
C. Turning your back on civilization is the only way to live.
D. You must leave your past behind in order to find yourself.
Part B
Which sentence from the text best supports your answer in part A?
A. “When I first saw where we were going to live, I vacillated between feeling
terrified and excited.”
B. “On my first walk around the property, I saw two horned toads, a red-tailed
hawk, and some deer tracks.”
C. “With no street lights timed to turn on at sunset, when night came it was
darker than anything I had ever experienced.”
D. “I've been going to school in the valley, but I feel most at home up here
with my wild fellow canyon dwellers.”
Key: Part A: A
Part B: D
Rubric: (1 point) The student selects the correct option for Part A and the correct option for Part B.
Evidence Statement
The student will determine a theme or central idea of a text using supporting evidence.
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Item
Claim
Target
Standard(s)
#6
1
3
L.4c
Read the sentence from the text.
When I first saw where we were going to live, I vacillated between feeling terrified
and excited.
What does the author communicate to the reader with the use of “vacillated?” Select
three options.
The narrator's emotions were in conflict.
The narrator had trouble deciding how to feel.
The narrator was scared and thrilled at the same time.
The narrator kept changing her mind about the situation.
The narrator stopped being scared and began to feel happy.
Key: A, B, D
Rubric: (1 point) The student selects the correct three options.
Evidence Statement
The student will determine the intended meaning of an academic/tier 2 word in a literary text.
High School ELA
Smarter Balanced High School ELA Practice Test Scoring Guide
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Item
Claim
Target
Standard(s)
#7
1
4
RL.3
The following question has two parts. First, answer part A. Then, answer part B.
Part A
What is most likely the author's intent by mentioning the “Rodeo Drive
shopping spree” in the following paragraph?
When my parents said the three of us were moving out to California, to a
place just north of Los Angeles, my mind immediately went to thoughts of
Disneyland and Hollywood, glitz and glamour. I imagined a Rodeo Drive
shopping spree to pick out a bikini for the endless days I would be spending
on the beach. However, I’d forgotten about my parents’ penchant for the
unconventional; they’re definitely “the road less traveled” kind of people.
Mom had a gopher snake for a pet when she was younger, and Dad was
never happier than when he was climbing near-vertical cliffs that only
mountain goats could love. These are not city folk.
A. to show that the narrator comes from a family that is used to spending money
B. to reveal the narrator as someone who is shallow and cares only for nice things
C. to contrast the narrator's grand dreams with the sparse life her parents have in
mind
D. to emphasize the narrator's nervousness about moving to a place so far removed
from civilization
Part B
Which sentence from the text best supports your answer in part A?
A. “On the stone staircase that led to the front door, black lizards
interrupted their push-ups to twist their heads and eye us as we passed.”
B. “Our new home consisted of one bedroom, one bathroom, and one big room for
everything else.”
C. “Dad told me the real estate agent had mentioned that coyotes, bobcats,
mountain lions, rattlesnakes, and even bears roamed these hills.”
D. “In the city, or even in the suburbs where I had lived before, you could see only
the brightest stars in the sky.”
Key: Part A: C
Part B: B
Rubric: (1 point) The student selects the correct options.
Evidence Statement
The student will draw a conclusion about a literary text or and identify details within the text or
texts that support that conclusion.
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by John Flesher, Staff Writer
Read the text and answer questions 8–15.
Blue Crabs Provide Evidence of Oil Tainting Gulf Food Web
Weeks ago, before engineers pumped in mud and cement to plug the
gusher, scientists began finding specks of oil in crab larvae plucked
from waters across the Gulf coast.
The government said last week that three-quarters of the spilled oil
has been removed or naturally dissipated from the water. But the crab
larvae discovery was an ominous sign that crude had already
infiltrated the Gulf's vast food web—and could affect it for years to
come.
"It would suggest the oil has reached a position where it can start
moving up the food chain instead of just hanging in the water," said
Bob Thomas, a biologist at Loyola University in New Orleans.
"Something likely will eat those oiled larvae . . . and then that animal
will be eaten by something bigger and so on."
Tiny creatures might take in such low amounts of oil that they could
survive, Thomas said. But those at the top of the chain, such as
dolphins and tuna, could get fatal "megadoses."
Marine biologists routinely gather shellfish for study. Since the spill
began, many of the crab larvae collected have had the distinctive
orange oil droplets, said Harriet Perry, a biologist with the University of
Southern Mississippi's Gulf Coast Research Laboratory.
"In my 42 years of studying crabs I've never seen this," Perry said.
She wouldn't estimate how much of the crab larvae are contaminated
overall, but said about 40 percent of the area they are known to
inhabit has been affected by oil from the spill.
While fish can metabolize dispersant and oil, crabs may accumulate
the hydrocarbons, which could harm their ability to reproduce, Perry
said in an earlier interview with Science magazine.
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She told the magazine there are two encouraging signs for the wild
larvae—they are alive when collected and may lose oil droplets when
they molt.
Tulane University researchers are investigating whether the splotches
also contain toxic chemical dispersants that were spread to break up
the oil but have reached no conclusions, biologist Caz Taylor said.
