Module 2 End-of-Module Task Assessment Guide

6 | Module 2

Free to Learn

Assessment Guide for

the End-of-Module Task
 6 | Module 2 | Free to Learn

Assessment Guide for the

End-of-Module Task

Contents
Assessment Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Knowledge Criteria Assessed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Writing Criteria Assessed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Language Criteria Assessed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
End-of-Module Task Prompt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
End-of-Module Task Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Sample Student Responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
On Target . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Annotated Knowledge Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Annotated Writing Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Annotated Language Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Advanced . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Annotated Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Reinforcements for the End-of-Module Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
To Help Students Build and Apply Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
To Help Students Build and Apply Writing Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
To Help Students Build and Apply Language Skills . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Looking Ahead . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Achievement Descriptors Assessed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Appendix: Scoring Tools and Report Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Hand-Scoring Worksheet for the End-of-Module Task . . . . . . . . . . . . . . . . . . . . . . . . 31
Analyzing Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

For additional implementation support, including for students with IEPs or multilingual learners, refer to
Implementation Resources.

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

ASSESSMENT CONTEXT
Each module task enables students to gain more proficiency in knowledge, writing, and language with the
goal of being on target for the End-of-Module (EOM) Task rubric criteria. Students will practice each writing
and language criterion from the EOM Task on at least one prior module task. To reflect the specific knowledge
demands of each text and task, EOM Tasks and module tasks contain different knowledge criteria; however,
the knowledge students build across the module and demonstrate on module tasks prepares them for success
on the EOM Task. Throughout module 2, students build knowledge about how the convictions of a few
exceptionally courageous people lead them to fight and work toward breaking societal barriers that stripped
rights from certain groups and put many in great danger.

The tables below demonstrate how assessed criteria for each module task prepare students for the EOM Task.

Module Task 1 Module Task 2 End-of-Module Task

Why are human rights important? Write Why does education matter? Write an What is a human rights advocate? Write
an essay to define human rights and essay to define education and explain an essay to define advocacy and explain
explain how each of Malala’s parents the importance of education for Malala Malala’s motivations and actions as a
demonstrated their commitment to the and girls throughout the world. human rights advocate.
human right of education.

Knowledge Criteria Assessed

Knowledge: Module Task 1 Knowledge: Module Task 2 Knowledge: EOM Task

shows knowledge of the concept of shows knowledge of the concept of shows knowledge of the concept of
human rights education advocacy

shows knowledge of how Malala’s shows knowledge of why education is shows knowledge of how Malala’s
parents stood up for human rights important to Malala experiences motivated her to become an
advocate

shows knowledge of why education is shows knowledge of how Malala took

important for girls around the world action to support a cause

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

Writing Criteria Assessed

Writing: Module Task 1 Writing: Module Task 2 Writing: EOM Task

has an introduction uses an introduction to catch the reader’s

attention and provide background
information on the topic

has a clear thesis statement with two points

uses a clear structure to organize ideas

uses evidence from I Am Malala to uses evidence from I Am Malala and at least
support the thesis statement one additional module text to support the
thesis statement

uses elaboration to explain evidence

and identify its relationship to the thesis
statement

uses transitions to clarify the relationships

among ideas

uses topic-specific vocabulary to uses precise language to uses precise language and topic-specific
explain ideas explain ideas vocabulary to explain ideas

has a so what? conclusion uses a so what? conclusion to reflect on the

significance of the ideas presented

uses a formal writing style

Language Criteria Assessed

Language: Module Task 1 Language: Module Task 2 Language: EOM Task

varies sentence patterns for meaning,

reader interest, and style

maintains consistency in style and tone

spells grade-appropriate words correctly

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

End-of-Module Task Prompt

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

6 | Module 2 | Writing
End-of-Module Task
Prompt: What is a human rights advocate? Write an essay to define advocacy and explain Malala’s motivations and
actions as a human rights advocate.

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 6 | Module 2 | Writing 6 | Module 2 | Assessment Guide for the End-of-Module Task

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

End-of-Module Task Rubric

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 Notes to Design: Please reorganize the rubric columns on pgs 1-2 in descending order versus ascending order The columns should read from left to right: Advanced, On
Target, Developing, then the column for Not Yet Demonstrated

End-of-Module Task Rubric

Knowledge
Not Yet
Advanced On Target Developing Demonstrated

shows knowledge of the concept of

advocacy

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shows knowledge of how Malala’s
experiences motivated her to become
an advocate

shows knowledge of how Malala took

action to support a cause

Writing
Not Yet
Advanced On Target Developing Demonstrated

uses an introduction to catch the

reader’s attention and provide
background information on the topic

has a clear thesis statement with two

points

uses a clear structure to organize ideas

uses evidence from I Am Malala and

at least one additional module text to
support the thesis statement
uses elaboration to explain evidence
and identify its relationship to the

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thesis statement

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6 | Module 2 | Assessment Guide for the End-of-Module Task
 Not Yet
Advanced On Target Developing Demonstrated

uses transitions to clarify the

relationships among ideas

uses precise language and topic-

specific vocabulary to explain ideas

uses a so what? conclusion to reflect on

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the significance of the ideas presented

uses a formal writing style

Language
Not Yet
Advanced On Target Developing Demonstrated

varies sentence patterns for meaning,

reader interest, and style

maintains consistency in style and tone

spells grade-appropriate words

correctly

Comments

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SAMPLE STUDENT RESPONSES

Use the on-target and advanced sample student responses below along with the rubric for the task to support
scoring of student work.

The on-target response demonstrates student work that has met the grade-level expectation described in each
criterion, showing complete evidence of the described knowledge or skill. Annotations show how this response
demonstrates the criteria in each category.

The advanced response demonstrates student work that has exceeded the grade-level expectation described in
a few key criteria, showing evidence of additional development, depth, insight, skill, or creativity beyond the
described knowledge or skill. Annotations show how this response exceeds expectations for a given criterion.
Students may exceed expectations described by criteria other than those indicated in the sample response.

