Reading Plus State Standards Alignment: Exemplars

1B: Analyzing Implicit Details

SeeReader
✓ standard met

Selection: I-8

Excerpt: "I dare say her grandfather was a pantry boy or something of the sort in the castle," snickered the Baron, "that part of the story may be true."

The merchant from Hamburg said nothing; he had seen tears in the old woman's eyes when she spoke of guarding her memories -- or, being of an imaginative disposition, he thought he had.

Question: When the Baron and Baroness criticized Amalie after she left the room, why did the merchant from Hamburg say nothing?

He thought Amalie was telling the truth, but then he doubted himself.
The Baron and Baroness had already voiced what he had been thinking.
He was busy reading a book and ignored the entire conversation.
The Baron and Baroness did not ask him about his opinion on the matter.

Writing
✓ standard met

Writing prompt: Give an example of something you learned about a situation or event in the selection by reading between the lines.

Evaluator

Organization: Certica Solutions

3A: Predicting Outcomes

SeeReader
✓ standard met

Selection: I-5

Excerpt: Two years after arriving in America, Livan had now achieved status as a genuine baseball star. As Livan celebrated and sprayed champagne over his jubilant teammates, his brother Orlando was still in Cuba, with no salary and no championship ring. However, that was about to change.

Question: What could have happened to El Duque if Livan had never left Cuba?

He might not have sought an opportunity to play baseball in America.
He might have signed a million-dollar contract with a Cuban team.
He might have been arrested as a potential risk to flee his homeland.
He might have lost interest in baseball and retired at a young age.

Writing
✓ standard met

Writing prompt: Use a selection you have read to finish this statement: "If only (a character) had done (this action) instead of (this action), then (make a prediction about what might have happened)." Use details from the selection to illustrate and support your prediction.

Evaluator

Organization: Certica Solutions

3B: Analyzing Plot/Character

SeeReader
✓ standard met

Selection: I-22

Excerpt: Regardless of her affliction, she was a fearless tomboy, furthering her closeness to her father. Together they practiced soccer and engaged in various athletic activities to build strength in her weakened leg. They went on nature walks, collecting specimens to view under his microscope, and shared intellectual and creative pursuits, including painting.

Question: The relationship between Frida and her father can be described as

nurturing and spirited.
competitive and strained.
formal and unemotional.
passive and reserved.

Writing
✓ standard met

Writing prompt: Describe a character with whom you empathize, and explain why you feel this way.

Evaluator

Organization: Certica Solutions

4C: Visualizing

SeeReader
✓ standard met

Selection: I-35

Excerpt: Of all the Federal Army on that summer morning none had accepted battle more joyously than Anderton Graffenreid. His spirit was buoyant and his faculties were riotous. He was in a state of mental exaltation and scarcely could endure the enemy's tardiness in advancing to the attack. To him this was opportunity—for the result he cared nothing. Victory or defeat, as God might will; in one or in the other he should prove himself a soldier and a hero; he should vindicate his right to the respect of his men and the companionship of his brother officers—to the consideration of his superiors.

Question: Read this excerpt. Which expression would most likely appear on Captain Graffenreid's face?

determination
worry
sadness
embarrassment

Writing
✓ standard met

Writing prompt: Describe an example of a particularly vivid scene from a selection. Explain what technique the author used to create such a clear picture of the setting or event you found memorable.

Evaluator

Organization: Certica Solutions

6A: Recognizing Author's Intent

SeeReader
✓ standard met

Selection: I-34

Excerpt: No excerpt is available for this question.

Question: Tolstoy intended for this selection to

teach about morality.
entertain with humor.
instruct about history.
persuade with facts.

Writing
✓ standard met

Writing prompt: What was the author's primary intent when he or she wrote a selection? What other objectives might the author have had in mind when writing the selection?

Evaluator

Organization: Certica Solutions

8B: Reasoning

SeeReader
✓ standard met

Selection: I-7

Excerpt: You fail, or you go from my words in any partickler, no matter how small it is, and your heart and your liver shall be tore out, roasted, and ate. Now, I ain't alone, as you may think I am. There's a young man hid with me, in comparison with which young man I am a Angel. That young man hears the words I speak. That young man has a horrible secret way pecooliar to himself, of getting at a boy, and at his heart, and at his liver. It is in wain for a boy to attempt to hide himself from that young man. A boy may lock his door, may be warm in bed, may tuck himself up, may draw the clothes over his head, may think himself comfortable and safe, but that young man will softly creep and creep his way to him and tear him open. I am a keeping that horrible young man from harming of you at the present moment, with great difficulty. I find it wery hard to hold that young man off of your inside. Now, what do you say?"

Question: Based on this excerpt, the old stranger mentions there is a young man with him because

Pip might think the old stranger does not look strong enough to carry out his threats.
Pip would feel less threatened by a young man and want to be his friend.
the stranger would need the help of a young man to cut off the leg iron.
a young man would want Pip to bring him more supplies.