If large numbers of blue crab larvae are tainted, their population is
virtually certain to take a hit over the next year and perhaps longer,
scientists say. The spawning season occurs between April and October,
but the peak months are in July and August.
How large the die-off would be is unclear, Perry said. An
estimated 207 million gallons of oil have spewed into the Gulf since an
April 20 drilling rig explosion triggered the spill, and thousands of
gallons of dispersant chemicals have been dumped.
Scientists will be focusing on crabs because they're a "keystone
species" that play a crucial role in the food web as both predator and
prey, Perry said.
Richard Condrey, a Louisiana State University oceanographer, said the
crabs are "a living repository of information on the health of
the environment."
Named for the light-blue tint of their claws, the crabs have thick shells
and 10 legs, allowing them to swim and scuttle across bottomlands. As
adults, they live in the Gulf's bays and estuaries amid marshes that
offer protection and abundant food, including snails, tiny shellfish,
plants and even smaller crabs. In turn, they provide sustenance for a
variety of wildlife, from redfish to raccoons and whooping cranes.
Adults could be harmed by direct contact with oil and from eating
polluted food. But scientists are particularly worried about the
vulnerable larvae.
That's because females don't lay their eggs in sheltered places, but in
areas where estuaries meet the open sea. Condrey discovered several
years ago that some even deposit offspring on shoals miles offshore in
High School ELA
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the Gulf.
The larvae grow as they drift with the currents back toward the
estuaries for a month or longer. Many are eaten by predators, and
only a handful of the 3 million or so eggs from a single female live to
adulthood.
But their survival could drop even lower if the larvae run into oil and
dispersants.
"Crabs are very abundant. I don't think we're looking at extinction or
anything close to it," said Taylor, one of the researchers who
discovered the orange spots.
Still, crabs and other estuary-dependent species such as shrimp and
red snapper could feel the effects of remnants of the spill for years,
Perry said.
"There could be some mortality, but how much is impossible to say at
this point," said Vince Guillory, biologist manager with the Louisiana
Department of Wildlife and Fisheries.
Perry, Taylor and Condrey will be among scientists monitoring crabs
for negative effects such as population drop-offs and damage to
reproductive capabilities and growth rates.
Crabs are big business in the region. In Louisiana alone, some 33
million pounds are harvested annually, generating nearly $300
million in economic activity, Guillory said.
Blue crabs are harvested year-round, but summer and early fall are
peak months for harvesting, Guillory said.
Prices for live blue crab generally have gone up, partly because of the
Louisiana catch scaling back due to fishing closures, said Steve
Hedlund, editor of SeafoodSource.com, a website that covers the
global seafood industry.
Fishers who can make a six-figure income off crabs in a good year now
are now idled—and worried about the future.
"If they'd let us go out and fish today, we'd probably catch crabs," said
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Glen Despaux, 37, who sets his traps in Louisiana's Barataria Bay. "But
what's going to happen next year, if this water is polluted and it's
killing the eggs and the larvae? I think it's going to be a long-
term problem."
Excerpt from "Blue Crabs Provide Evidence of Oil Tainting Gulf
Food Web" by John Flesher. Copyright © 2010 by The Associated
Press. Reprinted by permission of The Associated Press.
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Item
Grade
Claim
Target
DOK
Standard(s)
#8
11
1
8
2
RI.1
Select the two sentences from the text that best support the inference that
blue crabs may be less impacted by the oil spill than some scientists predict.
Tiny creatures might take in such low amounts of oil that they could survive,
Thomas said.
“In my 42 years of studying crabs I've never seen this,” Perry said.
She told the magazine there are two encouraging signs for the wild larvae—they
are alive when collected and may lose oil droplets when they molt.
“Crabs are very abundant. I don't think we're looking at extinction or anything
close to it,” said Taylor, one of the researchers who discovered the orange spots.
Still, crabs and other estuary-dependent species such as shrimp and red snapper
could feel the effects of remnants of the spill for years, Perry said.
Key: C, D
Rubric: (1 point) The student selects the correct two options.
Evidence Statement
The student will identify text evidence (explicit details and/or implicit information) to support a
GIVEN inference or conclusion based on the text.
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Item
Claim
Target
Standard(s)
#9
1
9
RI.2
Summarize the author's point about why scientists are monitoring the blue crab
population so closely. Support your summary using key evidence from the text.
Evidence Statement
The student will determine a central idea in a text using supporting evidence.
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Score
Rationale
Exemplar
2
A response:
Gives sufficient evidence of the ability to determine a
central idea OR to summarize what happens during or
after a key event
Includes specific examples/details that make clear
reference to the text
Adequately explains the central idea OR summarizes
with relevant information based on the text
Oil tainted water has contaminated populations of blue
crabs, a species relatively low on the food chain. The
primary concern here is that while these crabs may
survive the poisoning, their position on the food chain
could be disastrous for the environment overall. For
example, the oil may negate their ability to reproduce
and the animals who hunt blue crab may die off- and
in turn their predators will starve as well. Poisoned
blue crabs could also survive small doses of oil but
those at the top of the food chain could consume fatal
megadoses. "Something likely will eat those oiled
larvae... and then that animal will be eaten by
something bigger and so on." says the scientist in the
text. Scientists must monitor the blue crab population
because the effects that the oil may have had on them
could disrupt the entire food chain.
