Assessment of Reading, Writing and Mathematics:

Junior Division

Released 2014 Assessment: Language 1, Reading

Item-Specific Rubrics and

Sample Student Responses with Annotations

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 Scoring Guide for Open Response Question (2014)
Short Narrative
Smallmouth on the Fly - Section A- Question 5
Q 5 : Explain why fly-fishing can be a fun and affordable activity. Use details from the text to support
your answer.

Code Descriptor

B  Blank: nothing written or drawn in the space provided

 Illegible: cannot be read; completely crossed out / erased; not written in English
 Irrelevant content: does not attempt assigned question
I  Off topic: no relationship of written work to the question
Typical responses:
 do not attempt to answer the question OR
 restate the question (e.g., Fly-fishing can be a fun and affordable activity.)

Response attempts to explain why fly-fishing can be a fun and affordable activity.

The response either:

10
 answers an aspect of the question OR
 does not refer to the reading selection OR
 provides inaccurate support

Response indicates a partial understanding of why fly-fishing can be a fun and affordable activity.

The response provides:

 irrelevant support from the reading selection OR
20  vague support from the reading selection OR
 limited support from the reading selection

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

Response indicates an understanding by explaining why fly-fishing can be a fun and affordable
activity:

The response includes:

30  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.

Response indicates an understanding by explaining fully why fly-fishing can be a fun and affordable
40
activity and provides specific and relevant support.
 Scoring Guide for Open Response Question (2014)
Short Narrative
Smallmouth on the Fly - Section A- Question 5

Code 10

Annotation:
Response attempts to explain why fly-fishing can be a fun and affordable activity but does not refer to the
reading selection (e.g., you can land fish easyer then from shor).
 Scoring Guide for Open Response Question (2014)
Short Narrative
Smallmouth on the Fly - Section A- Question 5

Code 20

Annotation:
Response indicates a partial understanding by providing limited support for why fly-fishing can be a fun and
affordable activity (e.g., spend some time with your family; all you need are a pair of shorts and running
shoes or sandles which are affordable). Response requires the reader to make connections between the
support and what it is intended to prove.
 Scoring Guide for Open Response Question (2014)
Short Narrative
Smallmouth on the Fly - Section A- Question 5

Code 30

Annotation:
Response indicates an understanding of why fly-fishing can be a fun and affordable activity by including
some accurate and relevant support (e.g., affordable because for fly-fishing you don’t need a state of the art
boat or any boat at all; all you need is a fishing rod) and some underdeveloped support (e.g., its fun to
because its peaceful, relaxing, and cool). Response is underdeveloped in that the reader is required to make
some connections between the support and what it is intended to prove.
 Scoring Guide for Open Response Question (2014)
Short Narrative
Smallmouth on the Fly - Section A- Question 5

Code 40

Annotation:
Response indicates an understanding by providing specific and relevant support (e.g., all you need is shorts
and sandals and a long rod; in a good spot there is a sufficent amont of fish;there were dozens of fish in the
river) to explain fully why fly-fishing can be a fun and affordable activity (e.g., affordable because dosen’t
require expensive gear; you are bound to catch a fish).
 Scoring Guide for Open Response Question (2014)
Short Narrative
Smallmouth on the Fly - Section A- Question 6
Q 6 : Explain how the author’s choice of words in paragraph 5 creates a sense of excitement about fly-
fishing. Use details from the text to support your answer.

Code Descriptor

B  Blank: nothing written or drawn in the space provided

 Illegible: cannot be read; completely crossed out / erased; not written in English
 Irrelevant content: does not attempt assigned question
I  Off topic: no relationship of written work to the question
Typical responses:
 do not attempt to answer the question OR
 restate the question (e.g., The author’s words make fly-fishing exciting.)

Response attempts to explain how the author’s words create a sense of excitement about fly-fishing.

The response either:

10
 answers an aspect of the question OR
 does not refer to the reading selection OR
 provides inaccurate support

Response indicates a partial understanding of how the author’s words create a sense of excitement
about fly-fishing.

The response provides:

 irrelevant support from the reading selection OR
20
 vague support from the reading selection OR
 limited support from the reading selection

The response usually requires the reader to connect the support to what it is intended to prove.
Response indicates an understanding by explaining how the author’s words create a sense of
excitement about fly-fishing:

The response includes:

30  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.

