Answer:
Explanation:This grade 8 mini-assessment is based two poems, “I Hear America Singing” by Walt Whitman and “I,
Too, Sing America” by Langston Hughes. These texts are considered to be worthy of students’ time to
read and also meet the expectations for text complexity at grade 8. Assessments aligned to the Common
Core State Standards (CCSS) will employ quality, complex texts such as these.
Questions aligned to the CCSS should be worthy of students’ time to answer and therefore do not focus
on minor points of the texts. Questions also may address several standards within the same question
because complex texts tend to yield rich assessment questions that call for deep analysis. In this miniassessment there are eight selected-response questions and two items with paper/pencil equivalent of
technology enhanced parts that address the Reading Standards listed below. There is also one
constructed-response item that address Reading, Writing, and Language Standards.
We encourage educators to give students the time that they need to read closely and write to the
source. While we know that it is helpful to have students complete the mini-assessment in one class
period, we encourage educators to allow additional time as necessary.
Note for teachers of English Language Learners (ELLs): This assessment is designed to measure students’
ability to read and write in English. Therefore, educators will not see the level of scaffolding typically
used in instructional materials to support ELLs—these would interfere with the ability to understand their
mastery of these skills. If ELL students are receiving instruction in grade-level ELA content, they should be
given access to unaltered practice assessment items to gauge their progress. Passages and items should
not be modified; however, additional information about accommodations you may consider when
administering this assessment to ELLs is available in the teacher section of this resource.
The questions align to the following standards:
RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of
the text, including its relationship to the characters, setting, and plot; provide an objective
summary of the text.
RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action,
reveal aspects of a character, or provoke a decision.
RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and
tone, including analogies or allusions to other texts.
RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing
structure of each text contributes to its meaning and style.
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RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g.,
created through the use of dramatic irony) create such effects as suspense or humor.
RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character
types from myths, traditional stories, or religious works such as the Bible, including
describing how the material is rendered new.
W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
W.8.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research.
L.8.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
