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EMBEDDED ASSESSMENT 1 continued
Portfolio During the course of this first unit of Grade 9, you have had your students create and keep their work. Creating and keeping the Embedded Assessments is part of
a process that helps you and your students measure their academic growth over time. By looking backward on previous work and forward to setting learning goals for the future, students can take more control over their learning and determine what works best for them to meet learning expectations.
This is an opportunity for students to reflect on their cognitive skills. You’ll notice that the questions ask them to think about their work on the Embedded Assessment, what worked for them, and what they would change for future work.
If you have been asking students to keep work in a folder, now is the time to create a more permanent place for students to keep their work. A three-ring binder can work as can hanging folders in milk crates. However you decide to do this, you will want to divide student work by unit and Embedded Assessment. Since this is the first Embedded Assessment of the year, you
might ask students to collect and organize all their work by creating
a table of contents for each activity that scaffolded the Embedded Assessment.
You can require students to keep all work for now, and then after the second Embedded Assessment, you might ask them to cull through their work and choose the work they think best represents growth in skills and knowledge.
SCORING GUIDE
When you score this Embedded Assessment, you may wish to download and print a copy of the Scoring Guide from SpringBoard Online. In this way, you can have a copy to mark for each student’s work.
To identify areas where your English learners could use additional support, see the English Language Development Rubric for Embedded Assessment 1 on page 90a.
COMMON CORE STATE STANDARDS
Additional Standards Addressed:
W.9–10.2f; W.9–10.3d; W.9–10.3e; W.9–10.4; W.9–10.5; W.9–10.7; W.9–10.10; SL.9–10.1a; L.9–10.2c
60 SpringBoard® English Language Arts Grade 9
W.9–10.3b: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
W.9–10.3c: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
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EMBEDDED
ASSESSMENT 1
continued
Writing and Presenting an Interview Narrative
SCORING GUIDE
Scoring Criteria
Exemplary
Proficient
Emerging
Ideas
The narrative
• insightfully describes
one or more postsecondary education incidents that influenced the interviewee’s coming of age
• uses vivid examples of character description
• develops an engaging and authentic character and presents that person’s unique perspective.
The narrative
• describes one or
more incidents from the interviewer’s postsecondary education experience
• includes examples of character description
• develops the character and presents the person’s perspective.
The narrative
• begins to describe
an incident about
the interviewee’s postsecondary education experience
• includes limited examples of character description
• develops some aspects of character but does not provide a clear perspective.
Incomplete
The narrative
• does not describe
an incident from
the interviewee’s postsecondary education experience
• does not contain examples of character description
• does not develop
the character or the person’s perspective.
Structure
The narrative
• follows the structure
of the genre with well-sequenced events
• clearly orients the reader and uses effective transitions for coherence
• demonstrates a consistent point of view.
The narrative
• follows the structure
of the genre with a
sequence of events • orients the reader
and uses transitions
for coherence • uses a mostly
consistent point of view.
The narrative • follows some
structure of the genre • somewhat orients the
reader with limited
coherence
• uses an inconsistent
point of view.
The narrative
• does not follow the
structure of the genre • fails to orient the
reader and has no
coherence
• uses confusing points
of view.
Use of Language
The narrative
• purposefully uses
quotations with telling details, and vivid imagery to convey a strong sense of the inteviewee’s voice
• smoothly embeds direct and indirect quotations
• demonstrates strong command of conventions and spelling.
The narrative
• uses quotations
and telling details to portray the interviewee’s voice
• embeds some direct and/or indirect quotations
• demonstrates general command
of conventions and spelling; minor errors do not interfere with meaning.
The narrative • uses limited
quotations to portray the voice of the interviewee
• contains one or no embedded quotations
• demonstrates
limited command
of conventions and spelling; errors begin to interfere with meaning.
The narrative
• uses no quotations to
portray the voice of
the interviewee • contains no
embedded
quotations
• contains frequent
errors in grammar and conventions that interfere with meaning.
60 SpringBoard® English Language Arts Grade 9
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.