English Language Arts
Scoring Guide for Sample Test 2005
Grade 8
aXXXXX_08eSGcvr_NYS06.indd 3 10/10/05 1:50:01 PM
aXXXXX_08eSGcvr_NYS06.indd 4 10/10/05 1:50:01 PM
Contents
Page 1Guide to the Grades 3–8 Testing Program
Standard and Performance Indicator Map with Answer Key . . . . . . . . . . . . . . . . . . . . . 2
Grade 8 English Language Arts Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Grade 8 English Language Arts Rubric Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Listening/Writing Specific Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Listening/Writing Specific Rubric Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Listening/Writing Rubric Key Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Annotated Student Responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Reading/Writing Specific Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Reading/Writing Specific Rubric Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Reading/Writing Rubric Key Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Annotated Student Responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Writing Mechanics Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Writing Mechanics Rubric Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Annotation Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Annotated Student Responses . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
bxxxxx_08eSG_NYS06.indd 1 10/10/05 1:50:28 PM
Page 2 Guide to the Grades 3–8 Testing Program
Standard and Performance Indicator Map with Answer Key
Question Type Points Standard Performance IndicatorAnswer
Key
Book 1 Reading
1 multiple choice 1 2 Interpret characters, plot, setting, theme, and dialogue, using evidence from the text C
2 multiple choice 1 2 Recognize how the author’s use of language creates images or feelings J
3 multiple choice 1 2 Interpret characters, plot, setting, theme, and dialogue, using evidence from the text B
4 multiple choice 1 2 Recognize how the author’s use of language creates images or feelings G
5 multiple choice 1 3 Identify cultural and ethnic values and their impact on content C
6 multiple choice 1 2 Interpret characters, plot, setting, theme, and dialogue, using evidence from the text F
7 multiple choice 1 2
Determine the meaning of unfamiliar words by using context clues, a dictionary, a glossary, and structural analysis (i.e., looking at roots, prefixes, and suffixes of words)
B
8 multiple choice 1 1 Apply thinking skills, such as define, classify, and infer, to interpret data, facts, and ideas from informational texts F
9 multiple choice 1 1 Draw conclusions and make inferences on the basis of explicit and implied information D
10 multiple choice 1 1 Make, confirm, or revise predictions H
11 multiple choice 1 2 Recognize how the author’s use of language creates images or feelings D
12 multiple choice 1 2 Interpret characters, plot, setting, theme, and dialogue, using evidence from the text G
13 multiple choice 1 2
Determine how the use and meaning of literary devices, such as symbolism, metaphor and simile, illustration, personification, flashback and foreshadowing, convey the author’s message or intent
C
14 multiple choice 1 2 Interpret characters, plot, setting, theme, and dialogue, using evidence from the text F
15 multiple choice 1 2 Interpret characters, plot, setting, theme, and dialogue, using evidence from the text D
16 multiple choice 1 2 Identify the author’s point of view, such as first-person narrator and omniscient narrator H
17 multiple choice 1 2 Interpret characters, plot, setting, theme, and dialogue, using evidence from the text C
18 multiple choice 1 2 Interpret characters, plot, setting, theme, and dialogue, using evidence from the text G
19 multiple choice 1 1 Apply thinking skills, such as define, classify, and infer, to interpret data, facts, and ideas C
20 multiple choice 1 1 Draw conclusions and make inferences on the basis of explicit and implied information G
