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The sample items and performance tasks are intended to help teachers, administrators, and policymakers implementing the Common Core State Standards (CCSS) and preparing for next-generation assessments. They provide an early look into the depth of understanding of the CCSS that will be measured by the Smarter Balanced assessment system. While the items and tasks are not intended to be used as sample tests, educators can use them to begin planning the shifts in instruction that will be required to help students meet the demands of the new assessments.

To be ready for college, workforce training and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and non-print texts in media forms old and new

I-SAIL 2011 The purpose of the Illinois Standards Aligned Instruction for Libraries (I-SAIL) document is to empower, educate, and encourage school library information specialists to plan strategically with other teachers to incorporate information literacy skills in lessons and thereby provide college and career readiness for students.

The purpose of the Illinois Standards Aligned Instruction for Libraries (I-SAIL) document is to empower, educate, and encourage school library information specialists to plan strategically with other teachers to incorporate information literacy skills in lessons and thereby provide college and career readiness for students.

esearch ProjectEach module includes the opportunity for students to produce one extended project that uses research to address a significant topic, problem, or issue. This should entail integrating knowledge from several additional literary or informational texts in various media or formats on a particular topic or question drawn from one or more texts from the module. Students are expected at this stage to assess the usefulness of each source, refocus their research when appropriate during the process and integrate the information gathered in a manner that maintains the flow of ideas. Students can present their findings in a variety of modes in informal and more formal argumentative or explanatory contexts, either in writing or orally. (Research aligned with the standards could take one to two weeks of instruction.) Ongoing incorporation of research for shorter tasks should also be a regular component of instruction.

When delivering professional development, encourage teachers to include an infographic in addition to the writing assignments. They each accomplish different CCSS objectives. The writing assignment covers writing standards 1–5 and 7–10. The Infographic will use writing standard six to wrap it up in a nice impressive package–20th-century style.