Teacher Note
In levels 6–8, students no longer receive spelling instruction Instead, students are expected to decode and
encode words by independently applying spelling strategies learned in earlier levels The criterion “spells
grade-appropriate words correctly” applies to the entire sample response: The expectation is that students
will spell accurately with minimal exceptions

On Target
An advocate is “a person who supports or promotes the cause or interests of a group.” To advocate means
“to support or argue for a cause.” When Malala Yousafzai was ten years old, the Taliban took control of her
city in Pakistan and stopped girls from going to school. Malala spoke out because she believed in education
as a basic human right. She is now considered an advocate because of the action she takes to support
women’s rights to education around the world. Malala embodies the definition of the word advocacy
because she is motivated by her belief in a cause and takes action to support that cause.

Malala was motivated to become an advocate because the Taliban wanted to keep all girls from going
to school. Malala’s father believed in sending girls to elementary and secondary school. This was not
typical in Pakistan. As a result, Malala learned how important it was for everyone to have equal access to
education. In 2008, the Radio Mullah announced that no girl of any age would be allowed to go to school
anymore. When Malala first heard the news, she said, “I simply did not believe this man could stop us.
School was our right” (Yousafzai 73). Even though it was hard to believe, the Taliban succeeded in shutting
down schools. Despite the danger, Malala continued to go. Malala was upset personally, because she loved
school. She was also angry because of how many other girls were being hurt by the Taliban’s rule. She
asked, “How could one man stop more than fifty thousand girls from going to school?” (73). Malala and her
friends believed they had a right to continue their education. That’s when Malala knew she would have to
speak out.

When Malala took a stand against injustice, she became an advocate. She began writing a blog for the
BBC to show what it was like to live in a country where attending school was not safe for girls. Malala was
able to share what was happening in Pakistan with people around the world. After recovering from the
Taliban’s attack, Malala expanded her advocacy to include girls all over the world. In 2014, Malala was the
youngest person ever to receive the Nobel Peace Prize. In her speech, she said, “Why do leaders accept that

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

for children in developing countries, only basic literacy is sufficient, when their own children do homework
in Algebra, Mathematics, Science and Physics? Leaders must seize this opportunity to guarantee a free,
quality, primary and secondary education for every child.” Malala pointed out that all children, regardless
of gender, location, or status, should be able to continue their schooling. Even today, Malala continues
to speak out for children around the world. Her courage to declare that both elementary and secondary
education should be human rights makes her a strong advocate.

Examples from Malala’s life exemplify the definition of advocacy. Malala shows us that advocates are
motivated by their belief in a cause and take action to support that cause. It’s important to speak out in the
name of human rights. Malala demonstrates that one person speaking out can change the world.

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

Annotated Knowledge Criteria

1K 1K shows knowledge of
1K [An advocate is “a person who supports or promotes the the concept of advocacy
cause or interests of a group.” To advocate means “to support or 2K shows knowledge of
how Malala’s experiences
argue for a cause.” When Malala Yousafzai was ten years old, the motivated her to become
an advocate
Taliban took control of her city in Pakistan and stopped girls from
3K shows knowledge of
going to school. Malala spoke out because she believed in education how Malala took action
to support a cause
as a basic human right. She is now considered an advocate because

of the action she takes to support women’s rights to education

around the world.] Malala embodies the definition of the word

advocacy because she is motivated by her belief in a cause and takes

action to support that cause.

Malala was motivated to become an advocate because the

Taliban wanted to keep all girls from going to school. Malala’s father
believed in sending girls to elementary and secondary school.

This was not typical in Pakistan. As a result, Malala learned how

important it was for everyone to have equal access to education.

2K [In 2008, the Radio Mullah announced that no girl of any age

would be allowed to go to school anymore. When Malala first heard

the news, she said, “I simply did not believe this man could stop us.

School was our right” (Yousafzai 73). Even though it was hard to

believe, the Taliban succeeded in shutting down schools. Despite

the danger, Malala continued to go. Malala was upset personally,

because she loved school. She was also angry because of how many

other girls were being hurt by the Taliban’s rule. She asked, “How

could one man stop more than fifty thousand girls from going to

school?” (73). Malala and her friends believed they had a right to

continue their education. That’s when Malala knew she would have

to speak out.]

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

When Malala took a stand against injustice, she became an

advocate. 2K, 3K [She began writing a blog for the BBC to show

what it was like to live in a country where attending school was

not safe for girls. Malala was able to share what was happening in

Pakistan with people around the world.] After recovering from the

Taliban’s attack, Malala expanded her advocacy to include girls all

over the world. In 2014, Malala was the youngest person ever to

receive the Nobel Peace Prize. 3K [In her speech, she said, “Why

do leaders accept that for children in developing countries, only

basic literacy is sufficient, when their own children do homework

in Algebra, Mathematics, Science and Physics? Leaders must

seize this opportunity to guarantee a free, quality, primary and

secondary education for every child.”] 3K [Malala pointed out that

all children, regardless of gender, location, or status, should be able

to continue their schooling. Even today, Malala continues to speak

out for children around the world.] Her courage to declare that

both elementary and secondary education should be human rights

makes her a strong advocate.

Examples from Malala’s life exemplify the definition of

advocacy. Malala shows us that advocates are motivated by their

belief in a cause and take action to support that cause. It’s important

to speak out in the name of human rights. Malala demonstrates that

one person speaking out can change the world.

