Released 2018 Assessment: Language, Reading · vague support from the reading selection OR limited...

Assessment of Reading, Writing and Mathematics:

Primary Division

Released 2018 Assessment: Reading

Item-Specific Rubrics and Sample

Student Responses with Annotations

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Scoring Guide for Open-Response Question (2018)

Short Narrative

Sometimes It Takes Two – Section A1 – Question 5

Q5 : Explain how being organized could help Rory. Use details from the text to support your

answer.

Code Descriptor B Blank: nothing written or drawn in the space provided

I Illegible: cannot be read; completely crossed out/erased; not written in English

Irrelevant content: does not attempt assigned question

Off topic: no relationship of written work to the question

Typical responses:

do not attempt to answer the question OR

restate the question

10

Response attempts to explain how being organized could help Rory.

Response either:

answers an aspect of the question OR

does not refer to the reading selection OR

provides inaccurate support.

20

Response indicates a partial understanding of how being organized could help Rory.

Response provides:

irrelevant support from the reading selection OR

vague support from the reading selection OR

limited support.

The response usually requires the reader to connect to the support to what it is intended to prove.

30

Response indicates an understanding by explaining how being organized could help Rory.

Response includes:

some accurate and relevant support and

some vague or underdeveloped support.

The response requires the reader to make some connections between the support and what it is

intended to prove.

40

Response indicates an understanding by explaining how being organized could help Rory and provides

specific and relevant support.


Short Narrative


Code 10

Explain how being organized could help Rory. Use details from the text to support your answer.

Annotation : Response attempts to explain how being organized could help Rory by answering an aspect of the

question (e.g., not frogt evrithing)


Short Narrative


Code 20


Annotation : Response indicates a partial understanding by providing limited support (e.g., she wouldn’t forget her

homework) of how being organized could help Rory.

The response usually requires the reader to connect the support to what it is intended to prove.


Short Narrative


Code 30


Annotation : Response indicates an understanding of how being organized could help Rory by including some

accurate and relevant support (e.g., she made a list of “what to do” she could know when she had to bring in her

homework.) and some vague support (e.g., anything else she had to do.)

The response requires the reader to make some connections between the support and what it is intended

to prove.


Short Narrative


Code 40


Annotation: Response indicates an understanding by providing specific and relevant support (e.g., she almost frgot

her Lunch, her home work and her baseball uniform.) to explain fully how being organized could help Rory (e.g.,

keeping orgonized could help, Rory so she would not forget her blonghing.).

Scoring Guide for Open Response Question (2018)

Short Narrative

Sometimes It Takes Two - Section A1 - Question 6

Q6 : How are Rory’s parents helpful ? Explain using details from the text to support your answer.

Code Descriptor B Blank: nothing written or drawn in the space provided

I Illegible: cannot be read; completely crossed out/erased; not written in English

Irrelevant content: does not attempt assigned question

Off topic: no relationship of written work to the question

Typical responses:

do not attempt to answer the question OR

restate the question

10

Response attempts to explain how Rory’s parents are helpful.

Response either:

answers an aspect of the question OR

does not refer to the reading selection OR

provides inaccurate support.

20

Response indicates a partial understanding of how Rory’s parents are helpful.

Response provides:

irrelevant support from the reading selection OR

vague support from the reading selection OR

limited support.


30

Response indicates an understanding by explaining how Rory’s parents are helpful.

Response includes:

some accurate and relevant support and

some vague or underdeveloped support.

The response requires the reader to make some connections between the support and what it is

intended to prove.

40

Response indicates an understanding by explaining how Rory’s parents are helpful and provides specific and

relevant support.


Short Narrative


Code 10

How are Rory’s parents helpful ? Explain using details from the text to support your answer..

Annotation : Response attempts to explain how Rory’s parents are helpful by answering an aspect of the question

(e.g., …rmember something.).


Short Narrative


Code 20

How are Rory’s parents helpful ? Explain using details from the text to support your answer.

Annotation : Response indicates a partial understanding by providing limited support (e.g., …they tell her don’t

forget to pack your lunch) of how Rory’s parents are helpful.



Short Narrative



Code 30

Annotation : Response indicates an understanding of how Rory’s parents are helpful by including some accurate and relevant support (e.g., Rory’s dad bought the white board and put it on the fridge as a home agenda.) and some vague support (e.g., Rory’s mom got Rory organized,)

The response requires the reader to make some connections between the support and what it is intended

to prove.