1
A response:
Gives limited evidence of the ability to determine a
central idea OR to summarize what happens during or
after a key event
Includes vague/limited examples/details that make
reference to the text
Provides a limited explanation of the central idea OR
summarizes with vague/limited information based on
the text
They are monitring the blue crab population so closely
because they are a key part to the food chain. If the
species cannot reproduce then they will die off causing
a chain reaction that will effect the consumers of the
food chain.
0
A response:
Gives no evidence of the ability to determine a central
idea, or to summarize what happens during or after a
key event
OR
Gives the central idea OR summarizes, but includes no
examples/details that make reference to the text
OR
Gives the central idea or summary, but includes no
explanation OR no relevant information from the text
Scientists began finding specks of oil in crab latvae
plucked from waters across the Gulf coast. The
government said last week that three- quarters of the
spilled oil has been removed or naturally dissipated
from the water.
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Item
Claim
Target
Standard(s)
#10
1
9
RI.2
The following question has two parts. First, answer part A. Then, answer part B.
Part A
Read this section from the text and the directions that follow.
Weeks ago, before engineers pumped in mud and cement to plug the gusher,
scientists began finding specks of oil in crab larvae plucked from waters across the
Gulf coast.
The government said last week that three-quarters of the spilled oil has been
removed or naturally dissipated from the water. But the crab larvae discovery was
an ominous sign that crude had already infiltrated the Gulf's vast food web -- and
could affect it for years to come.
"It would suggest the oil has reached a position where it can start moving up the
food chain instead of just hanging in the water," said Bob Thomas, a biologist at
Loyola University in New Orleans. "Something likely will eat those oiled larvae ... and
then that animal will be eaten by something bigger and so on."
What is the central idea of the section?
A. Other organisms in the Gulf waters feed on the larvae of blue crabs.
B. Most of the spilled oil that contaminated the Gulf waters recently has been
cleaned up.
C. Scientists recently discovered oil droplets on blue crab larvae in waters along the
Gulf coast.
D. Scientists fear long-term negative effects on Gulf coast organisms from
contaminated blue crab larvae.
Part B
Which sentence from the text best expresses the same central idea you chose in
part A?
A. The government said last week that three-quarters of the spilled oil has been
removed or naturally dissipated from the water.
B. "Something likely will eat those oiled larvae...and then that animal will be eaten
by something bigger and so on."
C. She told the magazine there are two encouraging signs for the wild
larvae—they are alive when collected and may lose oil droplets when they
molt.
Evidence Statement
The student will determine a central idea in a text using supporting evidence.
High School ELA
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D. Adults could be harmed by direct contact with oil and from eating polluted
food. But scientists are particularly worried about the vulnerable larvae.
E. “But what's going to happen next year, if this water is polluted and it's
killing the eggs and larvae? I think it's going to be a long-term problem.”
Key: Part A: D
Part B: E
Rubric: (1 point) The student selects the correct option for Part A and the correct option for Part B.
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Item
Claim
Target
Standard(s)
#11
1
10
RI.4
Read the sentence from the text.
The government said last week that three-quarters of the spilled oil has been
removed or naturally dissipated from the water.
What does the use of the word dissipated suggest? Select two options.
Some of the spilled oil has left the Gulf waters.
Some of the spilled oil has been made non-toxic.
Some of the spilled oil has intensified in strength.
Some of the spilled oil has separated into smaller parts.
Some of the spilled oil has been consumed by ocean organisms.
Key: A, D
Rubric: (1 point) The student selects the correct two options.
Evidence Statement
The student will determine the intended meaning of an academic (tier 2) word in an
informational text.
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Item
Grade
Claim
Target
DOK
Standard(s)
#12
11
1
11
3
RI.6
What inference can be made about the evidence the author uses to support
claims in the text? Support your answer with evidence from the text.
Evidence Statement
The student will make an inference about an informational text or texts and identify evidence
within the text or texts that support that inference.
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Score
Rationale
Exemplar
2
A response:
Gives sufficient evidence of the ability to make a clear
inference/draw a conclusion
Includes specific examples/details that make clear
reference to the text
Adequately explains inference/conclusion with clearly
relevant information based on the text
All of the evidence that the author uses are from
"authority" figures, or people who can give a credible
say in the matter. For example, the author included
Vince guillory, who is the biologist manager with the
Louisiana Department of Wildlife and Fisheries,
Taylor, who was one of the researched who
discovered the orange spots, Perry, another
researcher, Richard Condrey, a Louisiana State
University oceanographer, Caz Taylor, a biologist,
amd even Steve Hedlund, who is the editor of
SeafoodSource.com so that the could provide an
opinion of how the incident has affected humans.
1
A response:
Gives limited evidence of the ability to make an
inference/draw a conclusion
Includes vague/limited examples/details that make
reference to the text
Provides a limited explanation of the inference/conclusion
with vague/limited information based on the text
The author, John Flesher, uses many influential and
credible people's statements as evidence to support
his claim. For example, Bob Thomas is a biologist,
and Flesher uses Thomas' words to illustrate that
"oil has reached a posistion where it can start
moving up the food chain".
