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English Language Arts
Scoring Guide for Sample Test 2005
Grade 4
aXXXXX_04eSGcvr_NYS06.indd 3 10/13/05 3:44:35 PM
aXXXXX_04eSGcvr_NYS06.indd 4 10/13/05 3:44:35 PM
Guide to the Grades 3–8 Testing Program Page 1
Standard and Performance Indicator Map with Answer Key . . . . . . . . . . . . . . . . . . . . . 2
Grade 4 English Language Arts Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Grade 4 English Language Arts Rubric Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Listening/Writing Specific Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Listening/Writing Specific Rubric Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Listening/Writing Rubric Key Points. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Annotated Student Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Reading/Writing Specific Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Reading/Writing Specific Rubric Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Reading/Writing Rubric Key Points. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Annotated Student Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Writing Mechanics Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Writing Mechanics Rubric Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Annotation Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Annotated Student Responses. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Contents
bxxxxx_04eSG_NYS06.indd 1 10/13/05 3:38:06 PM
Guide to the Grades 3–8 Testing ProgramPage 2
Standard and Performance Indicator Map with Answer Key
Question Type Points Standard Performance IndicatorAnswer
Key
Book 1 Reading
1 multiple choice 1 1 Identify a main idea and supporting details in informational texts C
2 multiple choice 1 1 Identify a main idea and supporting details in informational texts G
3 multiple choice 1 1 Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources C
4 multiple choice 1 1 Use graphic organizers to record significant details from informational texts J
5 multiple choice 1 1 Identify a conclusion that summarizes the main idea A
6 multiple choice 1 2Use specific evidence from stories to identify themes; describe characters, their actions, and their motivations; relate a sequence of events
G
7 multiple choice 1 2 Use knowledge of story structure, story elements, and key vocabulary to interpret stories A
8 multiple choice 1 2 Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources J
9 multiple choice 1 2Use specific evidence from stories to identify themes; describe characters, their actions, and their motivations; relate a sequence of events
A
10 multiple choice 1 2 Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources H
11 multiple choice 1 3 Evaluate the content by identifying important and unimportant details A
12 multiple choice 1 2 Make predictions, draw conclusions, and make inferences about events and characters J
13 multiple choice 1 1 Read to collect and interpret data, facts, and ideas from unfamiliar texts D
14 multiple choice 1 1 Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources F
15 multiple choice 1 1 Locate information in a text that is needed to solve a problem C
16 multiple choice 1 1 Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources G
17 multiple choice 1 3 Evaluate the content by identifying the author’s purpose C
18 multiple choice 1 2 Use knowledge of story structure, story elements, and key vocabulary to interpret stories J
19 multiple choice 1 2 Use knowledge of story structure, story elements, and key vocabulary to interpret stories D
20 multiple choice 1 2Use specific evidence from stories to identify themes; describe characters, their actions, and their motivations; relate a sequence of events
H
21 multiple choice 1 2 Use graphic organizers to record significant details about characters and events in stories B
22 multiple choice 1 3 Analyze ideas and information on the basis of prior knowledge and personal experience G
bxxxxx_04eSG_NYS06.indd 2 10/25/05 10:17:24 AM
Guide to the Grades 3–8 Testing Program Page 3
Question Type Points Standard Performance IndicatorAnswer
Key
Book 1 Reading
23 multiple choice 1 2 Make predictions, draw conclusions, and make inferences about events and characters B
24 multiple choice 1 2 Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources J
25 multiple choice 1 1 Identify a main idea and supporting details in informational texts C
26 multiple choice 1 1 Identify a main idea and supporting details in informational texts F
27 multiple choice 1 1 Locate information in a text that is needed to solve a problem B
28 multiple choice 1 1 Locate information in a text that is needed to solve a problem F
Book 2 Listening/Writing
29–31 short and extended response 4 2 Listening/Writing cluster n/a
Book 3 Reading/Writing
32–35 short and extended response 4 3 Reading/Writing cluster n/a
Standard and Performance Indicator Map with Answer Key
bxxxxx_04eSG_NYS06.indd 3 10/25/05 10:17:24 AM
Guide to the Grades 3–8 Testing ProgramPage 4
Grade 4 English Language Arts Rubric
Listening/Writing (Questions 29, 30, 31)Reading/Writing (Questions 32, 33, 34, 35)
4 pointsTaken as a whole, the responses
• fulfill all or most requirements of the tasks• address the theme or key elements of the text• show an insightful interpretation of the text• make connections beyond the text
• develop ideas fully with thorough elaboration• make effective use of relevant and accurate examples from the text
In addition, the extended response
• establishes and maintains a clear focus• shows a logical, coherent sequence of ideas through the use of appropriate transitions
or other devices
• is fluent and easy to read, with vivid language and a sense of engagement or voice• is stylistically sophisticated, using varied sentence structure and challenging vocabulary
3 pointsTaken as a whole, the responses
• fulfill some requirements of the tasks• address many key elements of the text• show a predominantly literal interpretation of the text• make some connections
• may be brief, with little elaboration, but are sufficiently developed to answer the questions
• provide some relevant examples and details from the text• may include some minor inaccuracies
In addition, the extended response
• is generally focused, though may include some irrelevant details• shows a clear attempt at organization
• is readable, with some sense of engagement or voice• uses some sentence variety and basic vocabulary
bxxxxx_04eSG_NYS06.indd 4 10/13/05 3:38:08 PM
Guide to the Grades 3–8 Testing Program Page 5
Grade 4 English Language Arts Rubric (continued)2 pointsTaken as a whole, the responses
• fulfill some requirements of the tasks• address basic elements of the text, but the connections may be weak• show some misunderstanding of the text or reflect gaps in the student’s understanding
of the text as a whole
• may begin to answer the questions but are not sufficiently developed• may provide some relevant text-based examples and details• may include some inaccurate information
In addition, the extended response
• may attempt to establish a focus• shows some attempt at organization• may include some irrelevant details
• is mostly readable, but with little sense of engagement or voice• uses only simple sentences and basic vocabulary
1 pointTaken as a whole, the responses
• fulfill few requirements of the tasks• miss basic elements of the text• show evidence that the student understood only parts of the text• make few, if any, relevant connections
• may include a few accurate details
In addition, the extended response
• may focus on minor details or lack a focus• shows little or no organization
• is often repetitive, with little or no sense of engagement or voice• uses minimal vocabulary
0 pointsThe responses are completely incorrect, irrelevant, or incoherent.
bxxxxx_04eSG_NYS06.indd 5 10/13/05 3:38:08 PM
Guide to the Grades 3–8 Testing ProgramPage 6
Qua
lity
4R
espo
nses
at
this
leve
l:3
Res
pons
es a
t th
is le
vel:
2R
espo
nses
at
this
leve
l:1
Res
pons
es a
t th
is le
vel:
Mea
ning
: The
ext
ent
to w
hich
the
res
pons
e ex
hibi
ts u
nder
stan
ding
an
d in
terp
reta
tion
of
the
task
and
tex
t(s)
Take
n as
a w
hole
:•
fulf
ill a
ll or
mos
t req
uire
men
ts
of th
e ta
sks
• ad
dres
s th
e th
eme
or k
ey
elem
ents
of
the
text
• sh
ow a
n in
sigh
tful
in
terp
reta
tion
of th
e te
xt•
mak
e co
nnec
tions
bey
ond
the
text
Take
n as
a w
hole
:•
fulf
ill s
ome
requ
irem
ents
of
the
task
s•
addr
ess
man
y ke
y el
emen
ts o
f th
e te
xt•
show
a p
redo
min
antly
lite
ral
inte
rpre
tatio
n of
the
text
• m
ake
som
e co
nnec
tions
Take
n as
a w
hole
:•
fulf
ill s
ome
requ
irem
ents
of
the
task
s•
addr
ess
basi
c el
emen
ts o
f th
e te
xt, b
ut th
e co
nnec
tions
may
be
wea
k•
show
som
e m
isun
ders
tand
ing
of th
e te
xt o
r re
flec
t gap
s in
the
stud
ent’s
und
erst
andi
ng o
f th
e te
xt a
s a
who
le
Take
n as
a w
hole
:•
fulf
ill f
ew r
