In Our Digital World, Are Young People Losing the Ability to Read Emotions?
Grade 8: "In our digital world, are young people losing their ability to read emotions?" by Stuart Wolpert and "Written report: Kids tin learn as much from 'Sesame Street' as from preschool" by Jim Tankersley
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http://achievethecore.org/page2833/in-our-digital-world-are-immature-people-losing-their-ability-to-read-emotions-by-stuart-wolpert-and-report-kids-can-learn-as-much-from-sesame-street-as-from-preschool-by-jim-tankersley-mini-assessment
Common Core Standards
Reading Informational Text
RI.8.1 Cite the textual bear witness that most strongly supports an analysis of what the text says explicitly besides equally inferences fatigued from the text.
RI.eight.2 Determine a fundamental idea of a text and analyze its development over the grade of the text, including its relationship to supporting ideas; provide an objective summary of the text.
RI.eight.3 Analyze how a text makes connections among and distinctions betwixt individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
RI.8.four Make up one's mind the meaning of words and phrases equally they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RI.8.5 Analyze in particular the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
RI.eight.6 Determine an author's point of view or purpose in a text and clarify how the author acknowledges and responds to conflicting evidence or viewpoints.
RI.eight.vii Evaluate the advantages and disadvantages of using dissimilar mediums (due east.chiliad., print or digital text, video, multimedia) to nowadays a particular topic or idea.
RI.8.eight Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is audio and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
RI.viii.9 Clarify a case in which 2 or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
Reading Standards for Literacy in Science and Technical Subjects
RST.6-8.i Cite specific textual evidence to support analysis of scientific discipline and technical texts.
RST.vi-8.3 Follow precisely a multistep process when conveying out experiments, taking measurements, or performing technical tasks.
Speaking and Listening
SL.viii.three Delineate a speaker'southward statement and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
Writing
Due west.eight.two Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.8.iv Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audition.
W.8.ix Depict show from literary or informational texts to support analysis, reflection, and research.
Language
50.eight.i Demonstrate control of the conventions of standard English grammar and usage when writing or speaking.
L.viii.2 Demonstrate control of the conventions of standard English language capitalization, punctuation, and spelling when writing.
L.viii.3 Use knowledge of language and its conventions when writing, speaking, reading or listening.
Clarification of Mini-Assessment
This course viii assessment titled " In our digital world, are young people losing their ability to read emotions?" by Stuart Wolpert and "Study: Kids can acquire as much from 'Sesame Street' as from preschool" by Jim Tankersley cited on achievethecore.org is intended to be completed in one class menses. This mini-assessment is based on two informational nonfiction articles as well as a short video titled "This is how Cookie Monster Makes your Kid Smarter." In this mini-assessment students reply to sixteen text-dependent questions that accost the Reading Standards listed in a higher place. Additionally, in that location is an optional writing prompt, which is aligned to Reading, Writing, and Language Standards.
Cautions
Connecticut educators are encouraged to give students the fourth dimension that they demand to read closely and write to the source. While it is helpful to take students complete the mini-cess in i form period, educators should let additional time as is necessary to accommodate students who are ELL, have disabilities, or read well below the grade level text band. It is strongly recommended that the writing prompt not exist fabricated optional to more fully assess each student's ability to meet the targeted Common Core Standards listed above.
Rationale for Selection
This mini-cess is an fantabulous instance ofhow to design rigorous text-dependent questions aligned to specific Common Core Standards using advisory-paired passages. Anannotated Instructor's Guidefor the cess gives a specific rationale for each answer option and lists the specific standards addressed. A Scoring Rubric for Text-Based Writing Prompts and information about determining text complexity (quantitative and qualitative data) is included with assessment materials. All materials needed for the assessment are provided.
Source: https://portal.ct.gov/SDE/CT-Core-Standards/Materials-for-Teachers/ELA/Formative-Assessments/ELA/Grade-8-In-our-digital-world-are-young-people-losing-their-ability-to-read-emotions
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