Writing
✓ standard met

Writing prompt: Describe a scene from a selection. Explain how you put together clues from that scene to figure out how and why something happened.

Evaluator

Organization: Certica Solutions

9A: Comparing/Contrasting

SeeReader
✓ standard met

Selection: I-35

Excerpt: Suddenly, from the forest a half-mile in front—apparently from among the upper branches of the trees, but really from the ridge beyond—rose a tall column of white smoke. A moment later came a deep, jarring explosion, followed—almost attended—by a hideous rushing sound that seemed to leap forward across the intervening space with inconceivable rapidity, rising from whisper to roar with too quick a gradation for attention to note the successive stages of its horrible progression! A visible tremor ran along the lines of men; all were startled into motion. Captain Graffenreid dodged and threw up his hands to one side of his head, palms outward.

The enemy's shot was not answered; the officer in command at that exposed part of the line had evidently no desire to provoke a cannonade. For the forbearance Captain Graffenreid was conscious of a sense of gratitude. He had not known that the flight of a projectile was a phenomenon of so appalling character. His conception of war had already undergone a profound change, and he was conscious that his new feeling was manifesting itself in visible perturbation. His blood was boiling in his veins; he had a choking sensation and felt that if he had a command to give it would be inaudible, or at least unintelligible. The hand in which he held his sword trembled; the other moved automatically, clutching at various parts of his clothing. He found a difficulty in standing still and fancied that his men observed it. Was it fear? He feared it was.

Question: Based on this excerpt, in which way does Captain Graffenreid differ from the other men fighting in his troop.

He is more nervous during battle.
He is braver during battle.
He has more fighting experience.
He rides a horse during battle.

Writing
✓ standard met

Writing prompt: Create a Venn diagram to demonstrate the physical, emotional, and intellectual similarities and differences between two characters from selections you have read.

Evaluator

Organization: Certica Solutions

2C: Summarizing

SeeReader
✓ standard met

Selection: I-4

Excerpt: Henry's speech had stirred up the patriotism of the people, and George Mason, one of the "Founding Fathers" of the United States, was very impressed with the young lawyer's skill as a public speaker. He said about Henry, "He is by far the most powerful speaker I ever heard. Every word he says not only engages but commands the attention, and your passions are no longer your own when he addresses them."

Question: In this excerpt, what is Mason really saying about Henry?

His words aroused feelings that inspired people to take action.
His words commanded people to do something they didn't want to do.
His words were too powerful for the people to understand.
His words angered those people who did not agree with him.

Writing
✓ standard met

Writing prompt: Create a news report based on a selection you have read. Report facts from the selection as well as additional facts you researched from reputable sources.

Evaluator

Organization: Certica Solutions

3A: Predicting Outcomes

SeeReader
✓ standard met

Selection: I-1

Excerpt: The state of California has designated the bridge a "lifeline" structure. What that means is that just surviving a major earthquake without tumbling into the bay is not sufficient. Within a few hours of a big quake, the bridge should be usable by emergency vehicles rushing to provide aid to stricken residents. "There will be damage (in a major quake)," said Nader, "but the damage will be repairable, and the bridge should be quickly returned to service."

Question: If an earthquake were to hit San Francisco, the new Bay Bridge probably

would have minor damage.
would be irreparably damaged.
would have major damage.
would have no damage.

Writing
✓ standard met

Writing prompt: Use a selection you have read to finish this statement: "If only (a character) had done (this action) instead of (this action), then (make a prediction about what might have happened)." Use details from the selection to illustrate and support your prediction.

Evaluator

Organization: Certica Solutions

ELA.K12.EE.3.1

Exemplars

1B: Analyzing Implicit Details

1B: Analyzing Implicit Details

SeeReader ✓ standard met

I-8

Writing ✓ standard met

Evaluator

3A: Predicting Outcomes

3A: Predicting Outcomes

SeeReader ✓ standard met

I-5

Writing ✓ standard met

Evaluator

3B: Analyzing Plot/Character

3B: Analyzing Plot/Character

SeeReader ✓ standard met

I-22

Writing ✓ standard met

Evaluator

4C: Visualizing

4C: Visualizing

SeeReader ✓ standard met

I-35

Writing ✓ standard met

Evaluator

6A: Recognizing Author's Intent

6A: Recognizing Author's Intent

SeeReader ✓ standard met

I-34

Writing ✓ standard met

Evaluator

8B: Reasoning

8B: Reasoning

SeeReader ✓ standard met

I-7

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Evaluator

9A: Comparing/Contrasting

9A: Comparing/Contrasting

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I-35

Writing ✓ standard met

Evaluator

2C: Summarizing

2C: Summarizing

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I-4

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Evaluator

3A: Predicting Outcomes

3A: Predicting Outcomes

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I-1

Writing ✓ standard met

Evaluator

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