equi
rem
ents
of
the
task
s•
mis
s ba
sic
elem
ents
of
the
text
• sh
ow e
vide
nce
that
the
stud
ent
unde
rsto
od o
nly
part
s of
the
text
• m
ake
few
, if
any,
rel
evan
t co
nnec
tions
Dev
elop
men
t: T
he
exte
nt t
o w
hich
idea
s ar
e el
abor
ated
, usi
ng
spec
ific
and
rele
vant
ev
iden
ce f
rom
the
te
xt(s
)
Take
n as
a w
hole
:•
deve
lop
idea
s fu
lly w
ith
thor
ough
ela
bora
tion
• m
ake
effe
ctiv
e us
e of
rel
evan
t an
d ac
cura
te e
xam
ples
fro
m
the
text
Take
n as
a w
hole
:•
may
be
brie
f, w
ith li
ttle
elab
orat
ion,
but
are
suf
fici
ently
de
velo
ped
to a
nsw
er th
e qu
estio
ns•
prov
ide
som
e re
leva
nt
exam
ples
and
det
ails
fro
m th
e te
xt•
may
incl
ude
som
e m
inor
in
accu
raci
es
Take
n as
a w
hole
:•
may
beg
in to
ans
wer
the
ques
tions
but
are
not
su
ffic
ient
ly d
evel
oped
• m
ay p
rovi
de s
ome
rele
vant
text
-ba
sed
exam
ples
and
det
ails
• m
ay in
clud
e so
me
inac
cura
te
info
rmat
ion
Take
n as
a w
hole
:•
may
incl
ude
a fe
w a
ccur
ate
deta
ils
Org
aniz
atio
n: T
he
exte
nt t
o w
hich
the
re
spon
se e
xhib
its
dire
ctio
n, s
hape
, and
co
here
nce
The
ext
ende
d re
spon
se:
• es
tabl
ishe
s an
d m
aint
ains
a
clea
r fo
cus
• sh
ows
a lo
gica
l, co
here
nt
sequ
ence
of
idea
s th
roug
h th
e us
e of
app
ropr
iate
tran
sitio
ns
or o
ther
dev
ices
The
ext
ende
d re
spon
se:
• is
gen
eral
ly f
ocus
ed, t
houg
h m
ay in
clud
e so
me
irre
leva
nt
deta
ils•
show
s a
clea
r at
tem
pt a
t or
gani
zatio
n
The
ext
ende
d re
spon
se:
• m
ay a
ttem
pt to
est
ablis
h a
focu
s•
show
s so
me
atte
mpt
at
orga
niza
tion
• m
ay in
clud
e so
me
irre
leva
nt
deta
ils
The
ext
ende
d re
spon
se:
• m
ay f
ocus
on
min
or d
etai
ls o
r la
ck a
foc
us•
show
s lit
tle o
r no
org
aniz
atio
n
Lan
guag
e U
se: T
he
exte
nt t
o w
hich
the
re
spon
se r
evea
ls a
n aw
aren
ess
of a
udie
nce
and
purp
ose
thro
ugh
effe
ctiv
e us
e of
wor
ds,
sent
ence
str
uctu
re, a
nd
sent
ence
var
iety
The
ext
ende
d re
spon
se:
• is
flu
ent a
nd e
asy
to r
ead,
with
vi
vid
lang
uage
and
a s
ense
of
enga
gem
ent o
r vo
ice
• is
sty
listic
ally
sop
hist
icat
ed,
usin
g va
ried
sen
tenc
e st
ruct
ure
and
chal
leng
ing
voca
bula
ry
The
ext
ende
d re
spon
se:
• is
rea
dabl
e, w
ith s
ome
sens
e of
en
gage
men
t or
voic
e•
uses
som
e se
nten
ce v
arie
ty a
nd
basi
c vo
cabu
lary
The
ext
ende
d re
spon
se:
• is
mos
tly r
eada
ble,
but
with
lit
tle s
ense
of
enga
gem
ent o
r vo
ice
• us
es o
nly
sim
ple
sent
ence
s an
d ba
sic
voca
bula
ry
The
ext
ende
d re
spon
se:
• is
oft
en r
epet
itive
, with
littl
e or
no
sens
e of
eng
agem
ent o
r vo
ice
• us
es m
inim
al v
ocab
ular
y
Gra
de 4
Eng
lish
Lan
guag
e A
rts
Rub
ric
Cha
rtL
iste
ning
/Wri
ting
(Q
uest
ions
29,
30,
31)
and
Rea
ding
/Wri
ting
(Q
uest
ions
32,
33,
34,
35)
SCO
RE
PO
INT
0 =
The
res
pons
es a
re c
ompl
etel
y in
corr
ect,
irre
leva
nt, o
r in
cohe
rent
.
bxxxxx_04eSG_NYS06.indd 6 10/13/05 3:38:08 PM
Guide to the Grades 3–8 Testing Program Page 7
Listening/Writing Specific Rubric
Each description below represents the cluster of responses typically found at that score point level. Anchor papers (sample student responses) as well as the generic English Language Arts Rubric should be used with the specific rubrics to help you determine the appropriate score point level for each student’s cluster of responses. If you still have questions, please consult your scoring table leader.
Listening/Writing Task (Questions 29, 30, 31) “Shadowtail”
4 PointsThe 4-point responses demonstrate a thorough understanding of the story and provide an analysis of the story’s events. The graphic organizer (Question 29) is complete and accurate, listing two steps from the game in proper sequence. The short response (Question 30) states the two things Shadowtail does that cause his mother to think his behavior has to stop and uses details to explain why his mother thinks that. In the extended response (Question 31), the student clearly describes how Shadowtail’s behavior changes from the beginning to the end of the story and what causes this change, using details from the story to support the response. The extended response is logical, well organized, focused, and fluent, with a sense of engagement or voice.
3 PointsThe 3-point responses demonstrate a clear understanding of the story, but may not provide thorough elaboration or detailed support. The graphic organizer (Question 29) is essentially complete and accurate. The short response (Question 30) states the two things Shadowtail does that cause his mother to think his behavior has to stop and uses details to explain why his mother thinks that, but may be somewhat brief and not fully elaborated. In the extended response (Question 31), the student describes how Shadowtail’s behavior changes from the beginning to the end of the story and what causes that change, but may provide less than thorough elaboration or text-based support. The extended response is generally focused, organized, and readable, but may contain some minor inaccuracies or irrelevant details.
2 PointsThe 2-point responses show partial or superficial understanding of the story and provide insufficient development. The graphic organizer (Question 29) may be incomplete and may reveal some confusion about the sequence of steps in the game. The short response (Question 30) may be somewhat brief and general, stating two things Shadowtail does that cause his mother to think his behavior has to stop without making some connection to why his mother thinks his behavior has to stop. The extended response (Question 31) may only describe Shadowtail’s behavior change without explaining what causes the change, or may explain the reason for the change but provide only a vague description of the behavior change. The response may be incomplete or show some confusion.
1 PointThe 1-point responses are often brief or repetitive, indicating that the student has understood only sections of the story. The graphic organizer (Question 29) is mostly inaccurate or incomplete. The short response (Question 30) shows confusion. The extended response (Question 31) is unfocused or may focus only on minor details of the story.
0 PointsThe responses are completely incorrect, irrelevant, or incoherent.
bxxxxx_04eSG_NYS06.indd 7 10/13/05 3:38:08 PM
Guide to the Grades 3–8 Testing ProgramPage 8
Qua
lity
4R
espo
nses
at
this
leve
l:3
Res
pons
es a
t th
is le
vel:
2R
espo
nses
at
this
leve
l:1
Res
pons
es a
t th
is le
vel:
Ove
rall
dem
onst
rate
a th
orou
gh
unde
rsta
ndin
g of
the
stor
y an
d pr
ovid
e an
ana
lysi
s of
the
stor
y’s
even
ts.
dem
onst
rate
a c
lear
un
ders
tand
ing
of th
e st
ory,
bu
t may
not
pro
vide
thor
ough
el
abor
atio
n or
det
aile
d su
ppor
t.
show
par
tial o
r su
perfi
cial
un
ders
tand
ing
of th
e st
ory
and
prov
ide
insu
ffici
ent
deve
lopm
ent.
are
ofte
n br
ief
or r
epet
itive
, in
dica
ting
that
the
stud
ent h
as
unde
rsto
od o
nly
sect
ions
of
the
stor
y.
Gra
phic
O
rgan
izer
(Q
uest
ion
29)
are
com
plet
e an
d ac
cura
te,
listin
g tw
o st
eps
from
the
gam
e in
pro
per
sequ
ence
.
are
esse
ntia
lly c
ompl
ete
and
accu
rate
.m
ay b
e in
com
plet
e an
d m
ay
reve
al s
ome
conf
usio
n ab
out
the
sequ
ence
of
step
s in
the
gam
e.
are
mos
tly in
accu
rate
or
inco
mpl
ete.
Shor
t R
espo
nse
(Que
stio
n 30
)
stat
e th
e tw
o th
ings
Sh
adow
tail
does
that
cau
se h
is
mot
her
to th
ink
his
beha
vior
ha
s to
sto
p an
d us
e de
tails
to
expl
ain
why
his
mot
her
thin
ks
that
.
stat
e th
e tw
o th
ings
Sh
adow
tail
does
that
cau
se h
is
mot
her
to th
ink
his
beha
vior
ha
s to
sto
p an
d us
e de
tails
to
expl
ain
why
his
mot
her
thin
ks
that
, but
may
be
som
ewha
t br
ief
and
not f
ully
ela
bora
ted.
may
be
som
ewha
t bri
ef a
nd
gene
ral,
stat
ing
two
thin
gs
Shad
owta
il do
es th
at c
ause
his
m
othe
r to
thin
k hi
s be
havi
or
has
to s
top
with
out m
akin
g so
me
conn
ectio
n to
why
his
m
othe
r th
inks
his
beh
avio
r ha
s to
sto
p.
show
con
fusi
on.
Ext
ende
d R
espo
nse
(Que
stio
n 31
)
clea
rly
desc
ribe
how
Sh
adow
tail’
s be
havi
or
chan
ges
from
the
begi
nnin
g to
the
end
of th
e st
ory
and
wha
t cau
ses
this
cha
nge,
us
ing
deta
ils f
rom
the
stor
y to
sup
port
the
resp
onse
s.
Res
pons
es a
re lo
gica
l, w
ell
orga
nize
d, f
ocus
ed, a
nd fl
uent
, w
ith a
sen
se o
f en
gage
men
t or
voic
e.
desc
ribe
how
Sha
dow
tail’
s be
havi
or c
hang
es f
rom
the
begi
nnin
g to
the
end
of th
e st
ory
and
wha
t cau
ses
that
ch
ange
, but
may
pro
vide
less
th
an th
orou
gh e
labo
ratio
n or
te
xt-b
ased
sup
port
. Res
pons
es
are
gene
rally
foc
used
, or
gani
zed,
and
rea
dabl
e, b
ut
may
con
tain
som
e m
inor
in
accu
raci
es o
r ir
rele
vant
de
tails
.
may
onl
y de
scri
be
Shad
owta
il’s
beha
vior
ch
ange
with
out e
xpla
inin
g w
hat c
ause
s th
e ch
ange
, or
may
exp
lain
the
reas
on f
or
the
chan
ge b
ut p
rovi
de o
nly
a va
gue
desc
ript
ion
of th
e be
havi
or c
hang
e. R
espo
nses
m
ay b
e in
com
plet
e or
sho
w
som
e co
nfus
ion.
are
unfo
cuse
d or
may
foc
us
only
on
min
or d
etai
ls o
f th
e st
ory.