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

Annotated Writing Criteria

1W 1W uses an introduction
3W, 9W [An advocate is “a person who supports or promotes to catch the reader’s
attention and provide
the cause or interests of a group.”] To advocate means “to support background information
on the topic
or argue for a cause.” When Malala Yousafzai was ten years old,
2W has a clear thesis
7W [the Taliban] took control of her city in Pakistan and stopped statement with
two points
girls from going to school. Malala spoke out because she believed in
3W uses a clear structure
education as 7W [a basic human right]. She is now considered an to organize ideas
advocate because of the action she takes to support women’s rights 4W uses evidence from
I Am Malala and at least
to education around the world. 2W [Malala embodies the definition one additional module
text to support the thesis
of the word advocacy because she is motivated by her belief in a statement
cause and takes action to support that cause.] 5W uses elaboration to
explain evidence and
3W [Malala was motivated to become an advocate because identify its relationship
to the thesis statement
the Taliban wanted to keep all girls from going to school.] Malala’s
6W uses transitions to
father believed in sending girls to 7W [elementary and secondary clarify the relationships
among ideas
school.] This was not typical in Pakistan. 6W [As a result,] Malala
7W uses precise
learned how important it was for everyone to have equal access language and topic-
specific vocabulary to
to education. In 2008, the Radio Mullah announced that no girl explain ideas
of any age would be allowed to go to school anymore. 4W [When 8W uses a so what?
conclusion to reflect on
Malala first heard the news, she said, “I simply did not believe this the significance of the
ideas presented
man could stop us. School was our right” (Yousafzai 73).] 5W [Even
9W uses a formal
though it was hard to believe, the Taliban succeeded in shutting writing style

down schools. Despite the danger, Malala continued to go. Malala

was upset personally, because she loved school. She was also angry

because of how many other girls were being hurt by the Taliban’s

rule.] 4W [She asked, “How could one man stop more than fifty
thousand girls from going to school?” (73)]. 5W [Malala and her

friends believed they had a right to continue their education. That’s

when Malala knew she would have to speak out.]

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

6W, 3W [When Malala took a stand against 7W [injustice,]

she became an advocate.] She began writing a blog for the BBC to

show what it was like to live in a country where attending school

was not safe for girls. Malala was able to share what was happening

in Pakistan with people around the world. After recovering from

the Taliban’s attack, Malala expanded her advocacy to include girls

all over the world. 4W [In 2014, Malala was the youngest person

ever to receive the Nobel Peace Prize. In her speech, she said, “Why

do leaders accept that for children in developing countries, only

basic literacy is sufficient, when their own children do homework

in Algebra, Mathematics, Science and Physics? Leaders must

seize this opportunity to guarantee a free, quality, primary and

secondary education for every child.”] 5W [Malala pointed out that

all children, regardless of gender, location, or status, should be able

to continue their schooling. 6W [Even today,] Malala continues to

speak out for children around the world. Her courage to declare that

both elementary and secondary education should be human rights

makes her a strong advocate.]

8W [Examples from Malala’s life exemplify the definition of

advocacy. Malala shows us that advocates are motivated by their

belief in a cause and take action to support that cause. It’s important

to speak out in the name of human rights. Malala demonstrates that

one person speaking out can change the world.]

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

Annotated Language Criteria

An 3L [advocate] is “a person who supports or promotes the
1L varies sentence
cause or interests of a group.” To advocate means “to support or patterns for meaning,
reader interest, and style
argue for a cause.” When 3L [Malala Yousafzai] was ten years
2L maintains consistency
old, the Taliban took control of her city in Pakistan and stopped in style and tone

girls from going to school. Malala spoke out because she believed 3L spells grade-
appropriate words
in education as a basic human right. She is now considered an correctly
advocate because of the action she takes to support women’s rights

to education around the world. Malala embodies the definition of

the word advocacy because she is motivated by her belief in a cause

and takes action to support that cause.

2L [Malala was motivated to become an advocate because the

3L [Taliban] wanted to keep all girls from going to school. Malala’s

father believed in sending girls to elementary and secondary school.

This was not typical in Pakistan. As a result, Malala learned how

important it was for everyone to have equal access to education.] In

2008, the Radio Mullah announced that no girl of any age would be

allowed to go to school anymore. When Malala first heard the news,

she said, “I simply did not believe this man could stop us. School

was our right” (Yousafzai 73). Even though it was hard to believe,

the Taliban succeeded in shutting down schools. 2L [Despite

the danger, Malala continued to go. Malala was upset personally,

because she loved school.] She was also angry because of how many
other girls were being hurt by the Taliban’s rule. She asked, “How

could one man stop more than fifty thousand girls from going to

school?” (73). Malala and her friends believed they had a right to

continue their education. That’s when Malala knew she would have

to speak out.

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

1L [When Malala took a stand against injustice, she became

an advocate.] 1L [She began writing a blog for the BBC to show

what it was like to live in a country where attending school was not

safe for girls.] 1L [Malala was able to share what was happening

in Pakistan with people around the world.] After recovering from

the Taliban’s attack, Malala expanded her advocacy to include girls

all over the world. In 2014, Malala was the youngest person ever

to receive the Nobel Peace Prize. In her speech, she said, “Why do

leaders accept that for children in developing countries, only basic

literacy is sufficient, when their own children do homework in

Algebra, Mathematics, Science and Physics? Leaders must seize this

opportunity to guarantee a free, quality, 3L [primary] and

3L [secondary] education for every child.” Malala pointed out that

all children, regardless of gender, location, or status, should be able

to continue their schooling. Even today, Malala continues to speak

out for children around the world. Her courage to declare that

both elementary and secondary education should be human rights

makes her a strong advocate.

Examples from Malala’s life 3L [exemplify] the definition of

advocacy. Malala shows us that advocates are motivated by their

belief in a cause and take action to support that cause. It’s important

to speak out in the name of human rights. Malala demonstrates that

one person speaking out can change the world.

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

Advanced
An advocate is “a person who supports or promotes the cause or interests of a group.” To advocate means “to
support or argue for a cause.” The word advocate comes from the Latin advocare, which translates as “to add a
voice.” When Malala Yousafzai was ten years old, the Taliban took control of her city in Pakistan and banned
girls from going to school. The Taliban, an Islamic fundamentalist group, believe in a strict interpretation
of Islamic law and, as a result, have treated many people with cruelty across the Middle East. Malala spoke
out against the Taliban because she believed in education as a basic human right. She is now considered an
advocate because of the action she takes to support women’s rights to education around the world. Malala
embodies the definition of the word advocacy because she is motivated by her belief in a cause and takes action
to support that cause.