Short Narrative



Code 40

Annotation: Response indicates an understanding by providing specific and relevant support (e.g., “Don’t forget

your lunch Rory.” …dad helped her set up a whiteboard as a home agenda and write down a To-do list for the

week.) to explain fully how Rory’s parents are helpful (e.g., by giving helpful reminders.).

Scoring Guide for Open Response Question (2018) Poem

’Round and ’Round – Section A2 – Question 11 Q11 : How do lines 31-36 relate to the title ? Explain using details from the poem to support your answer.

Code Descriptor B • Blank: nothing written or drawn in the space provided

I • Illegible: cannot be read; completely crossed out/erased; not written in English • Irrelevant content: does not attempt assigned question • Off topic: no relationship of written work to the question Typical responses: • do not attempt to answer the question OR • restate the question

10

Response attempts to explain how lines 31-36 relate to the title. Response either: • answers an aspect of the question OR • does not refer to the reading selection OR • provides inacurrate support.

20 Response indicates a partial understanding of how lines 31-36 relate to the title. Response provides: • irrelevant support from the reading selection OR • vague support from the reading selection OR • limited support.


30

Response indicates an understanding by explaining how lines 31-36 relate to the title. Response includes:

• some accurate and relevant support and • some vague or underdeveloped support.

The response requires the reader to make some connections between the support and what it is intended to prove.

40

Response indicates an understanding by explaining fully how lines 31-36 relate to the title and provides specific and relevant support.


’Round and ’Round – Section A2 – Question 11

Code 10

How do lines 31-36 relate to the title ? Explain using details from the poem to support your answer.

Annotation: Response attempts to explain how lines 31-36 relate to the title by answering an aspect of the question (e.g.,The title is round and round, it says in line 34 round and round. That’s the title !).



Code 20


Annotation: Response indicates a partial understanding by providing limited support to explain how lines 31-36 relate to the title (e.g., …the title is called ‘round and ‘round. And in line 32, once again relates to the title because ‘round and ‘round means the cycle or once again). Response requires the reader to connect the support and what it is intended to prove.



Code 30


Annotation: Response indicates an understanding to explain how lines 31-36 relate to the title by including some accurate and relevant support (e.g., …it meant the life cycle of a plant…the cycle begins again and again). Response is underdeveloped in that the reader is required to make some connections between the



Code 40 How do lines 31-36 relate to the title ? Explain using details from the poem to support your answer.

Annotation: Response indicates an understanding by providing specific and relevant support (e.g., …it’s talking about a flower becomes a fruit and has seeds that starts the circle again that goes round and round like the title) to explain fully how lines 31-36 relate to the title.


’Round and ’Round – Section A2 – Question 12 Q12 : How might this poem be helpful to someone who wants to grow a plant? Explain using details from the poem to support your answer.



10

Response attempts to explain how this poem might be helpful for someone who wants to grow a plant. Response either: • answers an aspect of the question OR • does not refer to the reading selection OR • provides inacurrate support.

20 Response indicates a partial understanding of how this poem might be helpful for someone who wants to grow a plant. Response provides: • irrelevant support from the reading selection OR • vague support from the reading selection OR • limited support.


30

Response indicates an understanding by explaining explain how this poem might be helpful for someone who wants to grow a plant. Response includes:



40

Response indicates an understanding by explaining fully how this poem might be helpful for someone who wants to grow a plant and provides specific and relevant support.



How might this poem be helpful to someone who wants to grow a plant? Explain using details from the poem to support your answer.

Code 10

Annotation : Annotation: Annotation: Response attempts to explain how this poem might be helpful to someone who wants to grow a plant by answering an aspect of the question (e.g., it tells you what to do for growing a plant).




Code 20

Annotation : .

Annotation:

Annotation: Response indicates a partial understanding of how this poem might be helpful to someone who wants to grow a plant by providing vague support (e.g., it says bury me dark bury me deep Let me lie awhile, asleep). Response requires the reader to make connections between the support and how this poem might be helpful.




Code 30

Annotation: Response indicates an understanding of how this poem might be helpful to someone who wants to grow a plant by providing some accurate and relevant support (e.g., …it told the person who wanted to grow the plant the things it need, there for soil, light and air) and some underdeveloped support (line 1-4 it gave instructions for growing a plant). Response requires the reader to make some connections between the support and how the poem might be helpful.