0
A response:
Gives no evidence of the ability to make an
inference/draw a conclusion
OR
Gives an inference /conclusion but includes no examples
or no examples/ details that make reference to the text
OR
Gives an inference/draws a conclusion but
includes no
explanation or no relevant
information from the text
The author tried to use realiable sources by getting
quotes from scientists and our government.
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Item
Claim
Target
Standard(s)
#13
1
12
RI.6
What does the conflicting information about the effects of oil on blue crab
larvae reveal about the author's point of view?
A. It reinforces the author's belief that scientists do not yet know how the oil will
affect the blue crab population.
B. It suggests that the author disagrees with scientists who predict long-term
damage to the blue crab population.
C. It reinforces the author's feeling that scientists may never know the true
effects of oil on the blue crab population.
D. It suggests that the author feels scientists have not devoted enough
attention to the effects of oil on blue crab larvae.
Key: A
Rubric: (1 point) The student selects the correct option.
Evidence Statement
The student will analyze how conflicting information reveals the author's point of view within a
text.
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Item
Claim
Target
Standard(s)
#14
1
13
RI.5
How does the last paragraph affect the presentation of information? Select three
options.
It illustrates the possible economic effects of the Gulf oil spill.
It makes the report more personal by showing its effects on one individual.
It provides a contrasting point of view to those expressed earlier in the text.
It reinforces the idea that the oil contamination in the Gulf will have long-lasting
effects.
It summarizes the main types of damage scientists have identified in the Gulf
ecosystem.
It provides predictions about the length of time scientists expect the effects of
the oil spill to last.
Key: A, B, D
Rubric: (1 point) The student selects the correct three options.
Evidence Statement
The student will analyze or interpret why the author structured elements within the text in a
certain manner and the impact of that structure on meaning.
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Item
Claim
Target
Standard(s)
#15
1
14
L.5a
Read the sentence from the text.
Scientists will be focusing on crabs because they're a “keystone species” that
play a crucial role in the food web as both predator and prey, Perry said.
Which statement best describes what the phrase keystone species adds to the
meaning of the text?
A. It emphasizes the strength and durability of the blue crabs' outer shells.
B. It emphasizes the mystery and uncertainty of blue crabs' future in the Gulf.
C. It emphasizes the importance of the blue crabs' role in the Gulf's ecosystem.
D. It emphasizes the blue crabs' ability to survive the threats to their
environment.
Key: C
Rubric: (1 point) The student selects the correct option.
Evidence Statement
The student will interpret the meaning of figurative words and phrases used in context and
analyze its impact on meaning.
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Item
Claim
Target
Standard(s)
#16
2
6bO
W.1c
A student is writing an editorial for the school newspaper about volunteering in the
community. Read the excerpt from a draft of the editorial and complete the task
that follows.
The Value of Volunteering
There are many positive aspects to volunteering. You gain valuable hands-on
experience wherever you are working. If you volunteer in a homework help program
at the library, you learn how to teach others. Some students use volunteering as a
way to try out a career direction. A student who wants to be a children's doctor can
volunteer in the children's wing of a hospital. You can learn leadership skills as a
volunteer. If you work in an afterschool program at the local recreation center, you
might find yourself leading a group of children in a game of basketball.
Many teens simply do not have the time to fit another activity into a busy schedule
that includes schoolwork, sports, clubs, jobs, and a social life. Some students view
their extracurricular activities as a way to accomplish the same goals that
volunteering does. You can gain leadership skills as the captain of the volleyball
team or organizational skills by working on the high school yearbook.
But one thing you gain from volunteering that you cannot get from other activities is
the sense that you are making a difference in the world. This is an intangible benefit
that is perhaps the most important aspect of volunteer work. One of the main goals
in educating our youth is to teach them to become productive members of society.
As a way to reach that goal, there is very little to compare with volunteering.
Choose the transition sentence that would improve the links between the first and
the second paragraph.
A. The negative aspects of volunteering should not be overstated.
B. Many teens need to be convinced that volunteering should be mandatory.
C. However challenging volunteering may be, it will, in the end, provide many
benefits.
D. It is understandable why students feel they can not commit to volunteering in the
community.
Evidence Statement
The student will revise arguments by identifying improved organizational elements such as
providing
appropriate transitional strategies for coherence, clarifying relationships between
and among claims,
counterclaims, reasons, and evidence.
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Key: D
Rubric: (1 point) The student selects the correct option.
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Item
Claim
Target
Standard(s)
#17
2
3bE
W.2b
A student is writing an article about safety in high school athletics. Read the draft of
the article and complete the task that follows.
Just how safe are high school athletics? Critics would argue that most sports are
highly dangerous to those teens who participate in them. Recently football has
been the most closely scrutinized. The dangers of the high school gridiron are
many: head injuries, knee injuries, and heat exhaustion. It seems as if every year
more studies are released implicating the immediate and long-term effects of this
highly physical sport. Football, however, is not the only sport that has drawn
attention. Any sport that involves contact (basketball, hockey, lacrosse) can leave
its players vulnerable to injury. The question then becomes: what is being done to
prevent these injuries?