Lis
teni
ng/W
riti
ng S
peci
fic R
ubri
c C
hart
Lis
teni
ng/W
riti
ng T
ask:
“Sh
adow
tail”
(Q
uest
ions
29,
30,
31)
SCO
RE
PO
INT
0 =
The
res
pons
es a
re c
ompl
etel
y in
corr
ect,
irre
leva
nt, o
r in
cohe
rent
.
bxxxxx_04eSG_NYS06.indd 8 10/13/05 3:38:08 PM
Guide to the Grades 3–8 Testing Program Page 9
Listening/Writing Rubric Key Points
Listening/Writing Task: “Shadowtail”
Question 29Shadowtail’s mother teaches him how to play “Spinning Acorn.” Complete the chart below with the missing steps.
Possible Exemplary Responses:2nd box• spin acorn• other relevant-text based step in sequence3rd box• dig a hole in the ground• other relevant text-based step in sequence
Question 30What two things does Shadowtail do that make his mother keep thinking, “This has got to stop!” Why does she say that? Use details from the story to support your answer.
Possible Exemplary Response:Shadowtail keeps wrestling other squirrels and kicking acorns around. She says this has to stop because she wants him to stop playing and learn how to save acorns.
NOTE: “Knocking over” and “wrestling” can be considered separate details.
bxxxxx_04eSG_NYS06.indd 9 10/13/05 3:38:09 PM
Guide to the Grades 3–8 Testing ProgramPage 10
Listening/Writing Rubric Key Points (continued)
Listening/Writing Task: “Shadowtail”
Question 31How does Shadowtail act at the beginning of the story? How does he act at the end of the story? What happens that makes Shadowtail change? Use details from the story to support your answer.
In your answer, be sure to include• how Shadowtail acts at the beginning of the story• how Shadowtail acts at the end of the story• what happens that makes Shadowtail change• details from the story to support your answer
Possible Exemplary Response: At the beginning of the story, Shadowtail is lazy. He doesn’t want to work. He only wants to play games, like kicking acorns. When his mother tries to teach him how to bury acorns, he just runs away to play. The only way his mom can teach him to bury acorns is by making it into a game. He ends up burying more acorns, and being faster at it, than anyone else. At the end of the story, it has snowed, and Shadowtail is worried because he cannot find any acorns. His mother tells him the acorns are there and teaches him a new game to help him find them under the snow.
Possible details to include in answer:• Mother wants to teach Shadowtail to bury acorns but every time she tries he runs away to play.• Shadowtail loves to sneak up to other squirrels and wrestle them.• Mother thinks to herself after Shadowtail continues to play, “This has got to stop!”• Shadowtail kicks acorns. Sometimes, he kicks acorns into the path of other squirrels.• Mother teaches Shadowtail a new game called “Spinning Acorn.”• Shadowtail asks his mother, “Did I bury it as fast as you did?”• Shadowtail buries more acorns in a day than any of the other squirrels.• After it snows, Shadowtail runs to his mother and says there are no acorns to be found because snow is
covering the ground.• Mother says she has a new game for him called “Find the Acorn.” She says when he is hungry during
the winter he will find it’s the best game to play.• other relevant text-based detail
bxxxxx_04eSG_NYS06.indd 10 10/13/05 3:38:09 PM
Guide to the Grades 3–8 Testing Program Page 11
Score Point - 4
This response is complete and text based. “Burry hole” is construed to mean (dig a hole) to bury the acorn in.
HOW TO PLAY SPINNING ACORN
snatch up an acorn
push acorn into hole
whisk tail spin
burry hole
29 Shadowtail’s mother teaches him how to play “Spinning Acorn.” Complete the chartbelow with the missing steps.
correct
bxxxxx_04eSG_NYS06.indd 11 10/13/05 3:38:11 PM
Guide to the Grades 3–8 Testing ProgramPage 12
Go On
Page 5Book 2
30 What two things does Shadowtail do that make his mother keep thinking, “This has got to stop!” Why does she say that? Use details from the story to support youranswer.
Shadow tail plays two games he wrestles and plays kick the acorn.
When he wrestles he won’t ask squirrls to play but will jump on them
pin them to the ground until they free. Kick the acorn is when he kicks
the acorn and then gets another acorn to see if he can get farther.
Sometimes he kicks it into a trail and the squirrl will yell at mother.
Mother dosn’t like this because she will get in trouble and she needs
shadow tail to burry acorns for winternot play mean games.
text detail
text detail
Score Point - 4
This response answers the question and provides good detail from the text.
bxxxxx_04eSG_NYS06.indd 12 10/13/05 3:38:13 PM
Guide to the Grades 3–8 Testing Program Page 13
Go On
Page 7Book 2
31 How does Shadowtail act at the beginning of the story? How does he act at the end of the story? What happens that makes Shadowtail change? Use details from the story to support your answer.
In your answer, be sure to include
• how Shadowtail acts at the beginning of the story• how Shadowtail acts at the end of the story• what happens that makes Shadowtail change• details from the story to support your answer
Check your writing for correct spelling, grammar, capitalization, and punctuation.
Shadowtail at the beginning of the story was a jerk! he played
mean games. He would wrestle and jump on top of the squirrls and pin
them down. He would also kick an acorn than try again to get farther.
He would sometimes kick it in a trail where a squirrl was. Mother hated
this. She then decided to do a game spin the acorn. This game was to
spin the acorn then burry it. Shadowtail decided he would do it he was
better than anyone elese. He changed and helped his mother burry
acorns for winter and he didnt even know it. Now Shadowtail loves this
game But when winter comes he can not find the acorns so his mother
said to play find the acorn by useing your nose.
text detail
text detail
text detail
text detail
Score Point - 4
good senseof voice
This organized extended response demonstrates a thorough understanding of the story. It is clear, easy to follow, and uses an effective voice.
Cluster Score = 4Overall, the responses demonstrate a thorough understanding of the story and provide detailed support.
bxxxxx_04eSG_NYS06.indd 13 10/13/05 3:38:14 PM
Guide to the Grades 3–8 Testing ProgramPage 14
Score Point - 3
HOW TO PLAY SPINNING ACORN
snatch up an acorn
push acorn into hole
lift up tail
Start spinning the acorn
29 Shadowtail’s mother teaches him how to play “Spinning Acorn.” Complete the chartbelow with the missing steps.
This response is complete and accurate.
correct
bxxxxx_04eSG_NYS06.indd 14 10/13/05 3:38:15 PM
Guide to the Grades 3–8 Testing Program Page 15
Score Point - 3
Go On
Page 5Book 2
30 What two things does Shadowtail do that make his mother keep thinking, “This has got to stop!” Why does she say that? Use details from the story to support youranswer.
The first thing that made his mother think "This has got to stop!"
was when shadow tail snuck up on the other squrls and tackled them.
He didn't stop to ask he just did it! Also He'd pin them down and waited
til' the struggled, or til' he counted to three.
The second thing was he kicked acorns. He tried to kick the next
acorn farther than the one before it. Usually the acorns almost hit
another squirl trying to walk by. Then they'd complain to Shadowtail's
mother. When every he did either of them he'd spin around and laughed!
incomplete
This response answers “what,” but not “why.” A literal interpretation is given that lacks the connection between needing to stop causing problems for other squirrels in order to bury acorns. Good text support is given for “what.”
text detail
text detail
bxxxxx_04eSG_NYS06.indd 15 10/13/05 3:38:16 PM
Guide to the Grades 3–8 Testing ProgramPage 16
Score Point - 3
Book 2
31 How does Shadowtail act at the beginning of the story? How does he act at the end of the story? What happens that makes Shadowtail change? Use details from the story to support your answer.
In your answer, be sure to include
• how Shadowtail acts at the beginning of the story• how Shadowtail acts at the end of the story• what happens that makes Shadowtail change• details from the story to support your answer
Check your writing for correct spelling, grammar, capitalization, and punctuation.
Shadowtail was being a bully in the begining. He laughed when
ever he almost hurt someone. I think this might be correct because
Shadowtail wrestled other squirls without them knowing. He also almost
hit another squirl while the were passing by! The squirls that almost
got hit went to Shadowtail's mother.
At the end Shadowtail is confused Let me just go ahead a little.
His mother creates a game, you just spin, then push acorn in the ground.
So Shadowtail tried it and then other squirls challanged Sadowtail.
He spun more acorns in the ground than any other squirl did. The next
day it was all white and wet. This was Shadowtail's first winter, land
oooh this is where we are. Shadowtail was confused because he
showschange
text detail
literal interpretation
bxxxxx_04eSG_NYS06.indd 16 10/13/05 3:38:17 PM
Guide to the Grades 3–8 Testing Program Page 17
Score Point - 3
Page 8 Book 2
couldn't find an acorn to play the game! His mother made a new game...
you sniff out the acorns when you're hungry and then you eat!
This extended response gives a literal interpretation of the story. It illustrates how Shadowtail acts in the beginning and in the end.