Malala was motivated to become an advocate because the Taliban wanted to keep all girls from going to school.
Malala’s father, Ziauddin Yousafzai, believed in sending girls to elementary and secondary school. Malala’s
father’s view was not typical in Pakistan. As a result of his influence, Malala learned how important it was for
everyone to have equal access to education. In 2008, the Radio Mullah announced that no girl of any age would
be allowed to go to school anymore. The Radio Mullah’s real name was Maulana Fazlullah, and his popular
pirate radio broadcasts led to his rise in the Taliban where he eventually became the leader. When Malala first
heard the news, she said, “I simply did not believe this man could stop us. School was our right” (Yousafzai 73).
Even though it was hard to believe, the Taliban succeeded in shutting down schools. Despite the danger,
Malala continued to go. Malala was upset personally, because she loved school. She was also angry because of
how many other girls were being hurt by the Taliban’s rule. She asked, “How could one man stop more than
fifty thousand girls from going to school?” (73). Malala understood how the Taliban used violence and fear to
intimidate and control people. Malala and her friends believed they had a right to continue their education.
That’s when Malala knew she would have to speak out.

When Malala took a stand against injustice, she became an advocate, adding her voice to stand up for what
she believed. She began writing a blog for the BBC to show what it was like to live in a country where attending
school was not safe for girls. Malala was able to share the horrors surrounding her in Pakistan with people
around the world. After recovering from the Taliban’s attack, Malala expanded her advocacy to include girls all
over the world. Her anonymous blog was a risk, and she feared that the Taliban would find out who she was.
When they did, the target on her almost cost her life. In 2014, Malala was the youngest person ever to receive
the Nobel Peace Prize, an honor the world celebrated. In her speech, she said, “Why do leaders accept that for
children in developing countries, only basic literacy is sufficient, when their own children do homework in
Algebra, Mathematics, Science and Physics? Leaders must seize this opportunity to guarantee a free, quality,
primary and secondary education for every child.” Malala pointed out that all children, regardless of gender,
location, or status, should be able to continue their schooling. Even today, Malala continues to advocate
relentlessly for children around the world. Her courage to declare that both elementary and secondary
education should be human rights makes her a strong advocate.

Examples from Malala’s life exemplify the definition of advocacy. She has dedicated her life to the cause of
educational equality for all children. Malala shows us that advocates are motivated by their belief in a cause
and take action to support that cause. It’s important to speak out in the name of human rights. She reminds us
that advocates often face hardship or threats but persist in adding their voice. Malala demonstrates that one
person speaking out can change the world.

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

Annotated Criteria

On Target Advanced

An advocate is “a person who supports or promotes 1K shows knowledge An advanced response

the cause or interests of a group.” To advocate of the concept of may provide additional
means “to support or argue for a cause.” 1K [The advocacy details about the
word advocate comes from the Latin advocare, which concept of advocacy.
translates as “to add a voice.”] When Malala Yousafzai This response provides
was ten years old, the Taliban took control of her city in a Latin definition
Pakistan and 7W [banned] girls from going to school. for the word part of
5W, 7W [The Taliban, an Islamic fundamentalist advocacy.
group,] believe in a strict interpretation of Islamic law
3K shows knowledge An advanced response
and, as a result, have treated many people with cruelty
of how Malala took may provide additional
across the Middle East.] Malala spoke out 7W [against
action to support details to show how
the Taliban] because she believed in education as a
a cause Malala took action
basic human right. She is now considered an advocate
to support a cause.
because of the action she takes to support women’s
This response includes
rights to education around the world. Malala embodies
details that describe
the definition of the word advocacy because she is
how Malala used her
motivated by her belief in a cause and takes action to
voice to take a stand
support that cause.
against the Taliban’s
Malala was motivated to become an advocate violent threats.
because the Taliban wanted to keep all girls from 5W uses elaboration An advanced response
going to school. Malala’s father, 7W [Ziauddin to explain evidence may provide additional
Yousafzai,] believed in sending girls to elementary and identify its elaboration to explain
and secondary school. 7W [Malala’s father’s view] relationship to the evidence and identify
was not typical in Pakistan. As a result 7W [of his thesis statement its relationship to the
influence,] Malala learned how important it was thesis statement.
for everyone to have equal access to education. In This response explains
2008, the Radio Mullah announced that no girl of evidence about the
any age would be allowed to go to school anymore. group that took control
5W [The Radio Mullah’s real name was Maulana of Malala’s city and took
Fazlullah, and his popular pirate radio broadcasts away her and other
led to his rise in the Taliban where he eventually girls’ right to education.
became the leader.] When Malala first heard the
news, she said, “I simply did not believe this man 7W uses precise An advanced response
could stop us. School was our right” (Yousafzai language and topic- may include additional
73). Even though it was hard to believe, the Taliban specific vocabulary to examples of precise
succeeded in shutting down schools. Despite the explain ideas language to explain
danger, Malala continued to go. Malala was upset ideas. This response
personally, because she loved school. She was also uses precise language
angry because of how many other girls were being to describe and clarify
hurt by the Taliban’s rule. She asked, “How could the people, places,
one man stop more than fifty thousand girls from and challenges that
going to school?” (73). 5W [Malala understood how were a part of Malala’s
the Taliban used violence and fear to intimidate and human rights advocacy
control people.] Malala and her friends believed they journey.
had a right to continue their education. That’s when
Malala knew she would have to speak out.