Response indicates an understanding by explaining fully how the author’s words create a sense of
40
excitement about fly-fishing and provides specific and relevant support.
 Scoring Guide for Open Response Question (2014)
Short Narrative
Smallmouth on the Fly - Section A- Question 6

Code 10

Annotation:
Response attempts to explain how the author’s words create a sense of excitement about fly-fishing but does
not refer to the reading selection (e.g., he talks about it Alot and says cool things).
 Scoring Guide for Open Response Question (2014)
Short Narrative
Smallmouth on the Fly - Section A- Question 6

Code 20

Annotation:
Response indicates a partial understanding of how the author’s words create a sense of excitement about fly-
fishing by providing vague support (e.g., the words chow-hound, and sculpted and muscular fish makes fly-
fishing sound exciting; rod-bending and arm-tiring make it sound exciting).

Response requires the reader to make connections between the support and what is intended to prove.
 Scoring Guide for Open Response Question (2014)
Short Narrative
Smallmouth on the Fly - Section A- Question 6

Code 30

Annotation:
Response indicates an understanding of how the author’s words create a sense of excitement about fly-
fishing by including some accurate and relevant support (e.g., used words that were very descriptive about
how the fish fights) and some underdeveloped support (e.g., “a rod-bending, arm-tiring battel” makes it
sound very exciting). Response is underdeveloped in that the reader is required to make some connections
between the choice of words and how this creates a sense of excitement.
 Scoring Guide for Open Response Question (2014)
Short Narrative
Smallmouth on the Fly - Section A- Question 6

Code 40

Annotation:
Response indicates an understanding by providing specific and relevant support (e.g., They put up a real
fight during a rod-bending, arm-tiring battle) and explains fully how the author’s words create a sense of
excitement about fly-fishing (e.g., it seems like they had alot of fun so it makes you want to fish to; seems fun
to try to pull and tug kind of like tug of war).
 Scoring Guide for Open Response Question (2014)
Poem
The Discombobulator - Section A- Question 11
Q 11 : Explain why safety features are an important part of the design of the Discombobulator. Use
specific details from the poem and your own ideas to support your answer.

Code Descriptor

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

• Illegible: cannot be read; completely crossed out / erased; not written in English
• Irrelevant content: does not attempt assigned question
I • Off topic: no relationship of written work to the question
Typical responses:
• do not attempt to answer the question OR
• restate the question (e.g.,)
Response attempts to explain why safety features are an important part of the design of the
Discombobulator.

10 The response either:

• answers an aspect of the question OR
• does not refer to the reading selection OR
• provides inaccurate support
Response indicates a partial understanding of why safety features are an important part of the design
of the Discombobulator

The response provides:

• irrelevant support from the reading selection OR
20
• vague support from the reading selection OR
• limited support from the reading selection

The response usually requires the reader to connect the support to what it is intended to prove.
Response indicates an understanding of why safety features are an important part of the design of the
Discombobulator

The response includes:

30 • 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.

Response indicates an understanding by explaining fully why safety features are an important part of
40
the design of the Discombobulator and provides specific and relevant support.
 Scoring Guide for Open Response Question (2014)
Poem
The Discombobulator - Section A- Question 11

Code 10

Annotation:
Response attempts to explain why safety features are an important part of the design of the Discombobulator
by answering an aspect of the question (e.g., it goes in alot of circles, and really high up in the air, and then
it goes down really fast).
 Scoring Guide for Open Response Question (2014)
Poem
The Discombobulator - Section A- Question 11

Code 20

Annotation:
Response indicates a partial understanding of why safety features are an important part of the design of the
Discombobulator by providing limited support (e.g., from the movement discription of the ride without the
safety features everybody on the ride would fall out ). Response requires the reader to make connections
between the support and what it’s intended to prove.
 Scoring Guide for Open Response Question (2014)
Poem
The Discombobulator - Section A- Question 11

Code 30

Annotation:
Response indicates an understanding of why safety features are an important part of the design of the
Discombobulator by including some accurate and relevant support (e.g., if you did not have a belt the ridder
could fall out and get injured, or die) and some underdeveloped support (e.g., with all the twisting and
turning that happens). Response is underdeveloped and requires the reader to make connections between the
support and what it’s intended to prove.
 Scoring Guide for Open Response Question (2014)
Poem
The Discombobulator - Section A- Question 11

Code 40

Annotation:
Response indicates an understanding by providing specific and relevant support (e.g., ‘It jerks you at the
start’; ‘Going in circles’; ‘Plunging down so sharplg’) to explain fully why safety features are an important
part of the design of the Discombobulator (e.g., These all require safety belts, because if you don’t, you’ll
probably go flying off your seat, because the Discombobulator goes so fast).
 Scoring Guide for Open Response Question (2014)
Poem
The Discombobulator - Section A- Question 12
Q 12 : Explain whether or not you would enjoy riding the Discombobulator. Use information from the
poem and your own ideas to support your answer.