21 multiple choice 1 1 Apply thinking skills, such as define, classify, and infer, to interpret data, facts, and ideas A
22 multiple choice 1 3 Evaluate examples, details, or reasons used to support ideas J
23 multiple choice 1 1 Identify purpose for reading A
24 multiple choice 1 3 Evaluate examples, details, or reasons used to support ideas H
bxxxxx_08eSG_NYS06.indd 2 10/25/05 10:56:06 AM
Page 3Guide to the Grades 3–8 Testing Program
Question Type Points Standard Performance IndicatorAnswer
Key
Book 1 Reading
25 multiple choice 1 1 Use indexes to locate information and glossaries to define terms D
26 multiple choice 1 1
Determine the meaning of unfamiliar words by using context clues, a dictionary, a glossary, and structural analysis (i.e., looking at roots, prefixes, and suffixes of words)
H
Book 2 Listening/Writing
27-30short and extended
response5 1 Listening/Writing cluster n/a
Book 3 Reading/Writing
31-34short and extended
response5 3 Reading/Writing cluster n/a
Standard and Performance Indicator Map with Answer Key
bxxxxx_08eSG_NYS06.indd 3 10/25/05 10:56:06 AM
Page 4 Guide to the Grades 3–8 Testing Program
Grade 8 English Language Arts Rubric
Listening/Writing (Questions 27, 28, 29, 30)Reading/Writing (Questions 31, 32, 33, 34)
5 points
Taken as a whole, the responses
• fulfill the requirements of the tasks• address the theme or key elements of the text• show a thorough interpretation of the text• make some 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 sequence of ideas through the use of appropriate transitions or other devices
• is fluent and easy to read, with a sense of engagement or voice• uses varied sentence structure and some above-grade-level vocabulary
4 points
Taken as a whole, the responses
• fulfill some requirements of the tasks• address some 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 examples and details from the text• may include 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• primarily uses simple sentences and basic vocabulary
bxxxxx_08eSG_NYS06.indd 4 10/10/05 1:50:29 PM
Page 5Guide to the Grades 3–8 Testing Program
Grade 8 English Language Arts Rubric (continued)
3 points
Taken as a whole, the responses
• fulfill some requirements of the tasks• address a few key elements of the text• show some gaps in understanding of the text• make some connections
• may be brief, with little elaboration or development• provide few examples and details from the text• may include minor inaccuracies
In addition, the extended response
• shows an attempt to maintain focus, though may include some tangents• shows an attempt at organization
• is readable, with some sense of engagement or voice• primarily uses simple sentences and basic vocabulary
2 points
Taken as a whole, the responses
• fulfill some requirements of the tasks• address basic elements of the text• show little evidence that the student understood more than parts of the text• make few connections
• provide very few text-based examples and details• may include some inaccurate details
In addition, the extended response
• may show an attempt to establish a focus• may include some irrelevant information• shows little attempt at organization
• is readable, with little sense of engagement or voice• uses minimal vocabulary• may indicate fragmented thoughts
bxxxxx_08eSG_NYS06.indd 5 10/10/05 1:50:29 PM
Grade 8 English Language Arts Rubric (continued)
1 point
Taken as a whole, the responses
• fulfill very few requirements of the tasks• address few elements of the text• show little evidence that the student understood more than parts of the text• make few to no connections
• provide almost no text-based examples and details• may include inaccurate information
In addition, the extended response
• shows little attempt to establish a focus• may be repetitive, focusing on minor details or irrelevant information• shows little attempt at organization
• is difficult to read, with little or no sense of engagement or voice• uses minimal vocabulary• may indicate fragmented thoughts
0 points
The responses are completely incorrect, irrelevant, or incoherent.