Cluster Score = 3Taken as a whole, the responses demonstrate a literal interpretation of the story and include some relevant text-based examples and details.
bxxxxx_04eSG_NYS06.indd 17 10/13/05 3:38:18 PM
Guide to the Grades 3–8 Testing ProgramPage 18
Score Point - 2
HOW TO PLAY SPINNING ACORN
snatch up an acorn
push acorn into hole
sucwsh your tail
turl acorn top up drop into hole
29 Shadowtail’s mother teaches him how to play “Spinning Acorn.” Complete the chartbelow with the missing steps.
This response is complete and accurate.
correct
bxxxxx_04eSG_NYS06.indd 18 10/13/05 3:38:19 PM
Guide to the Grades 3–8 Testing Program Page 19
Score Point - 2
Go On
Page 5Book 2
30 What two things does Shadowtail do that make his mother keep thinking, “This has got to stop!” Why does she say that? Use details from the story to support youranswer.
Shadowtail kicks the acorns. he rells when the others don't want
to play. The mother wants him to stop because he has to get food.
it is going to be his first wrntr.
This response is brief and general, with minimal support from the story.
text detail
bxxxxx_04eSG_NYS06.indd 19 10/13/05 3:38:20 PM
Guide to the Grades 3–8 Testing ProgramPage 20
Score Point - 2
Go On
Page 7Book 2
31 How does Shadowtail act at the beginning of the story? How does he act at the end of the story? What happens that makes Shadowtail change? Use details from the story to support your answer.
In your answer, be sure to include
• how Shadowtail acts at the beginning of the story• how Shadowtail acts at the end of the story• what happens that makes Shadowtail change• details from the story to support your answer
Check your writing for correct spelling, grammar, capitalization, and punctuation.
Shadowtail is happy he is playful and suff. He gets scrd because
there are no acorns the snow was on the ground. He changed
because he liked the new game.
showschange
very brief
This extended response is very brief, with minimal details, but it addresses most of the points of the prompt. It does not explore why Shadowtail was taught the new game.
Cluster Score = 2Overall, the responses show partial understanding of the story and provide insufficient development.
bxxxxx_04eSG_NYS06.indd 20 10/13/05 3:38:21 PM
Guide to the Grades 3–8 Testing Program Page 21
Score Point - 1
HOW TO PLAY SPINNING ACORN
snatch up an acorn
push acorn into hole
Try to keep the acorn spinning
Be as fast as you can
29 Shadowtail’s mother teaches him how to play “Spinning Acorn.” Complete the chartbelow with the missing steps.
correct
confusion
This response is text based, although it does reveal some confusion. (“Be as fast as you can” happens after “push acorn into hole.”)
bxxxxx_04eSG_NYS06.indd 21 10/13/05 3:38:22 PM
Guide to the Grades 3–8 Testing ProgramPage 22
Score Point - 1
Go On
Page 5Book 2
30 What two things does Shadowtail do that make his mother keep thinking, “This has got to stop!” Why does she say that? Use details from the story to support youranswer.
1.) Shadowtail loved to play
2.) Shadowtail liked to ressull
This response gives two things Shadowtail does, but does not address why his mother thinks the way she does.
incomplete
bxxxxx_04eSG_NYS06.indd 22 10/13/05 3:38:23 PM
Guide to the Grades 3–8 Testing Program Page 23
Score Point - 1
Go On
Page 7Book 2
31 How does Shadowtail act at the beginning of the story? How does he act at the end of the story? What happens that makes Shadowtail change? Use details from the story to support your answer.
In your answer, be sure to include
• how Shadowtail acts at the beginning of the story• how Shadowtail acts at the end of the story• what happens that makes Shadowtail change• details from the story to support your answer
Check your writing for correct spelling, grammar, capitalization, and punctuation.
Shadow tail loved to play. Shadowtail was worried that
there were no acorns to play with. His mom made up a game so
he could play and dig up acorns.
very brief
lacksconnection
This extended response addresses how Shadowtail acts, but it does not address what happens to make him change.
Cluster Score = 1Taken as a whole, the responses are brief and incomplete, indicating that the student has understood only sections of the story.
bxxxxx_04eSG_NYS06.indd 23 10/13/05 3:38:24 PM
Guide to the Grades 3–8 Testing ProgramPage 24
Reading/Writing Specific Rubric
Each description below represents the cluster of responses typically found at that score point level. Anchor papers (sample student responses) as well as the generic English Language Arts Rubric should be used with the specific rubrics to help you determine the appropriate score point level for each student’s cluster of responses. If you still have questions, please consult your scoring table leader.
Reading/Writing Task (Questions 32, 33, 34, 35) “Inside Outside Dogs” and “Training Your Puppy”
4 PointsThe 4-point responses demonstrate a thorough understanding of both the story and the article. The responses reveal an understanding that training a dog makes life easier for both the dog and the dog owner and support that understanding with details from the texts. The graphic organizer (Question 32) is complete and accurate, using details from the story to give two reasons why someone would want to have Pepper and Sandy as pets. The first short response (Question 33) uses details from the story to tell how you know that the person telling the story cares about the dogs. In the second short response (Question 34), the student chooses a command and tells why that command would be harder to teach a puppy, using two examples from the article to support the response. The extended response (Question 35) explains how information in the article would be helpful to Mom and may explain which training steps Mom could use to change the way Sandy behaves, including details from both the story and the article to thoroughly support the response. The response is logical, well organized, focused, and fluent, with a sense of engagement or voice.
3 PointsThe 3-point responses demonstrate a clear understanding of both the story and the article, but may provide less than thorough elaboration or text-based support. For example, the responses may indicate an understanding that training a dog makes life easier for both the dog and the dog owner, but may include support from only one of the texts. The graphic organizer (Question 32) is essentially complete and accurate. The first short response (Question 33) uses details from the story to tell why the person telling the story most likely cares about the dogs, and the second short response (Question 34) chooses a command and tells why that command would be harder to teach a puppy. Both responses may be less than fully elaborated or provide less than thorough text-based support. The extended response (Question 35) is generally focused, organized, and readable, but may contain some minor inaccuracies or irrelevant information. The response may include clear and sufficient details but from only one of the texts.
2 PointsThe 2-point responses show partial understanding of the story and the article and provide insufficient support. The graphic organizer (Question 32) may be incomplete or contain inaccuracies. The response may show some confusion regarding which reason fits which dog. The first short response (Question 33) may give details about the dogs without explaining how that information shows the author of the story cares about the dogs. The second short response (Question 34) may be somewhat brief and general. The extended response (Question 35) may be incomplete, show some confusion, or attempt to tell how Mom could change Sandy’s behavior without explaining how the information in the article would be helpful to her. The response may not include much information from the story or the article.
bxxxxx_04eSG_NYS06.indd 24 10/13/05 3:38:25 PM
Guide to the Grades 3–8 Testing Program Page 25
Reading/Writing Specific Rubric (continued)
1 PointThe 1-point responses are often brief or repetitive, indicating that the student has understood only sections of the story and the article. The responses lack detail and exhibit confusion. For example, in the graphic organizer (Question 32), the student may indicate confusion as to which dog is which. The short responses (Questions 33 and 34) are likely to show confusion. The extended response (Question 35) is likely to retell the texts. The response is often brief or repetitive, or may focus on minor details.
0 PointsThe responses are completely incorrect, irrelevant, or incoherent.
bxxxxx_04eSG_NYS06.indd 25 10/13/05 3:38:25 PM
Guide to the Grades 3–8 Testing ProgramPage 26
Qua
lity
4R
espo
nses
at
this
leve
l:3
Res
pons
es a
t th
is le
vel:
2R
espo
nses
at
this
leve
l:1
Res
pons
es a
t th
is le
vel:
Ove
rall
dem
onst
rate
a th
orou
gh
unde
rsta
ndin
g of
bot
h th
e st
ory
and
the
artic
le. R
espo
nses
rev
eal
an u
nder
stan
ding
that
trai
ning
a
dog
mak
es li
fe e
asie
r fo
r bo
th
the
dog
and
the
dog
owne
r an
d su
ppor
t tha
t und
erst
andi
ng w
ith
deta
ils f
rom
the
text
s.
dem
onst
rate
a c
lear
und
erst
andi
ng
of b
oth
the
stor
y an
d th
e ar
ticle
, bu
t may
pro
vide
less
than
th
orou
gh e
labo
ratio
n or
text
-bas
ed
supp
ort.
For
exam
ple,
res
pons
es
may
indi
cate
an
unde
rsta
ndin
g th
at tr
aini
ng a
dog
mak
es li
fe
easi
er f
or b
oth
the
dog
and
the
dog
owne
r, bu
t may
incl
ude
supp
ort f
rom
onl
y on
e of
the
text
s.
show
par
tial u
nder
stan
ding
of
the
stor
y an
d th
e ar
ticle
and
pro
vide
in
suffi
cien
t sup
port
.
are
ofte
n br
ief
or r
epet
itive
, in
dica
ting
that
the
stud
ent h
as
unde
rsto
od o
nly
sect
ions
of
the
stor
y an
d th
e ar
ticle
. Res
pons
es
lack
det
ail a
nd e
xhib
it co
nfus
ion.
Gra
phic
Org
aniz
er
(Que
stio
n 32
)ar
e co
mpl
ete
and
accu
rate
, usi
ng
deta
ils f
rom
the
stor
y to
giv
e tw
o re
ason
s w
hy s
omeo
ne w
ould
w
ant t
o ha
ve P
eppe
r an
d Sa
ndy
as p
ets.
are
esse
ntia
lly c
ompl
ete
and
accu
rate
.m
ay b
e in
com
plet
e or
con
tain
in
accu
raci
es. R
espo
nses
may
sho
w
som
e co
nfus
ion
rega
rdin
g w
hich
re
ason
fits
whi
ch d
og.
may
indi
cate
con
fusi
on a
s to
w
hich
dog
is w
hich
.