Code Descriptor

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

• Illegible: cannot be read; completely crossed out / erased; not written in English
• Irrelevant content: does not attempt assigned question
I • Off topic: no relationship of written work to the question
Typical responses:
• do not attempt to answer the question OR
• restate the question (e.g., I would enjoy riding the Discombobulator.)

Response attempts to explain whether or not the student would enjoy riding the Discombobulator.

The response either:

10
• answers an aspect of the question OR
• does not refer to the reading selection OR
• provides inaccurate support

Response indicates a partial understanding of whether or not the student would enjoy riding the
Discombobulator

The response provides:

• irrelevant support from the reading selection OR
20
• vague support from the reading selection OR
• limited support from the reading selection

The response usually requires the reader to connect the support to what it is intended to prove.
Response indicates an understanding by explaining whether or not the student would enjoy riding the
Discombobulator.

The response includes:

30 • 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.

Response indicates an understanding by explaining fully whether or not the student would enjoy
40
riding the Discombobulator and provides specific and relevant support.
 Scoring Guide for Open Response Question (2014)
Poem
The Discombobulator - Section A- Question 12

Code 10

Annotation:
Response attempts to explain whether or not the student would enjoy riding the Discombobulator but does
not refer to the reading selection (e.g., I would like to experience all of the stuff that was said in the story; it
would be fun).
 Scoring Guide for Open Response Question (2014)
Poem
The Discombobulator - Section A- Question 12

Code 20

Annotation:
Response indicates a partial understanding of whether or not the student would enjoy riding the
Discombobulator by providing limited support (e.g., The part that sounds most exciting to me is when it
says “its reaching amazing heights”). Response requires the reader to make connections between the
support and what it is intended to prove.
 Scoring Guide for Open Response Question (2014)
Poem
The Discombobulator - Section A- Question 12

Code 30

Annotation:
Response indicates an understanding of whether or not the student would enjoy riding the Discombobulator
by including some accurate and relevant support (e.g., I do not like heights; Reaching such amazing heights
your nose may start to bleed) and some vague support (e.g., that means you are going really high).
Response is underdeveloped and requires the reader to make connections between the support and what it is
intended to prove.
 Scoring Guide for Open Response Question (2014)
Poem
The Discombobulator - Section A- Question 12

Code 40

Annotation:
Response indicates an understanding by providing specific and relevant support (e.g., amazing heights and
sharp downward plunges described; the ride is stomach-churning) and explains fully whether or not the
student would enjoy riding the Discombobulator (e.g., twists and turns make for a nauseous ride; that is
not a feeling I enjoy).
 Scoring Guide for Open Response Question (2014)
Informational
Walking Sticks - Section B- Question 5
Q 5 : Explain why walking sticks behave differently depending on the time of day. Use information from
the text to support your answer.

Code Descriptor

B  Blank: nothing written or drawn in the space provided

 Illegible: cannot be read; completely crossed out / erased; not written in English
 Irrelevant content: does not attempt assigned question
I  Off topic: no relationship of written work to the question
Typical responses:
 do not attempt to answer the question OR
 restate the question (e.g., Walking sticks behave differently in the day and the night.)

Response attempts to explain why walking sticks behave differently depending on the time of day.

The response either:

10
 answers an aspect of the question OR
 does not refer to the reading selection OR
 provides inaccurate support

Response indicates a partial understanding of why walking sticks behave differently depending on
the time of day.

The response provides:

 irrelevant support from the reading selection OR
20
 vague support from the reading selection OR
 limited support from the reading selection

The response usually requires the reader to connect the support to what it is intended to prove.
Response indicates an understanding by explaining why walking sticks behave differently depending
on the time of day.

The response includes:

30  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.