Page 6 Guide to the Grades 3–8 Testing Program
bxxxxx_08eSG_NYS06.indd 6 10/10/05 1:50:29 PM
Gra
de 8
Eng
lish
Lan
guag
e A
rts
Rub
ric
Cha
rtL
iste
ning
/Wri
ting
(Q
uest
ions
27,
28,
29,
30)
and
Rea
ding
/Wri
ting
(Q
uest
ions
31,
32,
33,
34)
Qua
lity
5R
espo
nses
at
this
leve
l:4
Res
pons
es a
t th
is le
vel:
3R
espo
nses
at
this
leve
l:2
Res
pons
es a
t th
is le
vel:
1R
espo
nses
at
this
leve
l:M
eani
ng: T
he
exte
nt t
o w
hich
the
re
spon
se e
xhib
its
unde
rsta
ndin
g an
d in
terp
reta
tion
of
the
task
and
tex
t(s)
Take
n as
a w
hole
:•
fulfi
ll th
e re
quir
emen
ts o
f th
e ta
sks
• ad
dres
s th
e th
eme
or k
ey
elem
ents
of
the
text
• sh
ow a
thor
ough
in
terp
reta
tion
of th
e te
xt•
mak
e so
me
conn
ectio
ns
beyo
nd th
e te
xt
Take
n as
a w
hole
:•
fulfi
ll so
me
requ
irem
ents
of
the
task
s•
addr
ess
som
e ke
y el
emen
ts
of th
e te
xt•
show
a p
redo
min
antly
lit
eral
inte
rpre
tatio
n of
the
text
• m
ake
som
e co
nnec
tions
Take
n as
a w
hole
:•
fulfi
ll so
me
requ
irem
ents
of
the
task
s•
addr
ess
a fe
w k
ey
elem
ents
of
the
text
• sh
ow s
ome
gaps
in
unde
rsta
ndin
g of
the
text
• m
ake
som
e co
nnec
tions
Take
n as
a w
hole
:•
fulfi
ll so
me
requ
irem
ents
of
the
task
s•
addr
ess
basi
c el
emen
ts o
f th
e te
xt•
show
littl
e ev
iden
ce th
at
the
stud
ent u
nder
stoo
d m
ore
than
par
ts o
f th
e te
xt•
mak
e fe
w c
onne
ctio
ns
Take
n as
a w
hole
:•
fulfi
ll ve
ry f
ew
requ
irem
ents
of
the
task
s•
addr
ess
few
ele
men
ts o
f th
e te
xt•
show
littl
e ev
iden
ce th
at
the
stud
ent u
nder
stoo
d m
ore
than
par
ts o
f th
e te
xt•
mak
e fe
w to
no
conn
ectio
ns
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
re
leva
nt a
nd a
ccur
ate
exam
ples
fro
m th
e te
xt
Take
n as
a w
hole
:•
may
be
brie
f, w
ith li
ttle
elab
orat
ion,
but
are
su
ffici
ently
dev
elop
ed to
an
swer
the
ques
tions
• pr
ovid
e so
me
exam
ples
an
d de
tails
fro
m th
e te
xt•
may
incl
ude
min
or
inac
cura
cies
Take
n as
a w
hole
:•
may
be
brie
f, w
ith
little
ela
bora
tion
or
deve
lopm
ent
• pr
ovid
e fe
w e
xam
ples
an
d de
tails
fro
m th
e te
xt•
may
incl
ude
min
or
inac
cura
cies
Take
n as
a w
hole
:•
prov
ide
very
few
text
-ba
sed
exam
ples
and
det
ails
• m
ay in
clud
e so
me
inac
cura
te d
etai
ls
Take
n as
a w
hole
:•
prov
ide
alm
ost n
o te
xt-
base
d ex
ampl
es a
nd d
etai
ls•
may
incl
ude
inac
cura
te
info
rmat
ion
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
exte
nded
res
pons
e:•
esta
blis
hes
and
mai
ntai
ns
a cl
ear
focu
s•
show
s a
logi
cal s
eque
nce
of id
eas
thro
ugh
the
use
of a
ppro
pria
te tr
ansi
tions
or
oth
er d
evic
es
The
exte
nded
res
pons
e:•
is g
ener
ally
foc
used
, th
ough
may
incl
ude
som
e ir
rele
vant
det
ails
• sh
ows
a cl
ear
atte
mpt
at
orga
niza
tion
The
exte
nded
res
pons
e:•
show
s an
atte
mpt
to
mai
ntai
n fo
cus,
thou
gh
may
incl
ude
som
e ta
ngen
ts•
show
s an
atte
mpt
at
orga
niza
tion
The
exte
nded
res
pons
e:•
may
sho
w a
n at
tem
pt to
es
tabl
ish
a fo
cus
• m
ay in
clud
e so
me
irre
leva
nt in
form
atio
n•
show
s lit
tle a
ttem
pt a
t or
gani
zatio
n
The
exte
nded
res
pons
e:•
show
s lit
tle a
ttem
pt to
es
tabl
ish
a fo
cus
• m
ay b