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

On Target Advanced

When Malala took a stand against injustice, she

became an advocate, 3K [adding her voice to
stand up for what she believed ] She began writing
a blog for the BBC to show what it was like to live
in a country where attending school was not safe
for girls Malala was able to share 7W [the horrors
surrounding her] in Pakistan with people around
the world After recovering from the Taliban’s
attack, Malala expanded her advocacy to include
girls all over the world 5W [Her anonymous blog
was a risk, and she feared that the Taliban would
find out who she was When they did, the target on
her almost cost her life ] In 2014, Malala was the
youngest person ever to receive the Nobel Peace
Prize, 5W [an honor the world celebrated ] In her
speech, she said, “Why do leaders accept that for
children in developing countries, only basic literacy
is sufficient, when their own children do homework
in Algebra, Mathematics, Science and Physics?
Leaders must seize this opportunity to guarantee
a free, quality, primary and secondary education
for every child ” Malala pointed out that all children,
regardless of gender, location, or status, should be
able to continue their schooling Even today, Malala
continues to 5W [advocate relentlessly] for children
around the world Her courage to declare that both
elementary and secondary education should be
human rights makes her a strong advocate

Examples from Malala’s life exemplify the definition

of advocacy 5W [She has dedicated her life to
the cause of educational equality for all children ]
Malala shows us that advocates are motivated by
their belief in a cause and take action to support
that cause It’s important to speak out in the name
of human rights 3K [She reminds us that advocates
often face hardship or threats, but persist in adding
their voice ] Malala demonstrates that one person
speaking out can change the world

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

REINFORCEMENTS FOR THE

END-OF-MODULE TASK
Reinforcements for each module task support students in gaining more proficiency in knowledge, writing, and
language with the goal of being on target for the EOM Task rubric criteria. To reflect the specific knowledge
demands of the EOM Task, the knowledge criteria are different from those for module tasks. Use the new
knowledge recommendations below to support students. Writing and language reinforcements from previous
module tasks are included below.

Teacher Note
Students do not receive spelling instruction at this grade level. To support accurate spelling, provide
reference materials, including dictionaries, to allow students to check and correct their spelling.

Use the reinforcement suggestions below to support the needs identified during report analysis. (See the
appendix for more information about analyzing reports.)

To Help Students Build and Apply Knowledge

If students did not demonstrate understanding of the necessary content knowledge in the task, prompt them
through guiding questions to recall and express that knowledge orally.
• Sample prompts:
• How might someone take a stand to support a cause?
• Why does Malala decide to fight for girls’ education?

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

Knowledge Criteria Looking Back

shows knowledge Revisit: In lesson 14 Read and Respond, students learned the meaning of the
of the concept of term advocacy and identified and recorded examples of Malala’s advocacy from
advocacy I Am Malala Then students explained how Malala’s advocacy for girls’ rights
develops in chapters 11–14 of the text

Revisit: In lesson 19 Read and Respond, students examined Malala’s reactions

to the challenges she faced, and they discussed the qualities that made Malala an
effective advocate

Revisit: In lesson 33 Respond, students wrote to explain how advocates create

change and how advocates’ courage inspires others to fight against injustice

Reinforce: Instruct students to review their informative essays Did they include
details that describe the concept of advocacy? If not, instruct students to review
the meaning of advocate and then to review their journal responses from lesson
33 Read Instruct students to answer this question: How do qualities you listed in
your journal response reflect the meaning of the term advocate?

shows knowledge Revisit: In lesson 32 Write, students examined and recorded details from I Am
of how Malala’s Malala and one additional text to identify evidence to explain Malala’s motivations
experiences and actions as a human rights advocate
motivated her
Reinforce: Instruct students to review their informative essays Did they include
to become an
details that show how Malala’s experiences motivated her to become an advocate?
advocate
If not, instruct students to review their Advocacy Organizer for I Am Malala and to
choose an example of Malala’s advocacy to add to their EOM Task responses

If students need additional support identifying details that describe Malala’s

experiences that motivated her to become an advocate, refer to the Prologue to
lesson 28

shows knowledge Revisit: In lesson 14 Read and Respond, students identified and recorded
of how Malala took examples of ways Malala took action to advocate for human rights in I Am Malala
action to support Then students explained how Malala’s advocacy for girls’ rights develops in
a cause chapters 11–14 of the text

Revisit: In lesson 24 Respond, students discussed ways Malala makes a

difference as a human rights advocate and collected examples on the Advocacy
Organizer for I Am Malala

Reinforce: Instruct students to review their informative essays Did they include
details that show how Malala took action to support a cause? If not, tell students
to review their Advocacy Organizer for I Am Malala and to choose an example of
Malala’s advocacy to add to their EOM Task responses

If students need additional support identifying details that show how Malala took
action to support a cause, refer to the Prologue to lesson 19

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

To Help Students Build and Apply Writing Skills

Writing Criteria Looking Back

uses an introduction Revisit: In lesson 8 Write, students examined the Writing Model for Module 2 and
to catch the reader’s color-coded the writing model for the introduction of the Painted Essay®
attention and
Revisit: In lesson 9 Write, students examined the introduction for the Writing
provide background
Model for Module 2, and then they wrote to explain how the introduction of the
information on
writing model reflects the requirements of the prompt
the topic
Revisit: In lesson 18 Write, students reviewed the elements of an informative
essay introduction Then students orally rehearsed and planned background
information for the introduction of their Module Task 1

Revisit: In lesson 25 Write, students reviewed the introduction of the Writing

Model for Module 2 Then they wrote two possible hooks for their Module Task 2

Revisit: In lesson 26 Write, students examined background information

about Benazir Bhutto in the Writing Model for Module Task 2 Then they wrote
background information for their introduction to Module Task 2

Reinforce: Instruct students to review their informative essays Did they write an
introduction? If not, instruct students to read the prompt and introduction of the
Writing Model for Module 2 and to work with a partner to answer this question:
How does the introduction connect to what is stated in the prompt? Then instruct
students to review the prompt for the EOM Task and to write an introduction to
their essays that considers these questions:
• What does the prompt want readers to know about?
• What detail can you use about this topic to get readers’ attention?