Shor
t R
espo
nse
(Que
stio
n 33
)us
e de
tails
fro
m th
e st
ory
to te
ll ho
w y
ou k
now
that
the
pers
on
telli
ng th
e st
ory
care
s ab
out t
he
dogs
.
use
deta
ils f
rom
the
stor
y to
te
ll w
hy th
e pe
rson
telli
ng th
e st
ory
mos
t lik
ely
care
s ab
out t
he
dogs
, but
may
be
less
than
ful
ly
elab
orat
ed o
r pr
ovid
e le
ss th
an
thor
ough
text
-bas
ed s
uppo
rt.
may
giv
e de
tails
abo
ut th
e do
gs
with
out e
xpla
inin
g ho
w th
at
info
rmat
ion
show
s th
e au
thor
of
the
stor
y ca
res
abou
t the
dog
s.
are
likel
y to
sho
w c
onfu
sion
.
Shor
t R
espo
nse
(Que
stio
n 34
)ch
oose
a c
omm
and
and
tell
why
that
com
man
d w
ould
be
hard
er to
teac
h a
pupp
y, u
sing
tw
o ex
ampl
es f
rom
the
artic
le to
su
ppor
t the
res
pons
es.
choo
se a
com
man
d an
d te
ll w
hy
that
com
man
d w
ould
be
hard
er
to te
ach
a pu
ppy,
but
may
be
less
th
an f
ully
ela
bora
ted
or p
rovi
de
less
than
thor
ough
text
-bas
ed
supp
ort.
may
be
som
ewha
t bri
ef a
nd
gene
ral.
are
likel
y to
sho
w c
onfu
sion
.
Ext
ende
d R
espo
nse
(Que
stio
n 35
)ex
plai
n ho
w in
form
atio
n in
the
artic
le w
ould
be
help
ful t
o M
om
and
may
exp
lain
whi
ch tr
aini
ng
step
s M
om c
ould
use
to c
hang
e th
e w
ay S
andy
beh
aves
, inc
ludi
ng
deta
ils f
rom
bot
h th
e st
ory
and
the
artic
le to
thor
ough
ly s
uppo
rt
the
resp
onse
s. R
espo
nses
are
lo
gica
l, w
ell o
rgan
ized
, foc
used
, an
d flu
ent,
with
a s
ense
of
enga
gem
ent o
r vo
ice.
are
gene
rally
foc
used
, org
aniz
ed,
and
read
able
, but
may
con
tain
so
me
min
or in
accu
raci
es o
r ir
rele
vant
info
rmat
ion.
Res
pons
es
may
incl
ude
clea
r an
d su
ffici
ent
deta
ils b
ut f
rom
onl
y on
e of
the
text
s.
may
be
inco
mpl
ete,
sho
w s
ome
conf
usio
n, o
r at
tem
pt to
tell
how
M
om c
ould
cha
nge
Sand
y’s
beha
vior
with
out e
xpla
inin
g ho
w
the
info
rmat
ion
in th
e ar
ticle
wou
ld
be h
elpf
ul to
her
. Res
pons
es m
ay
not i
nclu
de m
uch
info
rmat
ion
from
th
e st
ory
or th
e ar
ticle
.
are
likel
y to
ret
ell t
he te
xts.
R
espo
nses
are
oft
en b
rief
or
repe
titiv
e, o
r m
ay f
ocus
on
min
or d
etai
ls.
Rea
ding
/Wri
ting
Spe
cific
Rub
ric
Cha
rtR
eadi
ng/W
riti
ng T
ask:
“In
side
Out
side
Dog
s” a
nd “
Tra
inin
g Y
our
Pup
py”
(Que
stio
ns 3
2, 3
3, 3
4, 3
5)
SCO
RE
PO
INT
0 =
The
res
pons
es a
re c
ompl
etel
y in
corr
ect,
irre
leva
nt, o
r in
cohe
rent
.
bxxxxx_04eSG_NYS06.indd 26 10/13/05 3:38:25 PM
Guide to the Grades 3–8 Testing Program Page 27
Reading/Writing Rubric Key Points
Reading/Writing Task: “Inside Outside Dogs” and “Training Your Puppy”
Question 32Using details from the story, complete the chart below with two reasons that someone might want to have Pepper as a pet and two reasons that someone might want to have Sandy as a pet.
Possible Exemplary Responses:for Pepper• She behaves well.• She is small and delicate.• She looks like a fruit bat.• She is smart.• She never causes trouble.• other relevant text-based response
for Sandy• She is friendly.• She is young and still growing.• She looks like a pretty wolf.• She is going to be big.• She can be a watchdog.• She is an outside dog.• She is hyper/fun/energetic.• other relevant text-based response
Question 33How do you know that the person telling the story “Inside Outside Dogs” cares about the dogs? Use details from the story to support your answer.
Possible Exemplary Response:The person cares about dogs because he thinks it is not fair that one dog is inside while the other is outside. When it rains, he begs his mother to let Sandy stay inside. He also lets Pepper sleep at the end of his bed.
Possible Exemplary Response:The person telling the story is the author. She likes dogs because she wrote a story about dogs.
NOTE: Since narrator’s gender is not indicated in story, students can use either gender in response.
bxxxxx_04eSG_NYS06.indd 27 10/13/05 3:38:25 PM
Guide to the Grades 3–8 Testing ProgramPage 28
Reading/Writing Rubric Key Points (continued)
Reading/Writing Task: “Inside Outside Dogs” and “Training Your Puppy”
Question 34Here are the two commands described in “Training Your Puppy.” Circle the one command you think would be harder to teach a puppy.
Teach your puppy to sit.
Teach your puppy to come.
Give two examples from the article to support your choice.
Possible Exemplary Response:Teaching a puppy to sit would be harder. There are too many things to remember. I would want to pet the puppy and you are not supposed to do that. I wouldn’t want to push the puppy to make it sit down, either.
Possible Exemplary Response:Teaching a puppy to come would be harder. It would be hard to keep the puppy’s attention after I walk away from it. Also, the puppy could run in a different direction. The puppy could run away.
NOTE: Students should not be penalized for circling or not circling a command as long as the response clearly supports one of the given commands.
bxxxxx_04eSG_NYS06.indd 28 10/13/05 3:38:25 PM
Guide to the Grades 3–8 Testing Program Page 29
Reading/Writing Rubric Key Points (continued)
Reading/Writing Task: “Inside Outside Dogs” and “Training Your Puppy”
Question 35Think of Mom in “Inside Outside Dogs.” Explain how the information in “Training Your Puppy” would be helpful to Mom. What steps should she use to change the way Sandy behaves? Be sure to include details from both the story and the article in your answer.
In your answer, be sure to • explain why Mom has a problem with the way Sandy behaves• explain how the information in the article would be helpful to Mom• tell what steps Mom should use to change the way Sandy behaves• use details from both the story and the article in your answer
Possible Exemplary Response: In “Inside Outside Dogs,” Mom doesn’t like that Sandy runs around and knocks things over. In “Training Your Puppy,” the author says that training a puppy helps puppies who jump on people or who wander away. This is just what Sandy does, so if Mom uses the information from “Training Your Puppy,” she could train Sandy to behave better. Then Mom wouldn’t have to yell at Sandy or drag her outside. Instead of running inside and knocking over the mop bucket, Sandy would come inside and sit quietly. Another thing Sandy does is make people trip because she does not stay still, so training her would make sure Sandy and everyone else is safe.
Following the steps listed in “Teaching Your Puppy to Sit” would probably be the most useful steps to take. If Mom is in control, she and Sandy will be safer and happier. Sandy could probably stay inside the house all the time, too. This will make both Mom and Sandy happy.
Possible details to include in answer:• Sandy tips over the wastebasket and makes a mess.• Sandy knocks over the bucket and Mom yells at her to get out of the house.• Mom drags Sandy outside by her collar.• When Sandy is good, she gets to stay inside.• It is important that a puppy is well trained.• Teaching your puppy to sit helps put you in control.• Teaching your puppy is useful if your puppy jumps on people or wanders away.• Teaching your puppy to come keeps your puppy safe.• Training your puppy will make your lives together much happier.• People you know will thank you for your well-behaved puppy.• other relevant text-based detail
bxxxxx_04eSG_NYS06.indd 29 10/13/05 3:38:25 PM
Guide to the Grades 3–8 Testing ProgramPage 30
Score Point - 4
Pepper Sandy
1) 1)
2) 2)
Someone would want to have Pepper because she doesn't make a mess anyware.
Also because she doesn't cause any trouble
Sandy is a good pet because she is a great dog to play with outside.
Another reason is because she tickles your feet
32 Using details from the story, complete the chart below with two reasons that someonemight want to have Pepper as a pet and two reasons that someone might want to haveSandy as a pet.
This response gives four acceptable reasons, using details from the story.
text detail
text detail
bxxxxx_04eSG_NYS06.indd 30 10/13/05 3:38:26 PM
Guide to the Grades 3–8 Testing Program Page 31
Score Point - 4
33 How do you know that the person telling the story “Inside Outside Dogs” cares about the dogs? Use details from the story to support your answer.
The person telling the story shows that she/he loves the dogs cause
they show love back. Like Sandy she loved playing outside on lovely
days and pepper is good at cuddling with you at night.
This response states that the person “loves the dogs cause they show love back.” This is supported with correct details from the story (the dogs loved “playing outside” and “cuddling”).
text detail
bxxxxx_04eSG_NYS06.indd 31 10/13/05 3:38:27 PM
Guide to the Grades 3–8 Testing ProgramPage 32
Score Point - 4
Go On
Page 7Book 3
34 Here are the two commands described in “Training Your Puppy.” Circle the one command you think would be harder to teach a puppy.
Teach your puppy to sit.
Teach your puppy to come.
Give two examples from the article to support your choice.
1.
2.
Also because when you are holding the collar the puppy
might sufficate.
I think that sitting is hard because you are vorcing it to sit.