Code 40

Annotation : Annotation:

Annotation: Response indicates an understanding by providing specific and relevant support (e.g., …it say “Bury me dark bury me deep.” That mean bury it deep in the soil to soak up all the nutrions) to fully explain how this poem might be helpful to someone who wants to grow a plant.

Scoring Guide for Open-Response Question (2018) Informational

Building Nests is for the Birds – Section B1 – Question 5 Q5 : How do ravens live and build nests differently from robins? Explain using information from the text to support your answer.



10

Response attempts to explain how ravens live and build nest differently from robins. Response either: • answers an aspect of the question OR • does not refer to the reading selection OR • provides inacurrate support.

20 Response indicates a partial understanding of how ravens live and build nest differently from robins. Response provides: • irrelevant support from the reading selection OR • vague support from the reading selection OR • limited support.


30

Response indicates an understanding by explaining how ravens live and build nest differently from robins. Response includes:



40

Response indicates an understanding by explaining fully how ravens live and build nest differently from robins and provides specific and relevant support.


Building Nests is for the Birds – Section B1 – Question 5

Code 10

How do ravens live and build nests differently from robins? Explain using information from the text to support your answer.

Annotation : Annotation: Response attempts to explain how ravens live and build nests differently from robins by answering an aspect of the question (e.g., they build thier nests in different areas).




Code 20

Commentaires : La réponse indique une compréhension partielle du texte et de la question. C’est un bel exemple de mini discours au sujet des bienfaits de la lecture.

Annotation :

Annotation: Response indicates a partial understanding by providing vague support for how ravens live and build nests differently from robins (e.g., …they make it out of twigs, sticks, and line them with mud, fur, bark and grass). Response requires the reader to connect the support to what it is intended to prove.

Annotation: Response indicates a partial understanding by providing limited support for how ravens live and build nests differently from robins (e.g., …ravens live on rocky cliffs or in branches of a High tree). Response requires the reader to connect the support to what it is intended to prove.



Code 30


Annotation: Response indicates an understanding by explaining how ravens live and build nests differently from robins by including some accurate and relevant support (e.g., …ravens usually live on rocky cliffs or in the branches of tall trees) and some vague support (robins usually live in towns and citys). Response requires the reader to make some connections between the support and what it is inteded to prove.



Code 40


Annotation:

Annotation: Response indicates an understanding by providing specific and relevant support (e.g., …ravens live on rocky cliffs or in the branches of tall trees. They make their nest out of sticks, twigs, mud, fur, bark and grass. Robins live in backyards, parks and school grounds. They make their nest with wool, string and cloth) to explain fully how how ravens live and build nests differently from robins.


Building Nests is for the Birds – Section B1 – Question 6 Q6 : Explain what is meant by birds are some of nature’s best builders. Use information from the text to support your answer.



10

Response attempts to explain what is meant by “birds are some of nature’s best builders.” Response either: • answers an aspect of the question OR • does not refer to the reading selection OR • provides inacurrate support.

20 Response indicates a partial understanding of what is meant by “birds are some of nature’s best builders.” Response provides: • irrelevant support from the reading selection OR • vague support from the reading selection OR • limited support.


30

Response indicates an understanding by explaining what is meant by “birds are some of nature’s best builders.” Response includes:



40

Response indicates an understanding by explaining fully what is meant by “birds are some of nature’s best builders” and provides specific and relevant support.



Code 10

Explain what is meant by birds are some of nature’s best builders. Use information from the text to support your answer.

Annotation : Response attempts to explain what is meant by birds are some of nature’s best builders by answering an aspect of the question (e.g …bilud the best and strongest nest).



Code 20


Annotation: Response indicates a partial understanding by providing vague support of what is meant by birds are some of nature’s best builders (e.g., …they can build nests anywere, they can make there nests out of any small thing). Response requires the reader to connect the support and what it is intended to prove.



Code 30


Annotation: Response indicates an understanding of what is meant by birds are some of nature’s best builders by including some accurate and relevant support (e.g., …they can take a beakful of twigs, mud and grass and construct a home). Response is underdeveloped in that the reader is required to make some connections between the support and what it is intended to prove.



Code 40


Annotation: Response indicates an understanding by providing specific and relevant support (e.g., …they can take a beakful of twigs, mud and grass and construct a home meant to keep their eggs and hatchlings safe…they can build one just about anywhere) to explain fully what is meant by birds are some of nature’s best builders.

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Released 2018 Assessment: Language, Reading · vague support from the reading selection OR limited...

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