Grades 9-10: A Big Surprise from the Edge of the Solar System
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Common Core Standards
Literacy in History/Social Studies, Science, and Technical Subjects
Reading in Science and Technical Subjects
RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
RST.9-10.2 Determine the central ideas or conclusions of text; trace the text’s explanation or depiction of a complex process, phenomenon or concept; provide an accurate summary of the text.
RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
RST.9-10.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g. in an equation) into words.
RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
NOTE: The standards listed above do not include the English Language Arts Standards Grades 9-10 for Reading Informational Text which are listed in the unit document since they are essentially identical.
Writing
W.9-10.2 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.
W.9-10.7 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.
W.9-10.8 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.
W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speaking and Listening Standards
SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Language Standards
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.9-10.3 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.
Description of Mini-Assessment
This Grade 9-10 mini-assessment titled “A Big Surprise from the Edge of the Solar System Text and Video” is cited on achievethecore.org with an estimated time of 2 or more class periods. Questions included in this assessment reflect the shift required by CCSS to read closely, examine textual evidence, and discern deep meaning. There are nine selected-response questions that address the Reading Standards for Informational Texts and/or Reading Standards for Literacy in Science and Technical Subjects. There is also one constructed-response item that addresses the Reading, Writing, and Language Standards. Students first are given time to read an article independently and then watch a video, both about a recent discovery made by NASA (National Aeronautics and Space Administration). Following these activities, they answer questions based on the text and the video, the last of which is a written response that requires them to use evidence from the informational text and the video.
Cautions
Connecticut educators are encouraged to give students the time that they need to read closely and write to the sources. While it is helpful to have students complete the mini-assessment in two class periods, educators should allow additional time and/or accommodations as is necessary for students who are ELL, have disabilities, or read well below the grade level text band. Common Core Standard RST.9-10.4 (Reading in Science & Technical Subjects) should be added to the mini-assessment and “Question Annotations for Teachers” document since it is assessed in Questions #1 and #2.
Rationale for Selection
This mini-assessment is a good example of how to design text-dependent questions aligned to specific Common Core Standards for Science and Technical Subjects. Information about determining text complexity (quantitative and qualitative data) is included with the assessment materials. A comprehensive chart that contains question annotations, answer and distractor justifications, and a specific rationale for the essay prompt is included along with additional resources for CCSS assessment and implementation. There is also an aligned scoring rubric for text-based writing prompts from Student Achievement Partners.