CCSS ELA Writing Assessment | CCSS ELA Extended Written Response | Common Core ELA Practice Writing Assessments Samples Grade 6, 7, 8, and 9
CCSS ELA Writing Assessment Samples
John Carter of Mars | A FIGHT THAT WON FRIENDS
Reading Grade Level 6-9
The thing, which more nearly resembled our earthly men than it did the Martians I had seen, held me pinioned to the ground with one huge foot, while it jabbered and gesticulated at some answering creature behind me. This other, which was evidently its mate, soon came toward us, bearing a mighty stone cudgel with which it evidently intended to brain me. WCPM 62The creatures were about ten or fifteen feet tall, standing erect, and had, like the green Martians, an intermediary set of arms or legs, midway between their upper and lower limbs. Their eyes were close together and non-protruding; their ears were high set, but more laterally located than those of the Martians, while their snouts and teeth were strikingly like those of our African gorilla. Altogether they were not unlovely when viewed in comparison with the green Martians. WCPM 140
The cudgel was swinging in the arc which ended upon my upturned face when a bolt of myriad-legged horror hurled itself through the doorway full upon the breast of my executioner. With a shriek of fear the ape which held me leaped through the open window, but its mate closed in a terrific death struggle with my preserver, which was nothing less than my faithful watch-thing; I cannot bring myself to call so hideous a creature a dog. WCPM 218
- What prediction can you draw from the authors title “A FIGHT THAT WON FRIENDS”?
- How would you react to finding yourself pined to the ground by a fifteen foot tall Martian?
- Can you predict the outcome of the fight, with one ape fleeing and the other in full death struggle with John’s “dog”.
- What can you infer from the author’s description of John Carters “watch-thing”, “preserver”, or “so hideous a creature a dog”?
- How would you describe the sequence of events and their importance to the plot?
- Can you elaborate on the reason why the author used the term unlovely when describing the gorilla like Martians?
- What is a cudgel based on context clues from the story?
Common Core ELA Practice Writing Assessments Samples
The CCSS ELA Smarter Balanced and PARCC writing assessment is a dual assessment, measuring reading comprehension and depth of writing knowledge. Schools districts that have compartmentalized ELA instruction are on the wrong track to help students meet the new dual CCSS ELA standards as measured? The Smarter Balanced and PARCC ELA writing assessment will not be a response to prompt as in the past, students will be required to gather information from literary sources and use an extensive depth of literary knowledge to develop their writing, that synthesis of reading and writing will be assessed. The students writing will be used to score depth of writing ability, literary knowledge, and the depth of reading comprehension. That means students that are not able to read the higher level CCSS ELA books or passages are going to fail. Schools districts and teachers need to take a new path that will help students succeed, we need a new integrated model, a Finnish Model of non compartmentalized, bottom up teacher led success, and less of the top down administrative or institution led model, which has failure written into it. I spend a great deal of time researching ways to help my students, and we are going to fail if we stay on this path of rigid dogmatic pedagogy. The days of writing test prep are over, students need to learn how to read and write. Sean
SampleItems for Grade 6: Excerpt from “Julie of the Wolves”
By Jean Craighead George
Question: In the passage, the author developed a strong character named Miyax.
Think about Miyax and the details the author used to create that character.
The passage ends with Miyax waiting for the black wolf to look at her.
Write an original story that continues where the passage ended.
In your story, be sure to use what you have learned about the
Character Miyax as you tell what happens to her next.
The item meets the two PARCC claims that address writing: Written Expression
And Conventions and the Knowledge of Language, as well as the claim for
Reading Literature. Students are expected to respond to the text via
A narrative essay that extends the story based on inferences they’ve
Made about Miyak’s predicament and her character traits.
More Samples
- Grade 6 EBSR from Narrative Writing Task (Vocabulary)
- Grade 6 EBSR from Narrative Writing Task
- Grade 6 TECR from Narrative Writing Task
- Grade 6 Prose Constructed Response from Narrative Writing Task
- Grade 7 Prose Constructed Response from Research Simulation Task (Summary)
- Grade 7 TECR from Research Simulation Task
- Grade 7 Prose Constructed Response from Research Simulation Task (Analytical Essay)
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