If students need additional support understanding the types of details an author

uses to introduce a topic in an informational essay, refer to the Prologue to
lesson 8

has a clear thesis Revisit: In lesson 8 Write, students examined the Writing Model for Module 2 and
statement with color-coded the writing model for the thesis statement of the Painted Essay®
two points
Revisit: In lesson 14 Write, students reviewed the qualities of a strong thesis
and reviewed those elements in the thesis statement of the Writing Model for
Module 2 Then they used details from their Evidence Organizer for Module Task 1
to rehearse and draft a thesis statement for Module Task 1

Revisit: In lesson 23 Write, students collected two additional pieces of evidence

from I Am Malala and module texts to support each point of their thesis Then
students drafted thesis statements on their Evidence Organizer for Module Task 2

Reinforce: Instruct students to review their informative essays Did they include
a clear thesis statement with two points? If not, direct students to their Evidence
Organizer for the End-of-Module Task, instruct them to choose two details, and
ask this question: How do these details connect to the prompt? Then invite
students to use their responses to the previous question to complete this
sentence frame based on the task prompt: A human rights advocate is ,
and Malala’s motivations and actions as a human rights advocate

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

Writing Criteria Looking Back

uses a clear Revisit: In lesson 8 Write, students examined the Writing Model for Module 2
structure to and color-coded the writing model for the introduction, thesis statement, proof
organize ideas paragraphs, and conclusion of the Painted Essay®

Revisit: In lesson 9 Write, students examined the Writing Model for Module 2,
and they examined how the author used definitions to provide structure in the
introduction

Revisit: In lesson 15 Write, students examined the topic sentences for proof
paragraphs 1 and 2 and discussed how the sentences connect to the essay’s
topic Then students drafted a topic sentence for each proof paragraph for Module
Task 1

Revisit: In lesson 28 Write, students completed their Informative Essay Outline

for Module Task 2 to support themselves in drafting responses to Module Task 2

Reinforce: Instruct students to review their informative essays Did they use
a clear structure to organize their ideas? If not, direct students to the Painted
Essay®—Informative, located in the Learn book Instruct students to review the
essay elements and then to review their EOM Task responses to answer these
questions:
• Which informative elements does your essay include?
• Which informative elements are missing from your essay?
• Do the elements in your essay follow the structure of the Painted
Essay®—Informative?

If students have not already met this criterion, instruct them to review the
requirements of the task’s prompt and orally rehearse with a partner how they
might structure sections of their essays to reflect the prompt’s requirements

If students need additional support identifying a clear structure to organize ideas,

refer to the Prologue to lesson 8

uses evidence from Revisit: In lesson 22 Write and lesson 23 Write, students collected evidence
I Am Malala and at from I Am Malala and from an additional module text that responded to the prompt
least one additional for Module Task 2
module text to
Revisit: In lesson 32 Write and lesson 33 Write, students collected evidence
support the thesis
from I Am Malala and an additional module text that responds to the prompt for
statement
the EOM Task

Reinforce: Instruct students to review their informative essays Did they use
evidence from I Am Malala to support the thesis statement? If not, instruct
students to review the thesis statement in the introduction to their EOM Task
responses Remind students that an essay’s thesis statement serves as the main
claim that someone wants to discuss or prove Instruct students to review their
annotations about Malala’s parents from chapters 7 and 8 of I Am Malala and to
identify details that connect to their thesis statements

If students need additional support using evidence from I Am Malala to support an

idea, refer to the Prologue to lesson 14, 17, or 19

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

Writing Criteria Looking Back

uses elaboration to Revisit: In lesson 14 Write, students reviewed reasons why authors elaborate on
explain evidence evidence and then used elaboration to extend or connect the evidence on their
and identify its Evidence Organizer for Module Task 1 that supports their thesis statements
relationship to the
Revisit: In lesson 16 Write, students read the evidence and elaboration in the
thesis statement
Writing Model for Module 2 and discussed the similarities and differences in
elaboration between the model and previous models Then students revised the
elaboration sentences for at least one piece of evidence on their Informative Essay
Outline for Module Task 1 and explained their revision choices

Revisit: In lesson 23 Write, students orally rehearsed elaboration for evidence

from their Evidence Organizer for Module Task 2

Revisit: In lesson 24 Write, students examined color-coded evidence from the

Writing Model for Module 2 and discussed how the author elaborated on the
evidence Then students rehearsed and wrote elaboration statements to explain
evidence from their Evidence Organizer for Module Task 2

Revisit: In lesson 36 Write, students orally rehearsed an elaboration statement

for each piece of evidence for the EOM Task

Reinforce: Instruct students to review their informative essays Did they

use elaboration to explain evidence and identify its relationship to the thesis
statement? If not, direct students to their Evidence Organizer for the End-of-
Module Task and instruct them to work with a partner to explain how each piece of
evidence connects to the prompt for the EOM Task Invite students to review their
elaboration to ensure that it explains a piece of evidence from the text Then tell
them to add their explanations to the Elaboration column on their organizers

uses transitions Revisit: In lesson 16 Write, students examined the use of transition words and
to clarify the phrases to connect related ideas between paragraphs from the Writing Model for
relationships Module 2 Then students added a transition to the elaboration sentences for at
among ideas least one piece of evidence on their Informative Essay Outline for Module Task 1
and explained their choices

Reinforce: Instruct students to review their informative essays Did they use
transitions to clarify the relationships among ideas? If not, remind students that
transitions help create continuity between paragraphs by showing how they are
related Instruct students to review the list of additional words and phrases that
connect similar ideas from their Jot–Pair–Share in lesson 16 Instruct students
to choose a transition word from the list to add to an elaboration statement that
explains a piece of evidence from the EOM Task

If students need additional support using transitions to clarify relationships among

ideas, refer to the Prologue to lesson 16

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

Writing Criteria Looking Back

uses precise Revisit: In lesson 19 Write, students reviewed the qualities of writing that make
language and an author’s style more formal, including precise language Then students began
topic-specific drafting their Module Task 1
vocabulary to
Revisit: In lesson 20 Write, students examined examples of topic-specific
explain ideas
vocabulary that help explain ideas in the Writing Model for Module 2 Then
students peer-reviewed the topic-specific vocabulary in proof paragraph 1 of
their Module Task 1 and revised their drafts to enhance the use of topic-specific
vocabulary