e re
petit
ive,
foc
usin
g on
min
or d
etai
ls o
r ir
rele
vant
info
rmat
ion
• sh
ows
little
atte
mpt
at
orga
niza
tion
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,
and
sent
ence
var
iety
The
exte
nded
res
pons
e:•
is fl
uent
and
eas
y to
re
ad, w
ith a
sen
se o
f en
gage
men
t or
voic
e•
uses
var
ied
sent
ence
st
ruct
ure
and
som
e ab
ove-
grad
e-le
vel
voca
bula
ry
The
exte
nded
res
pons
e:•
is r
eada
ble,
with
som
e se
nse
of e
ngag
emen
t or
voic
e•
prim
arily
use
s si
mpl
e se
nten
ces
and
basi
c vo
cabu
lary
The
exte
nded
res
pons
e:•
is r
eada
ble,
with
som
e se
nse
of e
ngag
emen
t or
voic
e•
prim
arily
use
s si
mpl
e se
nten
ces
and
basi
c vo
cabu
lary
The
exte
nded
res
pons
e:•
is r
eada
ble,
with
littl
e se
nse
of e
ngag
emen
t or
voic
e•
uses
min
imal
voc
abul
ary
• m
ay in
dica
te f
ragm
ente
d th
ough
ts
The
exte
nded
res
pons
e:•
is d
iffic
ult t
o re
ad, w
ith
little
or
no s
ense
of
enga
gem
ent o
r vo
ice
• us
es m
inim
al v
ocab
ular
y•
may
indi
cate
fra
gmen
ted
thou
ghts
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
.
Page 7Guide to the Grades 3–8 Testing Program
bxxxxx_08eSG_NYS06.indd 7 10/10/05 1:50:30 PM
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 27, 28, 29, 30) “Leonardo da Vinci’s Mona Lisa”
5 PointsThe 5-point responses demonstrate a thorough understanding of the article and support that understanding with text-based details. The student understands the unique characteristics of the Mona Lisa and the enduring fascination people have with the painting. The graphic organizer (Question 27) is accurate, complete, and thorough, citing one of Leonardo da Vinci’s talents and tells how that talent helped him paint the Mona Lisa. The first short response (Question 28) names one possible identity of the real Mona Lisa and supports that response with text-based details. The second short response (Question 29) explains why people are still fascinated with the Mona Lisa, using text-based details. The extended response (Question 30) uses ample text-based details to describe the different places the Mona Lisa has been kept, how they are different from one another, and the conditions under which the painting was kept. The response is organized, focused, and addresses all parts of the task. The writing is fluent and has a sense of engagement or voice.
4 PointsThe 4-point responses are essentially logical and accurate, but may reflect a predominantly literal understanding of the article. The responses may generalize or present facts without synthesizing them. The graphic organizer (Question 27) is essentially correct. The first short response (Question 28) may explain but not fully support the possible identity of the real Mona Lisa. The second short response (Question 29) may be somewhat general or may not include much text-based support. The extended response (Question 30) may describe the places the Mona Lisa was kept and how they were different without fully explaining the conditions under which the painting was kept. In addition, the response shows a clear attempt at organization, but may occasionally introduce extraneous information.