Steps are being taken to reduce the most serious complications of all sports. One
way that these issues are being addressed is through the development of new
equipment. Another way is through more stringent rules that govern practices as
well as game time situations. Most importantly, educating players, coaches, and
parents to the real dangers of athletics has taken a new priority. Through
education, regulations, and equipment, high school sports can continue to be a
source of entertainment, not danger.
Select the two sentences that provide the best evidence to support the main idea
of the paper.
It has been estimated that nearly half of all high school students participate in
athletics on some level.
This school district reports that each high school has a minimum of five varsity
sports; this number does not include junior varsity or community leagues.
Bob Jones, Southern High's athletic director, added this comment: “We had a
very successful season; injuries did not play a measurable role in our record.”
District wide data indicates that students are injured on school property at a
relatively low rate; last year only thirty-three accidents were reported that
resulted in student injury.
Evidence Statement
The student will revise complex explanatory text by identifying best use of elaboration
techniques such as, developing the topic by selecting the most significant and relevant
supporting evidence (e.g., facts, extended definitions, concrete details, quotations, examples)
appropriate to the audience’s knowledge of the topic.
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One of the most visible educational campaigns has been launched by the
National Football League (NFL); it is entitled “Heads Up” and trains coaches
and student athletes on techniques to avoid head injuries.
In a 2010 study, American University found that close to 80 percent of high
school athletes had reported injuries during their athletic careers;
approximately 25 percent of these injuries were considered serious.
Key: E, F
Rubric: (1 point) The student selects the correct two options.
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Item
Claim
Target
Standard(s)
#18
2-W
3aO
W.2f
A student is writing a report for history class about the importance of the Magna
Carta. Read the draft of the report and complete the task that follows.
When we think of the most important government documents in history, we often
think first of the U.S. Constitution or the Declaration of Independence. While the
importance of these documents can hardly be overestimated, it is all too easy to
forget that without the Magna Carta neither of them would have been possible. The
Magna Carta was a landmark government document that played a key role in the
development of modern democracy. The effects of this critical piece of legislation
are still felt today.
The roots of the Magna Carta were tied to the reign of King John, who took control
of the English throne in 1199. Almost from the moment he became king, John ruled
forcefully over his people, imposing harsh laws and severely punishing anyone who
dared not to follow them. He was also focused on becoming even more powerful
than he already was and repeatedly declared war on France to widen his kingdom.
In need of money to fund his wars, King John required his nobles to pay large fees
if they chose not to fight on his behalf.
Eventually, King John's constant abuses of power became too much for the nobles
to bear. In 1213, they began a rebellion against the king, and, by 1215, England
was on the brink of civil war. Realizing he had no other choice, King John met with
his nobles on June 15, 1215, and agreed to sign a document that placed limitations
on his power and gave the nobles certain guaranteed rights. First called the Articles
of the Barons, the document soon became known as the Magna Carta. Though the
Magna Carta did not end the conflict between King John and the nobles, it
ultimately remained in place after being revised several times.
The rights guaranteed by the Magna Carta came in time to have a significant effect
on England's system of government. Most importantly, it helped to establish a fair
legal system that granted everyone the right to due process of the law. It also led
to the formation of a legislative body that became known as Parliament.
Centuries after it was first written, the Magna Carta's influence was again felt when
the United States of America was founded. The abuses of power listed in the
Declaration of Independence echo the claims made against King John by his nobles.
Evidence Statement
The student will use information provided in a stimulus to organize explanatory text by
providing a conclusion that follows from and supports the information or explanation
presented (e.g., articulating implications or the significance of a topic).
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When the framers wrote the U.S. Constitution, they looked to the Magna Carta to
outline the rights of citizens and design the new country's legal system.
Write a conclusion that follows logically from the information in the essay.
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Score
Rationale
Exemplar
2
A response:
Provides an adequate conclusion that follows from
and supports the preceding information in the body of
writing as a whole or provides a “so what” statement
(or provides an answer as to why this information is
important or what should happen)
Does more than restate or summarize the
points/reasons—not formulaic
Provides adequate connections and/or progression of
ideas to contribute to coherence
The MAgna Carta has played a vital role throught
histroy in the founding of countries and the rights
given to those countries citizens. The Magna Carta
was the first document to explain in writing the
rights of citizens and what power their ruler or
rulers could have. The Magna Carta is the
founding document that set ikn motion our rights
as citizens of the Uninted States of America and
helped create our freedoms and rights clearly
written on the Declaration of Independence and
the Bill of Rights.
1
A response:
Provides a limited conclusion that is partially related to
the information in the body of writing as a whole
Lists, restates, or summarizes the points/reasons—
formulaic
Provides an awkward or partial connection and/or
limited progression of ideas
The Magna Carta formed the U.S Constitution and
the Declaration of Independence. With laws from
the Magna Carta like seperation of powers is in
our goverment now with the checks and balences
system. Also the Magna Carta had a law called
trial by jury so that everyone had a fair chance to
defened them selfs which is now in our
Constitution. Plus the Magna Carta gave the
people the power which then led to Americans
having a voice in goverment matters by voting. The
Magna Carta is how America became the land of
the free.