Revisit: In lesson 25 Write, students reviewed the language that the author used
to hook readers in the introduction of the writing model Then students discussed
examples of precise language and revised words in the model and in their own
essays to be more precise

Revisit: In lesson 38 Write, students revised language in their EOM Task

responses to clearly and effectively communicate their ideas

Reinforce: Instruct students to review their informative essays Did they use
precise language to explain ideas? If not, instruct students to review a sentence
that provides background information in their EOM Task responses Then ask this
question: What word do you think could be more precise to better explain an idea
about your topic? Instruct students to revise the words they identified to be more
precise

uses a so what? Revisit: In lesson 18 Write, students reviewed their annotations in the so what?
conclusion to reflect conclusion from the color-coded Writing Model for Module 2 Then students
on the significance reviewed their thesis for Module Task 1, orally rehearsed why their topic matters,
of the ideas and planned their conclusions on their Informative Essay Outline for Module
presented Task 1

Revisit: In lesson 27 Write, students examined and annotated the so what?

conclusion from the color-coded Writing Model for Module 2 and discussed its
purpose Then students planned a so what? conclusion for their Module Task 2

Revisit: In lesson 37 Write, students drafted an informative essay that includes a

so what? conclusion for the EOM Task

Reinforce: Instruct students to review their informative essays Did they use a so
what? conclusion to reflect on the significance of the ideas presented? If not, tell
students to read their thesis statements, and then instruct them to discuss this
question with a partner: Why does your topic matter? Tell students to include or
summarize ideas from their essays in their response to plan a so what? conclusion
for the EOM Task

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

Writing Criteria Looking Back

uses a formal Revisit: In lesson 17 Write, students learned that citation means “a reference
writing style to outside sources used in a piece of writing,” and they examined correctly
cited evidence in the Writing Model for Module 2 Then students reviewed the
Citation Guidelines: Level 6, chose one piece of evidence from their Informative
Essay Outline for Module Task 1, and wrote at least one sentence in each proof
paragraph and cited it correctly

Revisit: In lesson 19 Write, students identified elements of formal writing style

and discussed why formal style is more appropriate when writing an essay about
human rights

Revisit: In lesson 30 Write, students examined and discussed sentence patterns

in I Am Malala Then they revised their Module Task 2 to vary sentence patterns

Reinforce: Instruct students to review their informative essays Did they use a
formal writing style? Tell students to identify what qualities make a writer’s style
more formal, and write their responses on a chart or board Then instruct students
to review their Informative Essay Outline for the EOM Task and rehearse language
that is precise, includes complex sentences, cites text evidence, and avoids
personal pronouns

To Help Students Build and Apply Language Skills

Language Criteria Looking Back

varies sentence Reinforce: Instruct students to review their informative essays Did they vary
patterns for meaning, sentence patterns for meaning, reader interest, and style? If not, instruct students
reader interest, to review their EOM Task responses and to annotate one of the following elements:
and style long sentences, short sentences, transitions, or compound or complex sentences
Then instruct students to choose an element they would like to include to add
variety to their sentence patterns and to look for places in their writing where they
can add or revise language to include the element

If students need additional support understanding how to use varying sentence

patterns for meaning, reader interest, and style, refer to the Prologue to lesson 30

maintains Reinforce: Instruct students to review their informative essays Did they maintain
consistency in style consistency in style and tone in their writing? If not, instruct students to Think–Pair–
and tone Share to answer these questions:
• What is the purpose of the writing in your essay?
• What words and phrases reflect how you want your readers to feel about your
topic?

Then instruct students to review their EOM Task responses and annotate words
and phrases that demonstrate certain attitudes or emotions about their topic Tell
students to look for places where they can add words that reinforce the content and
the intent of their writing

If students need additional support understanding how to use varying sentence

patterns for meaning, reader interest, and style, refer to the Prologue to lesson 30

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

Looking Ahead
Upcoming modules offer opportunities to continue to reinforce and extend the writing and language skills
assessed in module 2. These skills include the following:
• Students will continue to write a claim that is supported by evidence and reasons in module 3 when
they write an essay for Module Task 1.
• Students will draw evidence from literary texts to support reflection in module 3 when they collect
evidence from A Single Shard to respond to the prompt for Module Task 1.

ACHIEVEMENT DESCRIPTORS ASSESSED

CP: CP 1 6; CP 1 6 B; CP 1 6 H; CP 3 6; CP 3 6 A; CP 3 6 A b; CP 3 6 A e; CP 4 6; CP 4 6 A; CP 4 6 A b;
CP 4 6 B; CP 4 6 B b; CP 4 6 B c; CP 4 6 C; CP 5 6; CP 5 6 C; CP 5 6 E

BU: BU 1 6; BU 1 6 A; BU 4 6

DF: DF 3 6; DF 3 6 A; DF 13 6; DF 13 6 A

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

APPENDIX: SCORING TOOLS AND

REPORT ANALYSIS
Score the End-of-Module Task by using the single-point rubric provided, which is also available when you
score an assessment digitally. This rubric has three categories: Knowledge, Writing, and Language. Each
category has criteria that define the requirements for the task. Each criterion has its own rubric row.

Use the following performance-level table alongside the annotated sample student responses as a guide for
scoring students’ work with the single-point rubric.

Performance Level Description

Advanced The student has exceeded the grade-level expectation described in the criterion,
showing evidence of additional development, depth, insight, skill, or creativity
beyond the described knowledge or skill

Note: Some criteria will be capped at the on-target level because they do not allow
for advanced performance. These criteria appear in gray shading on the rubric.

On Target The student has met the grade-level expectation described in the criterion,
showing complete evidence of the described knowledge or skill

Developing The student is making progress toward meeting the grade-level expectation
described in the criterion, showing some evidence of the described knowledge or
skill

Not Yet The student has not yet met the grade-level expectation described in the criterion,
Demonstrated showing no evidence of the described knowledge or skill

Digital scoring for module tasks and EOM Tasks automates much of the process and produces visual reports.
However, teachers who wish to score by hand may use the following hand-scoring worksheet.