3 PointsThe 3-point responses indicate only a partial understanding of the article. The student may draw some accurate conclusions about the painting and the fascination with the Mona Lisa, but the responses may be sketchy, or reflect some misinterpretation of the article. The graphic organizer (Question 27) may be very brief or may contain some inaccuracies. The short responses and the extended response may contain some accurate information, but they may be incomplete or may include unrelated, unsustained ideas. For example, the first short response (Question 28) may suggest a possible identity of the real Mona Lisa, with minimal support from the text. The second short response (Question 29) may generalize the explanation of why people are still fascinated with the Mona Lisa, without much detail. The extended response (Question 30) may attempt to address all parts of the task, but may be incomplete or weakly organized.
Page 8 Guide to the Grades 3–8 Testing Program
bxxxxx_08eSG_NYS06.indd 8 10/10/05 1:50:30 PM
Listening/Writing Specific Rubric (continued)
2 PointsThe 2-point responses are readable but indicate a limited understanding of the article. The graphic organizer (Question 27) is incomplete or contains inaccuracies. The short responses and the extended response may address only parts of the tasks, show a misinterpretation of the tasks, or display gaps in understanding of the article. The responses may contain some accurate details, but may not make meaningful connections or draw conclusions. For example, the first short response (Question 28) may describe one possible identity of the real Mona Lisa, but fail to support the theory with details from the article. The second short response (Question 29) may show difficulty in supporting why people today are still fascinated with the Mona Lisa. The extended response (Question 30) may only describe in general terms the places the Mona Lisa has been kept or its care, and may be very brief or not sustain its focus.
1 PointThe 1-point responses are often very brief or repetitive, indicating that the student has understood only sections of the article. The graphic organizer (Question 27) is incomplete or inaccurate. The short responses (Questions 28 and 29) show confusion and misunderstanding of the text. The extended response (Question 30) is unfocused, or focuses solely on minor details or extraneous information. The description of the places the Mona Lisa has been kept or its care may not be based on ideas contained in the article.
0 PointsThe responses are completely incorrect, irrelevant, or incoherent.
Page 9Guide to the Grades 3–8 Testing Program
bxxxxx_08eSG_NYS06.indd 9 10/10/05 1:50:30 PM
Lis
teni
ng/W
riti
ng S
peci
fic R
ubri
c C
hart
Lis
teni
ng/W
riti
ng T
ask:
“L
eona
rdo
da V
inci
’s M
ona
Lis
a” (
Que
stio
ns 2
7, 2
8, 2
9, 3
0)
Poi
nts
5 R
espo
nses
at
this
leve
l:4
Res
pons
es a
t th
is le
vel:
3 R
espo
nses
at
this
leve
l:2
Res
pons
es a
t th
is le
vel:
1 R
espo
nses
at
this
leve
l:
Ove
rall
dem
onst
rate
a th
orou
gh
unde
rsta
ndin
g of
the
artic
le
and
supp
ort t
hat u
nder
stan
ding
w
ith te
xt-b
ased
det
ails
. R
espo
nses
rev
eal t
hat t
he
stud
ent u
nder
stan
ds th
e un
ique
cha
ract
eris
tics
of th
e M
ona
Lisa
and
the
endu
ring
fa
scin
atio
n pe
ople
hav
e w
ith
the
pain
ting.
are
esse
ntia
lly lo
gica
l and
ac
cura
te, b
ut m
ay r
eflec
t a
pred
omin
antly
lite
ral
unde
rsta
ndin
g of
the
artic
le.
Res
pons
es m
ay g
ener
aliz
e or
pre
sent
fac
ts w
ithou
t sy
nthe
sizi
ng th
em.
indi
cate
onl
y a
part
ial u
nder
stan
ding
of
the
artic
le. R
espo
nses
may
dra
w
som
e ac
cura
te c
oncl
usio
ns a
bout
the
pain
ting
and
the
fasc
inat
ion
with
the
Mon
a Li
sa, b
ut m
ay b
e sk
etch
y, o
r re
flect
som
e m
isin
terp
reta
tion
of th
e ar
ticle
.
are
read
able
but
indi
cate
a li
mite
d un
ders
tand
ing
of th
e ar
ticle
.ar
e of
ten
very
bri
ef o
r re
petit
ive,
indi
catin
g th
at th
e st
uden
t has
und
erst
ood
only
se
ctio
ns o
f th
e ar
ticle
.