Response indicates an understanding by explaining fully why walking sticks behave differently
40
depending on the time of day and provides specific and relevant support.
 Scoring Guide for Open Response Question (2014)
Informational
Walking Sticks - Section B- Question 5

Code 10

Annotation:
Response attempts to explain why walking sticks behave differently depending on the time of day by
answering an aspect of the question (e.g., They are being very carful and trying not to be seen by its
preditors).
 Scoring Guide for Open Response Question (2014)
Informational
Walking Sticks - Section B- Question 5

Code 20

Annotation:
Response indicates a partial understanding of why walking sticks behave differently depending on the time
of day by providing vague support (e.g., during the night it is harder for them to be noticed because its
dark, but at day there preditors are out and can see). Response requires the reader to make connections
between the support and what it is intended to prove.
 Scoring Guide for Open Response Question (2014)
Informational
Walking Sticks - Section B- Question 5

Code 30

Annotation:
Response indicates an understanding of why walking sticks behave differently depending on the time of
day by including some accurate and relevant support (e.g., at night they are munching (paragraph 3) and
during the day they try to stand as still as possible) and vague support (e.g., during the day … their are
more predators). Response is underdeveloped and requires the reader to make connections between the
support and what it is intended to prove.
 Scoring Guide for Open Response Question (2014)
Informational
Walking Sticks - Section B- Question 5

Code 40

Annotation:
Response indicates an understanding by providing specific and relevant support (e.g., walking sticks blend in
with the trees and bushes, swaying gently in the wind; happily munch on leaves) to explain fully why
walking sticks behave differently depending on the time of day (e.g., there are more predators in the day
than in the night; When the sun is up and all the predators are awake and hungry; At night, when most of the
creatures are sleeping; walking sticks’ behavior save them from being eaten in the day and starving at
night).
 Scoring Guide for Open Response Question (2014)
Informational
Walking Sticks - Section B- Question 6

Q 6 : Explain why having a variety of survival skills is helpful to the walking stick. Use specific details
from the text and your own ideas to support your answer.

Code Descriptor

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

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

Response attempts to explain why having a variety of survival skills is helpful to the walking stick .
The response either:
10 • answers an aspect of the question OR
• does not refer to the reading selection OR
• provides inaccurate support

Response indicates a partial understanding of why having a variety of survival skills is helpful to the
walking stick.

The response provides:

• irrelevant support from the reading selection OR
20
• vague support from the reading selection OR
• limited support from the reading selection

The response usually requires the reader to connect the support to what it is intended to prove.
Response indicates an understanding by explaining why having a variety of survival skills is helpful
to the walking stick.

The response includes:

30 • 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.

Response indicates an understanding by explaining fully why having a variety of survival skills is
40
helpful to the walking stick and provides specific and relevant support.
 Scoring Guide for Open Response Question (2014)
Informational
Walking Sticks - Section #B- Question #6

Code 10

Annotation:
Response attempts to explain why having a variety of survival skills is helpful to the walking stick but does
not refer to the reading selection (e.g., because if one fails, then you still have the other ones to rely on).
 Scoring Guide for Open Response Question (2014)
Informational
Walking Sticks - Section #B- Question #6

Code 20

Annotation:
Response indicates a partial understanding of why having a variety of survival skills is helpful to the
walking stick by providing limited support (e.g., they can do different things to help themseves survive;
they can camouflage, they can defend themselves and they can run. They also can hiss and they can spray a
chemical spray). Response requires the reader to connect the support to why a variety of skills is helpful to
the walking stick.
 Scoring Guide for Open Response Question (2014)
Informational
Walking Sticks - Section #B- Question #6

Code 30

Annotation:
Response indicates an understanding of why having a variety of survival skills is helpful to the walking stick
by including some accurate and relevant support (e.g., they are well camouflaged so their preadators will
have a hard time seeing them) and some vague support (e.g., when one fails they can use another; if they are
spotted then they have more skills to help them). Response requires the reader to make some connections
between the support and what it is intended to prove
 Scoring Guide for Open Response Question (2014)
Informational
Walking Sticks - Section #B- Question #6

Code 40

Annotation:
Response indicates an understanding by providing specific and relevant support (e.g., the walking stick may
fight back by squirting a chemical spray; the Asian, female Malay walking stick can fight back by hitting the
predator with thorns on their back legs or by hissing to scare it) and explains fully (e.g., they are sort of
like a back-up plan in case it’s disguise fails or it’s discovered) why having a variety of survival skills is
helpful to the walking stick.