This response gives two reasonable examples of why teaching a puppy to sit would be harder.
text detail
bxxxxx_04eSG_NYS06.indd 32 10/13/05 3:38:28 PM
Guide to the Grades 3–8 Testing Program Page 33
Score Point - 4
Score Point - 4
Go On
Page 9Book 3
35 Think of Mom in “Inside Outside Dogs.” Explain how the information in “Training Your Puppy” would be helpful to Mom. What steps should she use to change the way Sandy behaves? Be sure to include details from both the story and the article in your answer.
In your answer, be sure to• explain why Mom has a problem with the way Sandy behaves• explain how the information in the article would be helpful to Mom• tell what steps Mom should use to change the way Sandy behaves• use details from both the story and the article in your answer
Check your writing for correct spelling, grammar, capitalization, and punctuation.
In the lovely story "Inside Outside Dogs" Mom disides to train
Saddy one of her dogs. She says she should do this because Saddy
has been doing horrible things. One of these disaseress things is when
nobodys looking she nocks over the trash can. Also she digs holes in the
lawn. Yet there is help for the mother. In the aticale training your
puppy it says some basic steps for the activ dog to try. The very first
step is teaching Sandy to sit. This will help mom for when that silly dog
waders of to nock over trash. Also Mom should teach Sandy to come
so that when Sandy is digging a hole she yells "Come!" then Sandy will
stop digging and obey the comand If Mom ever comes across and
aticle called "Training your puppy I suggest she reads it emedently.
good sense of voice
text detail
This extended response completely addresses all of the bullet points, using accurate details from both passages. The response is focused, logical, and easy to read. Sentence patterns are varied, and there is a good sense of voice.
Cluster Score = 4Overall, the responses demonstrate a thorough understanding of both the story and the article. The responses indicate an understanding that training a dog makes life easier for both the dog and the dog owner, and that understanding is supported with details from the texts.
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Guide to the Grades 3–8 Testing ProgramPage 34
Score Point - 3
Pepper Sandy
1) 1)
2) 2)
Someone might want Pepper because she behaves.
Another reason someone might want to have Pepper is because She's qiut.
Someone would like Sandy as a Pet because whenever you get togo out you can play with her.
Anothe reason you'd like Sandy asa pet is because She makes a good watch dog.
32 Using details from the story, complete the chart below with two reasons that someonemight want to have Pepper as a pet and two reasons that someone might want to haveSandy as a pet.
This response gives four acceptable reasons, using details from the story.
text detail
text detail
bxxxxx_04eSG_NYS06.indd 34 10/13/05 3:38:41 PM
Guide to the Grades 3–8 Testing Program Page 35
Score Point - 3
33 How do you know that the person telling the story “Inside Outside Dogs” cares about the dogs? Use details from the story to support your answer.
The person telling "Inside Out sid Dogs" cares about dogs.
You can tell this by the endof the story. Remember, the mom finally
let the dog in at the end.
This response gives an acceptable detail from the story (“mom finally let the dog in”) to show that the person cares about dogs.
text detail
bxxxxx_04eSG_NYS06.indd 35 10/13/05 3:38:42 PM
Guide to the Grades 3–8 Testing ProgramPage 36
Score Point - 3
Go On
Page 7Book 3
34 Here are the two commands described in “Training Your Puppy.” Circle the one command you think would be harder to teach a puppy.
Teach your puppy to sit.
Teach your puppy to come.
Give two examples from the article to support your choice.
1.
2.
Another way this is harder is becaus it takes awhile to
understand you.
I think this will be harder because a dog gets distracted
easily
In this response, the first example, “a dog gets distracted easily,” is weak. The second example, “it takes awhile to understand you,” is unacceptable. It is not text based and does not support why one command would be harder to teach than the other.
not a text detail
bxxxxx_04eSG_NYS06.indd 36 10/13/05 3:38:43 PM
Guide to the Grades 3–8 Testing Program Page 37
Score Point - 3
Go On
Page 9Book 3
35 Think of Mom in “Inside Outside Dogs.” Explain how the information in “Training Your Puppy” would be helpful to Mom. What steps should she use to change the way Sandy behaves? Be sure to include details from both the story and the article in your answer.
In your answer, be sure to• explain why Mom has a problem with the way Sandy behaves• explain how the information in the article would be helpful to Mom• tell what steps Mom should use to change the way Sandy behaves• use details from both the story and the article in your answer
Check your writing for correct spelling, grammar, capitalization, and punctuation.
Mom has a problem with Sandy. This is beause Sandy misbehaves.
The time The girl wanted to let Sandy in she came in like a bullet train.
She nocked over the mop bucket, and then the water splashed on
the floor. What woke the mom up was when the mop hit the floor.
The mom can change the way Sandy acts. All she needs to do is simply
teach him how to sit, and come. Its a easy thing to do. To make them
come walk away, pick up their favorite toy, welcome them in a kind
voice, and they will come.steps
organized
This extended response uses details from both passages. The student includes some steps that Mom should use when teaching a command, and clearly states why Mom has a problem with Sandy. The support for why the information from the article would be helpful is not fully elaborated.
Cluster Score = 3Taken as a whole, the responses demonstrate a clear understanding of both the story and the article, but they provide less than thorough elaboration.
text detail
bxxxxx_04eSG_NYS06.indd 37 10/13/05 3:38:45 PM
Guide to the Grades 3–8 Testing ProgramPage 38
Score Point - 2
Pepper Sandy
1) 1)
2) 2)
he stays quiet
He doesn't do much he lays arour'nd
he stays watch out side during the night
After you punish Sandy he behaves
32 Using details from the story, complete the chart below with two reasons that someonemight want to have Pepper as a pet and two reasons that someone might want to haveSandy as a pet.
This response gives three acceptable reasons; however, the bottom right box is not clear.
unclear
text detail
text detail
bxxxxx_04eSG_NYS06.indd 38 10/13/05 3:38:55 PM
Guide to the Grades 3–8 Testing Program Page 39
Score Point - 2
33 How do you know that the person telling the story “Inside Outside Dogs” cares about the dogs? Use details from the story to support your answer.
I think that Susan McLaren cares about dogs because she wrote
a story on dogs. For example maybe Susan McLaren has two dogs
and she wrote a story on that. This is the resson why Susan McLaren
cares about dogs.
This response gives an acceptable reason (“because she wrote a story on dogs”) in that the author could be the person telling the story.
bxxxxx_04eSG_NYS06.indd 39 10/13/05 3:38:56 PM
Guide to the Grades 3–8 Testing ProgramPage 40
Score Point - 2
Go On
Page 7Book 3
34 Here are the two commands described in “Training Your Puppy.” Circle the one command you think would be harder to teach a puppy.
Teach your puppy to sit.
Teach your puppy to come.
Give two examples from the article to support your choice.
1.
2.
Then you have to Find you puppy's favorit toy.
First you have to find a safe place to train your puppy.
This response gives “teach your puppy to come” as the more difficult command to teach. Two acceptable reasons are given: “find a safe place” and “Find you puppy’s favorit toy.”
text detail
bxxxxx_04eSG_NYS06.indd 40 10/13/05 3:38:57 PM
Guide to the Grades 3–8 Testing Program Page 41
Score Point - 2
Go On
Page 9Book 3
35 Think of Mom in “Inside Outside Dogs.” Explain how the information in “Training Your Puppy” would be helpful to Mom. What steps should she use to change the way Sandy behaves? Be sure to include details from both the story and the article in your answer.
In your answer, be sure to• explain why Mom has a problem with the way Sandy behaves• explain how the information in the article would be helpful to Mom• tell what steps Mom should use to change the way Sandy behaves• use details from both the story and the article in your answer
Check your writing for correct spelling, grammar, capitalization, and punctuation.
Mom should learn how to get Sandy to sit because Sandy is
always runing a round and Mom is sick of it. For example if Mom tout
Sandy to sit Sandy would be a better dog. If mom didn't teach Sandy
to sit he would always run a round.
attempt to focus
This extended response is incomplete and demonstrates only a partial understanding of the passages. The student addresses only basic elements without sufficient development. The response demonstrates an attempt at organization, and some relevant text-based ideas are presented. There is little sense of voice.
Cluster Score = 2Taken as a whole, the responses show partial understanding of the story and the article and provide insufficient support.
text detail
bxxxxx_04eSG_NYS06.indd 41 10/13/05 3:38:58 PM
Guide to the Grades 3–8 Testing ProgramPage 42
Score Point - 1
Pepper Sandy
1) 1)
2) 2)
Pepper is a realy nice dog.
pepper is vary still and vary young.
Sandy might be gentle.
She is Smart and never causes trouble
32 Using details from the story, complete the chart below with two reasons that someonemight want to have Pepper as a pet and two reasons that someone might want to haveSandy as a pet.
confusion
This response demonstrates confusion. It is not clear that the student knows which dog is which.
toogeneral
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Guide to the Grades 3–8 Testing Program Page 43
Score Point - 1
33 How do you know that the person telling the story “Inside Outside Dogs” cares about the dogs? Use details from the story to support your answer.
The person cares about dogs because he maby likes dogs. He maby
does not want them to get hert or dos not want then to get Sick or
the might diy. Thats why you want to tack care of dogs.
no text details
This response gives no relevant text-based details to support why the person telling the story cares about dogs.
bxxxxx_04eSG_NYS06.indd 43 10/13/05 3:39:00 PM
Guide to the Grades 3–8 Testing ProgramPage 44
Score Point - 1
Go On
Page 7Book 3
34 Here are the two commands described in “Training Your Puppy.” Circle the one command you think would be harder to teach a puppy.
Teach your puppy to sit.
Teach your puppy to come.
Give two examples from the article to support your choice.
1.
2.
It will always be anoid and dictractive and never ever listin.