0
A response:
• Provides no conclusion or a conclusion that is
minimally related to the information in the
body of writing
• May restate random and/or incorrect details from the
preceding information
• Provides no connections or progression of ideas
King John constant abuses of power became too
mcuh for the nobles to bear. King John met his
nobles on June 15, 1215, and agreed to sign a
doucment that placed limitations on his power
and gave the nobles certain guranteed rights.
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Item
Claim
Target
Standard(s)
#19
2
8
W.2d
A student is writing a persuasive speech for his speech class about the value of fine
arts programs in public education. Read the paragraphs from the student's draft
and complete the task that follows.
Value of the Arts
Fine arts programs in public education furnish critical thinking. Artists must evaluate
their work for form and substance to ensure it accurately represents their vision and
make any adjustments that are needed. Musicians must practice their skills
continually and evaluate accuracy of their performance.
Arts programs also encourage goal setting. Both artists and musicians must make a
vision of what they want their skills to be, and work to achieve that vision. They
must constantly evaluate their abilities and decide what they must do to reach their
goals. Goal setting is a skill that will be valuable to them not only in the arts, but
also in other areas of life.
What are more concrete or specific words to replace the two underlined words?
promote
provide
supply
establish
implement
start
Key: A, D
Rubric: (1 point) The student selects the correct two options.
Evidence Statement
The student will identify and use the best on- or below-grade-level academic domain-specific
construct-relevant word(s)/phrase (e.g., Tier 2 words, not Tier 3 vocabulary exclusive to
science or social studies) to convey the precise or intended meaning of a text, especially with
informational/explanatory writing.
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Item
Claim
Target
Standard(s)
#20
2
9
L.2
A student is writing a report for class about her favorite sport. Select two sentences
that are correctly punctuated.
Basketball is a fun and exciting sport to play; but it takes hard work and
dedication to develop the necessary skills to become a star player.
To be a good basketball player, a person must be in good condition; basketball
requires a great deal of running up and down the length of the court.
Having one really good player on a basketball team is great; however, basketball
is a team sport that requires each person to perform his or her role.
Only five players from each team can be on the court at the same time during a
basketball game, other sports; such as football and soccer, allow more players
to be on the field.
A high school basketball game consists of four quarters and two halves
separated by halftime; with players usually going to their locker rooms so the
coaches can go over plays for the second half.
Learning to dribble the ball; using the correct form to shoot the ball; and making
sure one makes good passes are all important skills; players must practice these
skills a great deal if the team is going to win.
Key: B, C
Rubric: (1 point) The student selects the correct two options.
Evidence Statement
The student will identify, edit to correct, and/or edit for correct use of a semicolon to link two
or more closely related independent clauses.
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Item
Claim
Target
Standard(s)
#21
2
9
L.2
Which sentence uses incorrect parallel structure?
A. Students who participate in sports also learn teamwork, confidence, and
they learn to manage their time better.
B. My autumn Saturday work projects usually include raking the leaves,
cleaning out the rain gutters, and putting away the garden hoses.
C. In order to achieve academic success, a student needs to study for tests,
not have many absences, and complete all assigned readings.
D. Hoping to get in better physical shape, Janet started her workout
program by jogging a mile a day, carrying light weights around the
house, and eating healthier foods.
Key: A
Rubric: (1 point) The student selects the correct option.
Evidence Statement
The student will identify, edit to correct, and/or edit for correct use of parallel structure.
High School ELA
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The Birth of Democracy
Listen to the presentation. Then answer questions 22–24.
Excerpt from “The Birth of Democracy”
from Calliope, Vol. 21, No. 8, 2011. Copyright© 2011 by Carus
Publishing Company. Reused by permission of Carus Publishing
Company.
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Item
Claim
Target
Standard(s)
#22
3
4
SL.3
This question has two parts. First, answer part A. Then, answer part B.
Part A
Which conclusion can be made based on the presentation?
A. Athenian rulers were ruthless.
B. Many Athenian citizens were active in government.
C. Public buildings were important to Athenian government.
D. Athenian government bodies discussed matters of everyday life in Athens.
Part B
Which detail provides support for your answer in part A?
A. The Assembly required a minimum of 6000 participants.
B. Athenian citizens were at the mercy of powerful rulers.
C. Governing bodies voted on foreign policies.
D. The Assembly managed public buildings.
Key: Part A: B
Part B: A
Rubric: (1 point) The student selects the correct option for Part A and selects the correct option for
Part B.
Evidence Statement
The student will draw and/or support a conclusion based on content in a presentation.
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Item
Claim
Target
Standard(s)
#23
3
4
SL.3
According to the presentation, why can the system of government in ancient
Athens be called a direct democracy?
A. because voting was done by a show of hands
B. because Council members were chosen by lot
C. because political office was open to almost everyone
D. because Assembly members discussed matters selected by the Council
Key: C
Rubric: (1 point) The student selects the correct option.
Evidence Statement
The student will identify, interpret, or analyze the point of view, purpose, central idea, or key
points of a presentation.
High School ELA
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40
Item
Claim
Target
Standard(s)
#24
3
4
SL.3
Complete the table to show the characteristics of each body of Athenian
government. Click in the boxes next to the detail that applies to the type of
governing body.
