Student cites evidence

that I provided in class,

showing his ability to

write about real-world

problems.

As student writes about

problems presented, she
cites teacher-provided
evidence in her letter.
Student shows pride in his and
his peers’ work; he has
internalized and advocated that
his zip code, which is in
Bridgeport, should not
determine his worth.
Students worked, using their
collective assets, to create this letter
to their governor. They used
powerful vocabulary to challenge
this injustice.
This letter shows my students’ abilities to
work collaboratively to advocate for
injustices that their community faces.
This student shows pride for those that live in his city,
noting that they have just as much potential, they are
technologically capable, and intelligent, showing his
pride in his cultural identity.
In this example, Students worked together and demonstrated
that their collective assets can loudly resonate.
This is another example of
students working
collaboratively and citing
evidence that I presented in
class in their arguments.
These students showed that they
can work together to challenge
inequity of opportunities faced by
Bridgeport students.