Gra
phic
O
rgan
izer
(Q
uest
ion
27)
are
accu
rate
, com
plet
e,
and
thor
ough
, citi
ng o
ne o
f L
eona
rdo
da V
inci
’s ta
lent
s an
d te
ll ho
w th
at ta
lent
hel
ped
him
pai
nt th
e M
ona
Lisa
.
are
esse
ntia
lly c
orre
ct.
may
be
very
bri
ef o
r m
ay c
onta
in
som
e in
accu
raci
es.
are
inco
mpl
ete
or c
onta
in in
accu
raci
es.
are
inco
mpl
ete
or in
accu
rate
.
Shor
t R
espo
nse
(Que
stio
n 28
)
nam
e on
e po
ssib
le id
entit
y of
the
real
Mon
a L
isa
and
supp
ort t
hat r
espo
nse
with
te
xt-b
ased
det
ails
.
may
exp
lain
but
not
ful
ly
supp
ort t
he p
ossi
ble
iden
tity
of
the
real
Mon
a L
isa.
may
con
tain
som
e ac
cura
te
info
rmat
ion,
but
may
be
inco
mpl
ete
or m
ay in
clud
e un
rela
ted,
un
sust
aine
d id
eas
(e.g
., m
ay s
ugge
st
a po
ssib
le id
entit
y of
the
real
Mon
a L
isa,
with
min
imal
sup
port
fro
m th
e te
xt).
may
add
ress
onl
y pa
rts
of th
e ta
sk, s
how
a
mis
inte
rpre
tatio
n of
the
task
, or
disp
lay
gaps
in
und
erst
andi
ng o
f th
e ar
ticle
. Res
pons
es
may
con
tain
som
e ac
cura
te d
etai
ls, b
ut m
ay
not m
ake
mea
ning
ful c
onne
ctio
ns o
r dr
aw
conc
lusi
ons
(e.g
., m
ay d
escr
ibe
one
poss
ible
id
entit
y of
the
real
Mon
a L
isa,
but
fai
l to
supp
ort t
he th
eory
with
det
ails
fro
m th
e ar
ticle
).
show
con
fusi
on a
nd
mis
unde
rsta
ndin
g of
the
text
.
Shor
t R
espo
nse
(Que
stio
n 29
)
expl
ain
why
peo
ple
are
still
fa
scin
ated
with
the
Mon
a Li
sa,
usin
g te
xt-b
ased
det
ails
.
may
be
som
ewha
t gen
eral
or
may
not
incl
ude
muc
h te
xt-
base
d su
ppor
t.
may
con
tain
som
e ac
cura
te
info
rmat
ion,
but
may
be
inco
mpl
ete
or m
ay in
clud
e un
rela
ted,
un
sust
aine
d id
eas
(e.g
., m
ay
gene
raliz
e th
e ex
plan
atio
n of
why
pe
ople
are
stil
l fas
cina
ted
with
the
Mon
a Li
sa, w
ithou
t muc
h de
tail)
.
may
add
ress
onl
y pa
rts
of th
e ta
sk, s
how
a
mis
inte
rpre
tatio
n of
the
task
, or
disp
lay
gaps
in
und
erst
andi
ng o
f th
e ar
ticle
. Res
pons
es
may
con
tain
som
e ac
cura
te d
etai
ls, b
ut m
ay
not m
ake
mea
ning
ful c
onne
ctio
ns o
r dr
aw
conc
lusi
ons
(e.g
., m
ay s
how
dif
ficul
ty in
su
ppor
ting
why
peo
ple
are
still
fas
cina
ted
with
the
Mon
a Li
sa).
show
con
fusi
on a
nd
mis
unde
rsta
ndin
g of
the
text
.