Council
Assembly
comprised of 500 citizens
met 30 to 40 times per year
superintended religious
festivals
every member had the right
to speak
Key: comprised of 500 citizens: Council
met 30 to 40 times per year: Assembly
superintended religious festivals: Council
every member had the right to speak: Assembly
Rubric: (1 point) The student selects the correct four options.
Evidence Statement
The student will identify, interpret, or analyze the point of view, purpose, central idea, or key
points of a presentation.
High School ELA
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Drafting and Designing
Listen to the presentation. Then answer questions 25–27.
Excerpt from “Drafting and Designing” by Ann Feetham,
from Cobblestone, Sept.2012. Copyright © 2012 by Carus Publishing
Company. Reused by permission of Carus Publishing Company.
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Item
Claim
Target
Standard(s)
#25
3
4
SL.3
Which conclusion is best supported by evidence from the presentation?
A. Jefferson preferred life in Europe to life in the United States of America.
B. Jefferson enjoyed a friendship with the Italian architect Andrea Palladio.
C. Jefferson chose to live on a mountain because he wanted people to see
his home.
D. Jefferson chose an Italian name for his home to show the Italian
influence on its design.
Key: D
Rubric: (1 point) The student selects the correct option.
Evidence Statement
The student will draw and/or support a conclusion based on content in a presentation.
High School ELA
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Item
Claim
Target
Standard(s)
#26
3
4
SL.3
Complete the table to show the differences in the characteristics of a traditional
American home and Jefferson's home.
faced
south
built in
valley
faced
southwest
made from
wood
made from red
brick
built on
mountaintop
traditional
American home
Jefferson’s home
Key: traditional American home: faced south, built in valley, made from wood
Jefferson's home: faced southwest, made from red brick, built on mountaintop
Rubric: (1 point) The student selects the correct six options.
Evidence Statement
The student will identify, interpret, or analyze the point of view, purpose, central idea, or key
points of a presentation.
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Item
Claim
Target
Standard(s)
#27
3
4
SL.3
Which details from the presentation best support the idea that Jefferson wanted to
control the building of his house? Select three options.
Jefferson was his own contractor.
Jefferson lived in France for a time.
Jefferson designed the domed roof.
Jefferson drew the plans for his house.
Jefferson had an ice house in his home.
Jefferson used Italian design in his home.
Key: A, C, D
Rubric: (1 point) The student selects the correct three options.
Evidence Statement
The student will identify, interpret, or analyze the point of view, purpose, central idea, or key
points of a presentation.
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Item
Claim
Target
Standard(s)
#28
4
3
W.8
A student is writing a research report about the Iditarod Trail and annual dogsled
race in northern Alaska. Read the paragraphs from her report and the directions
that follow.
Alaska's Iditarod National Historic Trail has a long and rich history of travel and trade
routes, including during the Gold Rush of the nineteenth century. Located close to
the Arctic Circle, the one-thousand-mile trail system is known for its rugged terrain
and harsh winters. But it is primarily known for the internationally famous Iditarod
Trail Sled Dog Race, commonly referred to as simply the Iditarod. The Iditarod was
founded in the 1970s by a few Alaskans determined to commemorate the state's rich
history of dogsledding and to honor a famous event: the halt of a serious diphtheria
epidemic in 1925, when a crucial medical serum was delivered by dogsled to the
Alaskan citizens in need.
The Iditarod is an epic challenge for man and man's best friend: it's a grueling 1150-
mile trek from Anchorage to Nome, Alaska. Although held in early spring, the
conditions are extremely harsh. Each team consists of a human captain (also called
a musher) leading a team of more than a dozen sled dogs—mostly Siberian Huskies,
Alaskan Malamutes, or Eskimo Dogs. Together, they brave frigid conditions,
including frozen tundra and icy forests. “The Last Great Race on Earth,” as it is also
called, starts during the first week in March with teams generally reaching Nome in
10-15 days.
Select two credible sources that would most likely give the student more
information for her paragraphs.
“Snow Huskies”
Commercial Film
This 1998 PG-13 film is a heartwarming tale about a team of ragtag Alaskan
Malamutes who save their owner's ranch by winning the nation's premier dogsled
race.
www.northernparks.com
This website has information about all of Alaska's state parks for tourists planning
a visit to the country's largest state.
Evidence Statement
The student will use reasoning, evaluation, and evidence to assess the credibility of multiple
sources in order to select relevant information to support research.
High School ELA
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45
www.racetheiditarod.com
Our business will provide you with all the information you will need to race in the
Iditarod. Let our team of experts help you register your dogs, find local
veterinarians, and secure housing and supplies.
Balto: Our Hero by C.R. Benson
This book, first published in 1957 by children's literature author C.R. Benson, tells
the true dramatic tale of Balto, the lead sled dog in a race against time to deliver
serum during the 1925 diphtheria epidemic in Nome, Alaska.
“The Iditarod Trail Dog Sled Race”
United States Geographical Society
www.usgeog.com/iditarod
In celebration of its 100-year history of documenting our planet's uniqueness, our
staff ventured to the 49th state to cover the Iditarod. This article chronicles the
history of one of the most grueling competitions in the world, nicknamed ”The Last
Great Race.”