I think to teach the puppy to come because it will always be
wiled and never learn.
This response does not provide details from the text to support either command as being harder to teach. *Circling a command is not necessarily required as long as the response clearly pertains to a particular command.
lacks support for either command
no command circled*
bxxxxx_04eSG_NYS06.indd 44 10/13/05 3:39:02 PM
Guide to the Grades 3–8 Testing Program Page 45
Score Point - 1
Go On
Page 9Book 3
35 Think of Mom in “Inside Outside Dogs.” Explain how the information in “Training Your Puppy” would be helpful to Mom. What steps should she use to change the way Sandy behaves? Be sure to include details from both the story and the article in your answer.
In your answer, be sure to• explain why Mom has a problem with the way Sandy behaves• explain how the information in the article would be helpful to Mom• tell what steps Mom should use to change the way Sandy behaves• use details from both the story and the article in your answer
Check your writing for correct spelling, grammar, capitalization, and punctuation.
Training your puppy is a hard thing to do. You have to train
your pupy 2 mount old. or it won't Knew noting. Training a puppy is
a good thing to do. Trainin means to teach your puppy to do stoff
like Sit dogy Sit or come here Shack its hand teach him how to Say hi
tell him to listin that the kind of stoff you have to do. If you want your
dog to be Smart jest do it. It's not that hard. So let call training.com.
lacks connection
This extended response contains some irrelevant information and does not include details from both passages. Vocabulary is weak, and there is little sentence variety. The student includes only the commands “sit” and “come” in the response. It does not include problems that Mom had with Sandy and how information from the article would be helpful.
Cluster Score = 1Overall, the responses are brief and include few accurate details. The responses exhibit confusion, indicating that the student has understood only sections of the story and the article.
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Guide to the Grades 3–8 Testing Program Guide to the Grades 3–8 Testing ProgramPage 46
Writing Mechanics Rubric(Questions 31 and 35)
3 pointsThe writing demonstrates control of the conventions of written English. There are few, if any, errors and none that interfere with comprehension. Grammar, syntax, capitalization, punctuation, and paragraphing are essentially correct. Any misspellings are minor or repetitive; they occur primarily when a student takes risks with sophisticated vocabulary.
2 pointsThe writing demonstrates partial control of the conventions of written English. It contains errors that may interfere somewhat with readability but do not substantially interfere with comprehension. There may be some errors of grammar, syntax, capitalization, punctuation, or spelling.
1 pointThe writing demonstrates minimal control of the conventions of written English. There may be many errors of grammar, syntax, capitalization, punctuation, and spelling that interfere with readability and comprehension.
0 pointsThe writing demonstrates a lack of control of the conventions of written English. The errors make the writing incomprehensible.
cxxxxx_04eSG_NYS06.indd 46 10/13/05 3:39:59 PM
Guide to the Grades 3–8 Testing Program Page 47
Wri
ting
Mec
hani
cs R
ubri
c C
hart
(Que
stio
ns 3
1 an
d 35
)
Qua
lity
3 P
oint
s2
Poi
nts
1 P
oint
Con
vent
ions
: The
ext
ent
to
whi
ch t
he r
espo
nse
exhi
bits
co
nven
tion
al s
pelli
ng,
punc
tuat
ion,
par
agra
phin
g,
capi
taliz
atio
n, g
ram
mar
, and
us
age
The
wri
ting
dem
onst
rate
s co
ntro
l of
the
conv
entio
ns o
f w
ritte
n E
nglis
h. T
here
are
few
, if
any,
er
rors
and
non
e th
at in
terf
ere
with
co
mpr
ehen
sion
. Gra
mm
ar,
synt
ax, c
apita
lizat
ion,
pu
nctu
atio
n, a
nd p
arag
raph
ing
are
esse
ntia
lly c
orre
ct. A
ny
mis
spel
lings
are
min
or o
r re
petit
ive;
they
occ
ur p
rim
arily
w
hen
a st
uden
t tak
es r
isks
with
so
phis
ticat
ed v
ocab
ular
y.
The
wri
ting
dem
onst
rate
s pa
rtia
l co
ntro
l of
the
conv
entio
ns o
f w
ritte
n E
nglis
h. I
t con
tain
s er
rors
th
at m
ay in
terf
ere
som
ewha
t w
ith r
eada
bilit
y bu
t do
not
subs
tant
ially
inte
rfer
e w
ith
com
preh
ensi
on. T
here
may
be
som
e er
rors
of
gram
mar
, syn
tax,
ca
pita
lizat
ion,
pun
ctua
tion,
or
spel
ling.
The
wri
ting
dem
onst
rate
s m
inim
al c
ontr
ol o
f th
e co
nven
tions
of
wri
tten
Eng
lish.
T
here
may
be
man
y er
rors
of
gram
mar
, syn
tax,
cap
italiz
atio
n,
punc
tuat
ion,
and
spe
lling
that
in
terf
ere
with
rea
dabi
lity
and
com
preh
ensi
on.
SCO
RE
PO
INT
0 =
The
wri
ting
dem
onst
rate
s a
lack
of
cont
rol o
f th
e co
nven
tions
of
wri
tten
Eng
lish.
The
err
ors
mak
e th
ew
ritin
g in
com
preh
ensi
ble.
cxxxxx_04eSG_NYS06.indd 47 10/13/05 3:39:59 PM
Guide to the Grades 3–8 Testing Program Guide to the Grades 3–8 Testing ProgramPage 48
Annotation Key
Abbreviationscap faulty capitalization
lc lowercase
lu language usage
ow omitted word
p faulty punctuation
r-o run-on sentence
sf sentence fragment
sp error in spelling
cxxxxx_04eSG_NYS06.indd 48 10/13/05 3:39:59 PM
Guide to the Grades 3–8 Testing Program Page 49
In the beginning of the story Shadowtail would always play around
and wrestle squirrels, also kick acorns. Shadowtail's mother says,
"This has got to Stop". So mother thought and thought. Shadowtail
acts very foolish in the beginning of the story.
At the end of the story Shadowtail plays nicer and doesn't
knock down squirrles. Shadowtail doesn't act foolish at the end of
the story he actually acts nice to the squirrles. Shadowtail's
mother tells Shadowtail that spinning acorn was a better game.
Shadow and the squirrles played the new game and Shadowtail
almost always won.
That is how Shadowtail changed and acted from the begin-
ning to the end of the story. Also how he changed at the end.
Go On
Page 7Book 2
How does Shadowtail act at the beginning of the story? How does he act at the end of the story? What happens that makes Shadowtail change? Use details from the story to support your answer.
In your answer, be sure to include
• how Shadowtail acts at the beginning of the story• how Shadowtail acts at the end of the story• what happens that makes Shadowtail change• details from the story to support your answer
Check your writing for correct spelling, grammar, capitalization, and punctuation.
31
lc
sp
r-o
r-o
sp
sp
sf
Score Point - 3
cxxxxx_04eSG_NYS06.indd 49 10/13/05 3:40:00 PM
Guide to the Grades 3–8 Testing Program Guide to the Grades 3–8 Testing ProgramPage 50
sp
Cluster Score = 3Taken as a whole, the responses indicate control of the conventions of written English. In both papers, there are a few errors in spelling and syntax, but they do not affect comprehension.
In the story Inside Outside Dogs Mom needs help. She needs
help teaching Sandy to sit still.
Mom shoud use the steps from Training Your Puppy. She should use
them because there are steps for teaching your puppy how to sit.
All of the steps would be useful for Mom.
That is why I think Mom needs help teaching Sandy to sit still and
what can help Mom teach Sandy to sit still. Bye for now!
Think of Mom in “Inside Outside Dogs.” Explain how the information in “TrainingYour Puppy” would be helpful to Mom. What steps should she use to change the waySandy behaves? Be sure to include details from both the story and the article inyour answer.
In your answer, be sure to• explain why Mom has a problem with the way Sandy behaves• explain how the information in the article would be helpful to Mom• tell what steps Mom should use to change the way Sandy behaves• use details from both the story and the article in your answer
Check your writing for correct spelling, grammar, capitalization,and punctuation.
35
Score Point - 3
cxxxxx_04eSG_NYS06.indd 50 10/13/05 3:40:02 PM
Guide to the Grades 3–8 Testing Program Page 51
Score Point - 2
* The student consistently misspells Shadowtail with a capital “T” (ShadowTail).
ShadowTail acts different from the beginning of the story twords
the end of the story. In this essay I will tell you how.
First, ShadowTail acts like he won't let his mom teach him
things. For example, ShadowTail always played and when his mother
tried to teach him how to burrie nuts but when she did ShadowTail
ran away.
Go On
Page 7Book 2
How does Shadowtail act at the beginning of the story? How does he act at the end of the story? What happens that makes Shadowtail change? Use details from the story to support your answer.
In your answer, be sure to include
• how Shadowtail acts at the beginning of the story• how Shadowtail acts at the end of the story• what happens that makes Shadowtail change• details from the story to support your answer
Check your writing for correct spelling, grammar, capitalization, and punctuation.
31
r-o
sp*
sp
cxxxxx_04eSG_NYS06.indd 51 10/13/05 3:40:03 PM
Guide to the Grades 3–8 Testing Program Guide to the Grades 3–8 Testing ProgramPage 52
Score Point - 2
Go On
Page 7Book 2
How does Shadowtail act at the beginning of the story? How does he act at the end of the story? What happens that makes Shadowtail change? Use details from the story to support your answer.
In your answer, be sure to include
• how Shadowtail acts at the beginning of the story• how Shadowtail acts at the end of the story• what happens that makes Shadowtail change• details from the story to support your answer
Check your writing for correct spelling, grammar, capitalization, and punctuation.
