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o Preview the electronic version of the story before sharing it with students. o Preview any additional content you plan to share with students. o At least one constructed-response (CR) task requires a dictionary. o Preview any videos you plan to share with students. o At least one constructed-response (CR) task requires video.
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o These items target standards within the RL and L strands of the CCSS:
Item Number CCSS Target
1
2
RL.11-12.1
RL.11-12.1
3
4
5
RL.11-12.4
RL.11-12.1
L.11-12.5b
6
7
8
9
10
11
RL.11-12.1
L.11-12.4a
RL.11-12.6
L.11-12.5a
L.11-12.4b
L.11-12.5b
Reading Literature– Grades 11-12 11/11/2013

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CR1 (RL.11-12.2)
Student prompt:
Determine two central ideas from the story and analyze how the author develops those ideas throughout the story. Use at least two details from the story to support your analysis.
5 The response includes two central ideas, an analysis of how the author develops those ideas, and at least two supporting details from the story.
4 The response includes two central ideas, an analysis of how the author develops those ideas, and one supporting detail from the story.
3 The response includes two central ideas and an analysis of how the author develops those ideas but does not include any supporting details from the story.
2 The response includes two central ideas but does not include supporting details or an analysis of how the author develops those ideas.
1 The response includes only one central idea.
0 The response does not include a central idea.
Reading Literature– Grades 11-12 11/11/2013

CR2 (RL.11-12.3)
Student prompt:
Analyze the impact of how the author arranges the action in the story. Use at least two details from the story to support your analysis.
3 The response effectively analyzes the impact of how the author arranges the action in the story and includes at least two supporting details.
2
1
0
The response effectively analyzes the impact of how the author arranges the action in the story and includes at least one supporting detail.
The response effectively analyzes the impact of how the author arranges the action in the story but includes no supporting details.
The response does not effectively analyze the impact of how the author arranges the action in the story.
Reading Literature– Grades 11-12 11/11/2013

CR3 (RL.11-12.7)
Teacher instructions:
Share a video version of Anna Karenina.
Student prompt:
How does the perspective of the video differ from the perspective of the story? Provide at least one detail from the video and one detail from to support your answer.
3 The response accurately identifies a difference in perspective and provides at least one supporting detail from each source.
2 The response accurately identifies a difference in perspective but provides only one supporting detail.
1 The response accurately identifies a difference in perspective but does not provide any supporting details.
0 The response does not identify a difference in perspective.
Reading Literature– Grades 11-12 11/11/2013

CR4 (L.11-12.4d)
Student prompt:
Read the excerpt below from the story.
"and that he was a creature so low and so earthly that it could not even be conceived that other people and she herself could regard him as worthy of her."
Use a dictionary. Write the definition of the word conceived as it is used in the sentence and then use conceived in a sentence.
 Definition:
 Sentence:
2 The response includes an accurate definition and an appropriate sentence.
1 The response includes either an accurate definition or an appropriate sentence.
0 The response does not include an accurate definition or an appropriate sentence.
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Not available for this story
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Not available for this story
Reading Literature– Grades 11-12 11/11/2013

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(Note: The Claim 2 tasks here are based on the Smarter Balanced Item and Task
Specifications ; however, each task might not directly meet all parts of the individual specification.)
Target 1 Model 4b: 3-pt CR (DOK 3) – prompts students to use vivid details to write a one-paragraph description of a real or imagined character or setting.
Standards: W-3a, W-3b, W-3c, W-3d, and/or W-3e
Student prompt:
Choose a character in the story and use vivid details to write a one-paragraph description of that character. Use details from the story to support your description.
Correct response sample:
Prince Shtcherbatsky was a towering young man with hair and eyes as dark as midnight. He carried himself with an air of confidence and dignity, things that come naturally when one is raised in a noble household like that of the Shtcherbatskys. The winter snow covering the lawn of his estate reflected off his pale skin as he made his way to the front door. His widely spaced footprints indicated a tall stature and a hurried stride.
Reading Literature– Grades 11-12 11/11/2013

Target 9 Model 4: CR, TE (DOK 1) – provides a paragraph with one sentence that contains grammatical or mechanical errors.
Prompts students to identify the incorrect sentence and rewrite it without errors.
Standards: L-1, L-2
Student prompt:
Read the paragraph based on the story. One of the sentences has errors.
Identify the sentence, and rewrite it to correct the errors.
Levin knew that even if he was not particularly attractive himself; he could never love anyone accept for a beautiful, mistifying women. It was possible that the enchanting Kitty might reject his offer of marriage, but Levin could hardly live with himself if he did not ask. In fact, he would ask for her hand with the confident assumption of her acceptance. Contemplating what might become of him after an embarrassing refusal was too much to bear.
Correct response sample:
Levin knew that even if he was not particularly attractive himself, he could never love anyone except for a beautiful, mystifying woman.
Reading Literature– Grades 11-12 11/11/2013