“MUSH! Alaska's Most Challenging Race”
Documentary Film
This 2007 six-hour miniseries documentary by award-winning filmmaker, Bernard
Kerns, details the history and route of the famous Iditarod.
Key: E, F
Rubric: (1 point) The student selects the correct two options.
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Item
Claim
Target
Standard(s)
#29
4
2
RST.1
A student is writing a research report for science class about sunscreens. Read the
credible source the student found and the directions that follow.
Source 1: “Understanding how Sunscreen Works” by Tim Sheib
People are exposed to ultraviolet radiation, or UV, from the sun whenever they are
outdoors. Ultraviolet rays produce radiation at wave lengths that are shorter than
light rays but longer than X-rays. Sunscreen is made to protect skin from the
damage UV can cause and is made from a combination of chemicals designed to
either reflect light away from the skin or to absorb the sun's rays so that they do
not affect the skin. Sunscreens are designed to block two types of ultraviolet
radiation. The first type of UV is the one that causes wrinkling and age spots
because it affects the deeper skin layers. The second type of UV causes sunburns.
Sunscreens are rated by their Sun Protection Factor, or SPF, which indicates how
well the sunscreen will protect the skin and approximately how long it will take
before the skin begins to burn. For example, SPF 20 sunscreen will prevent burning
for 20 times longer than it usually takes a person's skin to burn with no protection at
all. However, studies have shown that sunscreens with an SPF higher than 50 are not
likely to offer more protection than a sunscreen of 50.
The student found another source. Read Source 2 and click on one sentence that
has information with gaps, or information that is inconsistent with the information in
Source 1.
Source 2: “Ultraviolet Rays and Sunscreen” by Louie Benjamin
The sun produces ultraviolet radiation, which can have damaging effects on the skin.
The redness and pain of sunburns is caused by the sun's invisible rays. In addition
to sunburn, ultraviolet rays can cause age spots and wrinkling. The combination of
ingredients in sunscreen can either reflect or absorb UV radiation and provide
protection that is measured in SPF (Sun Protection Factor). The higher the SPF, the
more protection the sunscreen provides. The type of sunscreen is also important
since some kinds of UV can cause cell damage to the skin.
Evidence Statement
The student will analyze multiple sources of information/evidence to support a presentation on
a topic.
High School ELA
Smarter Balanced High School ELA Practice Test Scoring Guide
47
Key: The higher the SPF, the more protection the sunscreen provides.
Rubric: (1 point) The student selects the correct option.
High School ELA
Smarter Balanced High School ELA Practice Test Scoring Guide
48
Item
Claim
Target
Standard(s)
#30
4
4
W.8
A student is writing an argumentative report about the causes of sleepwalking. She
found possible sources for her report. Read the sources and the directions that
follow.
Source 1: “What is Sleepwalking?” by Mat Valerio
Sleepwalking is a sleep disorder that causes a person to get up and walk while still
asleep, usually during the deepest stages of sleep. While sleepwalking, a person
does not often respond when someone asks a question or touches him or her.
Though sometimes a sleepwalker will verbally respond, the response will make no
sense. A sleepwalking episode can include the person just walking quietly around a
room or demonstrating very agitated behavior and trying to “escape” the room.
Source 2: “Is Sleepwalking Genetic?” by Chris Shue
Sleepwalking occurs most often during middle childhood through adolescence. Some
adults also sleepwalk, but it is much more common among children. Genetics may
play a big role in determining who will be a sleepwalker as the tendency runs in
families. Environmental and medical conditions also may contribute to sleepwalking
episodes. Sleepwalking was described in some of the earliest recorded medical
literature, even before Hippocrates, the “father of medicine,” lived.
Source 3: “Am I a Sleepwalker?” by Angelique Kandar
Research has shown that a variety of factors contribute to sleepwalking episodes.
Sleepwalkers are usually operating under a severe lack of sleep or have an irregular
or hectic sleep schedule. Often, they are under great amounts of stress or anxiety.
Some medical conditions, such as abnormal heart rhythms, nighttime seizures, and
sleep apnea, have been known to cause sleepwalking. Sometimes a person who
has taken a certain medication experiences a sleepwalking episode.
The student wrote down some claims to use in her report. Look at the claims on the
table. Determine if the information in the sources supports each claim. Click on the
boxes to show the claims that each source supports. A source may have more than
one box selected.
Evidence Statement
The student will cite evidence to support arguments, ideas, analyses, hypotheses, or
conjectures.
High School ELA
Smarter Balanced High School ELA Practice Test Scoring Guide
49
Source
1
Source
2
Source
3
Claim 1: Some outside influences make a person more likely to
sleepwalk.
Claim 2: If your mother was a sleepwalker, it is more likely
that you will be too
Claim 3: When people are sleepwalking they are not aware of
their surroundings.
Claim 4: Going to bed at the same time every night can help
some children not to sleepwalk.
Key: Claim 1: Some outside influences make a person more likely to sleepwalk: Sources 2 and 3
Claim 2: If your mother was a sleepwalker, it is more likely that you will be, too: Source 2
Claim 3: When people are sleepwalking they are not aware of their surroundings: Source 1
Claim 4: Going to bed at the same time every night can help some children not to
sleepwalk: Source 3
Rubric: (1 point) The student selects the correct five options.