Second, ShadowTail acts like he loves to burrie nuts. For
example ShadowTail's mother turns burrying nuts into a game.
Third, shadowtail's feelings change because something
happens. For example, ShadowTail's Mother turns nut burrying into
a game. The steps are snach up an a corn, then spin the acorn, then
dig a hole in the ground that is at least 2 inches deep and then
push the acorn into the hole.
In conclusion, ShadowTail acts different From the beginning
of the story twords the end of the story. In this essay I just told
you how and why.
sp
sp
lc
cap
sp
cxxxxx_04eSG_NYS06.indd 52 10/14/05 2:35:55 PM
Guide to the Grades 3–8 Testing Program Page 53
Score Point - 2
Go On
Page 9Book 3
Think of Mom in “Inside Outside Dogs.” Explain how the information in “Training Your Puppy” would be helpful to Mom. What steps should she use to change the way Sandy behaves? Be sure to include details from both the story and the article in your answer.
In your answer, be sure to• explain why Mom has a problem with the way Sandy behaves• explain how the information in the article would be helpful to Mom• tell what steps Mom should use to change the way Sandy behaves• use details from both the story and the article in your answer
Check your writing for correct spelling, grammar, capitalization, and punctuation.
Information from Training Your puppy would help mom train
Sandy. Sandy doesn't listen to mom and Sandy goes wild whenever
she is let into the house. With is not often but she still needs
training so she can come in the house. Sit and come would help mom.
Sit would help mom when Sandy is running in the house or jumping on
someone. Come would help when Sandy is going to knock over
something. It says in Training Your Puppy to train Sandy to sit mom
would have to hold Sandys collar with her right hand put her left
had on Sandys back near her shoulders. Then command Sandy to
sit with a firm but kind voice run her left hand gently down Sandys
back into a sitting position. Reward her by saying "Good" remove
35
sf lu
cap
cap
cap
r-o
p
p
r-o
p
r-o
lu
cap
cxxxxx_04eSG_NYS06.indd 53 10/13/05 3:40:06 PM
Guide to the Grades 3–8 Testing Program Guide to the Grades 3–8 Testing ProgramPage 54
Score Point - 2
Cluster Score = 2Taken as a whole, the responses indicate partial control of the conventions of written English. In both papers, there are errors in spelling, sentence structure, and capitalization. The errors affect readability, but do not create a serious interruption in the flow of communication.
Go On
Page 9Book 3
35 Think of Mom in “Inside Outside Dogs.” Explain how the information in “Training Your Puppy” would be helpful to Mom. What steps should she use to change the way Sandy behaves? Be sure to include details from both the story and the article in your answer.
In your answer, be sure to• explain why Mom has a problem with the way Sandy behaves• explain how the information in the article would be helpful to Mom• tell what steps Mom should use to change the way Sandy behaves• use details from both the story and the article in your answer
Check your writing for correct spelling, grammar, capitalization, and punctuation.
your hands and let Sandy stand. To teach Sandy come mom would
take Sandy to a safe place where she can run walk away from
Sandy and crouch down. Then show Sandy a toy and call to her in
a wellcoming voice reward her with praise, hugs, and pats. That's
how information from Training Your Puppy will help mom.
r-o
r-o
cap
sp
cap
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Guide to the Grades 3–8 Testing Program Page 55
Score Point - 1
X = unnecessary letter
Go On
Page 7Book 2
How does Shadowtail act at the beginning of the story? How does he act at the end of the story? What happens that makes Shadowtail change? Use details from the story to support your answer.
In your answer, be sure to include
• how Shadowtail acts at the beginning of the story• how Shadowtail acts at the end of the story• what happens that makes Shadowtail change• details from the story to support your answer
Check your writing for correct spelling, grammar, capitalization, and punctuation.
This is how Shadowtail acks in the beging of the story and
end and what mack him change.
In the beging Shadowtail acks like he does not wont to learn
how to d barry acorns he wonts to play and have fun by
himslefe.
In the end he acks happy because his mom made up some cool
game soc he can learn how to dig them up For the winter comes he
was the best at these game
That is how Shadowtail acks through out the story and how
he changes.
31
sp
sp
r-o
sp
sp
X
sp
lc
sp
lu
p
sp
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Guide to the Grades 3–8 Testing Program Guide to the Grades 3–8 Testing ProgramPage 56
Score Point - 1
Go On
Page 9Book 3
Think of Mom in “Inside Outside Dogs.” Explain how the information in “Training Your Puppy” would be helpful to Mom. What steps should she use to change the way Sandy behaves? Be sure to include details from both the story and the article in your answer.
In your answer, be sure to• explain why Mom has a problem with the way Sandy behaves• explain how the information in the article would be helpful to Mom• tell what steps Mom should use to change the way Sandy behaves• use details from both the story and the article in your answer
Check your writing for correct spelling, grammar, capitalization, and punctuation.
Mom has a problem with Sandy beheves. Sandy makes a mess
when nobody is looking, she runs and does, some stuff bad stuff
It could help mom by howing to know how to conrol her
dogs. Sandy is really actaive, and playful, youd when she is in the
house she is bad she makes tons of messes
I think this articil could help by cloming her dog when Sandy
comes right in.
Mom should take steps, steps that help her like: tran her how
to sit, or come here I think mom sle help Sandy more then livieng her
alone outside I think she could help Sandy
35
r-o
sp
Cluster Score = 1Taken as a whole, the responses show limited understanding of the conventions of written English. In both papers, there are numerous errors in spelling, sentence structure, and punctuation. Readability and comprehension are impaired.
spow
cap
p
r-o
p
sp
spr-o
cap
sp
lu
p
X = unnecessary word
X
p
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Guide to the Grades 3–8 Testing Program Page 57
Score Point - 0
Go On
Page 7Book 2
How does Shadowtail act at the beginning of the story? How does he act at the end of the story? What happens that makes Shadowtail change? Use details from the story to support your answer.
In your answer, be sure to include
• how Shadowtail acts at the beginning of the story• how Shadowtail acts at the end of the story• what happens that makes Shadowtail change• details from the story to support your answer
Check your writing for correct spelling, grammar, capitalization, and punctuation.
all he ded plae
he was sad
becas than
wn no acors
snow
31
ow
spcap
sp lu
sp
cap
pow
cxxxxx_04eSG_NYS06.indd 57 10/13/05 3:40:11 PM
Guide to the Grades 3–8 Testing Program Guide to the Grades 3–8 Testing ProgramPage 58
Score Point - 0
Cluster Score = 0Taken as a whole, the responses indicate less than minimal understanding of the conventions of written English. In these brief papers, there are errors in capitalization, spelling, grammar, punctuation, and sentence structure. Overall, the writing is incomprehensible. Go On
Page 9Book 3
Think of Mom in “Inside Outside Dogs.” Explain how the information in “Training Your Puppy” would be helpful to Mom. What steps should she use to change the way Sandy behaves? Be sure to include details from both the story and the article in your answer.
In your answer, be sure to• explain why Mom has a problem with the way Sandy behaves• explain how the information in the article would be helpful to Mom• tell what steps Mom should use to change the way Sandy behaves• use details from both the story and the article in your answer
Check your writing for correct spelling, grammar, capitalization, and punctuation.
because the puppy
Don't hale.
35
lcsp
cap
sf
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Guide to the Grades 3–8 Testing Program Page 59
English Language Arts Grade 4 Scoring Considerations
Reading/Multiple Choice (Questions 1–28)• In the multiple-choice segment of the test, a student receives credit only for those questions that are
answered correctly. An answer left blank receives no credit. There is no additional penalty for not answering questions.
For the Listening/Writing and Reading/Writing sections of the test, first apply the English Language Arts scoring rubric. Then apply the following rules as appropriate. The lowest score a student can receive is zero.
Listening/Writing (Questions 29, 30, 31)• Deduct one point if either Question 29 or 30 is not answered.• If neither Question 29 nor 30 (the short-response questions) is answered, the total maximum
Listening/Writing score possible is 2.• If Question 31 (the extended-response question) is not answered or is not responsive to the task, the
total maximum Listening/Writing score possible is 2.• If the student answers only one question, and that question is not the extended-response question, the
score is zero.• If none of the questions are answered, condition code A (blank) should be applied.
Reading/Writing (Questions 32, 33, 34, 35)• Deduct one point if any two short-response questions (32 and 33 or 33 and 34 or 32 and 34) are not
answered.• If none of the short-response questions (32, 33, 34) are answered, the total maximum Reading/Writing
score possible is 2.• If Question 35 (the extended-response question) is not answered or is not responsive to the task, the
total maximum Reading/Writing score possible is 2.• If the student answers only one question, and that question is not the extended response (Question 35),
the score is zero.• If none of the questions are answered, condition code A (blank) should be applied.
For Writing Mechanics score, check for sufficient response before applying the appropriate rubric.
Writing Mechanics (Questions 31 and 35)• Students must answer both extended-response questions for the responses to be scored for Writing
Mechanics. If the student answers only one extended-response question, the score is zero.
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Page 60
New York State Testing ProgramEnglish Language Arts Condition Codes
Score of ZeroResponses to the Listening/Writing cluster, Reading/Writing cluster, or Writing Mechanics cluster are scored a zero if the entire response:
• is illegible or may be only scribbling, or• consists of an indication of the student’s refusal to respond, or• is written in a language other than English, or• corresponds to a description of a score of zero in the English Language Arts Scoring Considerations, or• corresponds to a description of a score of zero in the English Language Arts scoring rubrics.
Condition Code ACondition Code A is applied to the Listening/Writing cluster, Reading/Writing cluster, or the Writing Mechanics cluster when a student who is present for a test session leaves all of the questions in that section blank.
Grade 4English Language ArtsScoring Guide Sample Test 2005
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