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

Hand-Scoring Worksheet for the End-of-Module Task

Teachers who wish to score by hand may use the following directions. Please note that all module tasks and
EOM Tasks are scored on the same 0–100 percentage scale. If required for grading purposes, teachers may
convert the percentage to a point total or a letter grade. To learn more about general rules and rationales for
scoring, refer to Implementation Resources.

Step 1

Use the single-point rubric to score the assessment. For each criterion, assign the student a performance level.
As needed, use the performance-level table and the on-target and advanced sample student responses for
additional guidance.

Step 2

Complete the following for each category.

1. Add up the total points earned and enter the result in column A. Award points as follows:
• Advanced—2 points
• On Target—1.8 points
• Developing—1.5 points
• Not Yet Demonstrated—1 point
2. Divide the number in column A by the number in column B, and enter the decimal result in column C
(e.g., 0.75). This number is the unweighted category score.
3. Multiply the number in column C by the number in column D, and enter the decimal result in column
E. This is the weighted category score.

Step 3

Add up the numbers in column E and convert the results to a percentage. Enter the result in the final row of
column E. This is the overall percentage score for the assessment.

A B C E
D
Total Points Total Points Unweighted Weighted
Category Category
Earned for Possible for Category Category
Weight
Category Category Score Score

Knowledge 6 0 30

Writing 18 0 50

Language 6 0 20

Overall
Percentage
Score:

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

Step 4

If desired, print and complete the table below to track student performance for a class. For the rubric
categories, enter the unweighted category scores as percentages.

Student Knowledge Writing Language Total Score

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

Analyzing Reports
Scoring assessments digitally allows teachers to generate a visual report for the whole class or for an individual
student. Reports include the following data:
• an overall assessment score given as a percentage
• an unweighted score for each category (Knowledge, Writing, and Language) given as a percentage
• the performance level (advanced, on target, developing, or not yet demonstrated) for each criterion   

Reports can be used to analyze student progress and support next steps for instruction. Follow these steps:

1 2 3 4
Review the whole Study the Review the class Review individual
class report breakdown of performance by student
scores by category criterion Are there performance Do
(e g , Knowledge) any criteria that any students need
Do any categories the class is still support with a
stand out? developing? specific category
or criterion?

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 6 | Module 2 | Assessment Guide for the End-of-Module Task

CREDITS
Great Minds® has made every effort to obtain permission contact Great Minds for proper acknowledgment in all future
for the reprinting of all copyrighted material If any owner editions and reprints of this module
of copyrighted material is not acknowledged herein, please
All images are the property of Great Minds

ACKNOWLEDGMENTS
Shafiqa Ahmadi, Karen Aleo, Trevor Barnes, Sarah Baughman, Rooney, Miguel Salcedo, Lori Sappington, Amy Schoon,
Anthony Bautista Ramil, Allie Beman, Lyndsay Boettcher, Carolyn Scott, Susan Sheehan, Dan Shindell, Danae Smith,
Kelsey Bordelon-Kojeski, Sarah Brenner, Beth Brown, Victoria Rachel Stack, Susan Stark, Sarah Turnage-Deklewa, Katie
Capeheart, Quennie Chen, Melissa Chung, Ashley Cook, Julia Valle, Terra Vetter, Tysha Vulcain-Murrell, Kara Waite, Katie
Dantchev, Camille Daum, Laurie Delgatto-Whitten, Enaka Waters, Dr Heather Waymouth, Sarah Webb, Erika Wentworth,
Enyong, Jen Forbus, Pamela Frasier, Nina Goffi, Caroline Ashley Williams, Nicole Williams, Margaret Wilson, Eleanor Wolf
Goyette, Lorraine Griffith, Tamara Griffith, Shelley Hampe,
Elizabeth Haydel, Robin Hegner, Sarah Henchey, Liz Henkel- Lynne Askin-Roush, Stephanie Bandrowsky, Rebecca Blaho,
Lorenz, Patricia Huerster, Sara Hunt, Holli Jessee, Mica Carolyn Buck, Adam Cardais, Cindy Carlone, Christina Cooper,
Jochim, Stephanie Kane-Mainier, Lior Klirs, Liana Krissoff, Lisa Crowe, Tim Delaney, Cherry dela Victoria, Erin DuRant,
Karen Latchana Kenney, Karen Leavitt, Farren Liben, Brittany Bill Eis, Sandy Engelman, Tamara Estrada Del Campo, Ubaldo
Lowe, Whitney Lyle, Liz Manolis, Stacy Martino, Meredith Feliciano-Hernandez, Tim Heppner, Marcela Hernandez,
McAndrew, Cathy McGath, Emily McKean, Patricia Mickelberry, Sonia Khaleel, Lisa King, Sarah Kopec, Drew Krepp, Jennifer
Julie Mickler, Andrea Minich, Lynne Munson, Katie Muson, Loomis, Siena Mazero, Alisha McCarthy, Cindy Medici, Brian
Gabrielle Nebeker, Amy Ng, Evann Normandin, Vivian Nourse, Methe, Mary-Lise Nazaire, Tamara Otto, Christine Palmtag,
Tara O’Hare, Carol Paiva, Catherine Paladino, Marya Parr, Katie Prince, Neha Priya, Gilbert Rodriguez, Karen Rollhauser,
Trisha Paster, Elizabeth Patterson, Kelly Pau, Sierra Penrod, Neela Roy, Richesh Ruchir, Gina Schenck, Madhu Singh, Leigh
Katie Pierson, Eden Plantz, Logan Quigley, Lauren Ramsden, Sterten, Mary Sudul, Deanna Thomann, Charmaine Whitman,
Natalie Rebentisch, Rachel Richards, Rachel Rood, Rachel Glenda Wisenburn-Burke, Howard Yaffe

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