Table of Contents

Unit 3: Supporting Student Comprehension of Informational Text

3.4 Text Exemplars and Performance Tasks
– Appendix B

Time to Read

The CCSS for ELA/Literacy Appendix B includes text exemplars and performance tasks to guide educators in both selecting text at the appropriate complexity band and ensuring the tasks they assign students promote the standards and close reading of texts.

These materials are divided into text complexity grade bands as defined by the Standards: K–1, 2–3, 4–5, 6–8, 9–10, and 11–CCR. Within each band are exemplars for literature and informational text.

  • Elementary: K–5 exemplars are separated into stories, poetry, and informational texts (as well as read-aloud texts in kindergarten through grade 3).
  • Middle School: The grades 6–8 exemplars are divided into content areas: English Language Arts (stories, drama, poetry, and informational texts), History/Social Studies, Science, Mathematics, and Technical Subjects.
  • High School: The grades 9–12 exemplars are divided into content areas: English Language Arts (stories, drama, poetry, and informational texts), History/Social Studies, Science, Mathematics, and Technical Subjects.
Time to Try

Within each grade band and after each text type, sample performance tasks are included for select texts. Below are two sample performance tasks from Appendix B. Read the performance task below most closely related to your grade level. As you read, think about the tasks that you assign to students when reading texts.

  • Grades 4-5: Students identify the overall structure of ideas, concepts, and information in Seymour Simon’s Horses (based on factors such as their speed and color) and compare and contrast that scheme to the one employed by Patricia Lauber in her book Hurricanes: Earth’s Mightiest Storms. [RI.5.5]
     
  • Grades 9-10: Students evaluate the argument and specific claims about the “spirit of liberty” in Learned Hand’s “I Am an American Day Address,” assessing the relevance and sufficiency of the evidence and the validity of his reasoning. [RI.9–10.8]
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