Ext
ende
d R
espo
nse
(Que
stio
n 30
)
use
ampl
e te
xt-b
ased
det
ails
to
des
crib
e th
e di
ffer
ent
plac
es th
e M
ona
Lisa
has
bee
n ke
pt, h
ow th
ey a
re d
iffe
rent
fr
om o
ne a
noth
er, a
nd th
e co
nditi
ons
unde
r w
hich
the
pain
ting
was
kep
t. R
espo
nses
ar
e or
gani
zed,
foc
used
, and
ad
dres
s al
l par
ts o
f th
e ta
sk;
wri
ting
is fl
uent
and
has
a
sens
e of
eng
agem
ent o
r vo
ice.
may
des
crib
e th
e pl
aces
the
Mon
a Li
sa w
as k
ept a
nd h
ow
they
wer
e di
ffer
ent w
ithou
t fu
lly e
xpla
inin
g th
e co
nditi
ons
unde
r w
hich
the
pain
ting
was
ke
pt. R
espo
nses
sho
w a
cle
ar
atte
mpt
at o
rgan
izat
ion,
but
m
ay o
ccas
iona
lly in
trod
uce
extr
aneo
us in
form
atio
n.
may
con
tain
som
e ac
cura
te
info
rmat
ion,
but
may
be
inco
mpl
ete
or m
ay in
clud
e un
rela
ted,
un
sust
aine
d id
eas
(e.g
., m
ay a
ttem
pt
to a
ddre
ss a
ll pa
rts
of th
e ta
sk,
but m
ay b
e in
com
plet
e or
wea
kly
orga
nize
d).
may
add
ress
onl
y pa
rts
of th
e ta
sk, s
how
a
mis
inte
rpre
tatio
n of
the
task
, or
disp
lay
gaps
in
und
erst
andi
ng o
f th
e ar
ticle
. Res
pons
es
may
con
tain
som
e ac
cura
te d
etai
ls, b
ut m
ay
not m
ake
mea
ning
ful c
onne
ctio
ns o
r dr
aw
conc
lusi
ons
(e.g
., m
ay o
nly
desc
ribe
in
gene
ral t
erm
s th
e pl
aces
the
Mon
a Li
sa h
as
been
kep
t or
its c
are,
and
may
be
very
bri
ef
or n
ot s
usta
in f
ocus
).
are
unfo
cuse
d, o
r fo
cus
sole
ly
on m
inor
det
ails
or
extr
aneo
us
info
rmat
ion;
the
desc
ript
ion
of
the
plac
es th
e M
ona
Lisa
has
be
en k
ept o
r its
car
e m
ay n
ot
be b
ased
on
idea
s co
ntai
ned
in
the
artic
le.
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
.
Page 10 Guide to the Grades 3–8 Testing Program
bxxxxx_08eSG_NYS06.indd 10 10/10/05 1:50:30 PM
Listening/Writing Rubric Key Points
Listening/Writing Task: “Leonardo da Vinci’s Mona Lisa”
Question 27In the chart below, identify one of Leonardo da Vinci’s talents as described in the article. Then explain how he used that talent to paint the Mona Lisa.
Possible Exemplary Responses:Talent/How it helped him paint• He was a gifted artist. / The Mona Lisa is one of the most recognized paintings in the world.• “ / He could paint on a piece of pine wood.• “ / He painted the Mona Lisa’s mouth to look as if it were moving.• “ / He studied light/shadow/how color changes as it moves away from you.• “ / He combined the technique of an artist with the mind of a scientist.• He was a scientist. / He painted the Mona Lisa’s mouth to look as if it were moving.• “ / He studied light/shadow/how color changes as it moves away from you.• “ / He studied how our eyes work.• “ / He combined the techniques of an artist with the mind of a scientist.• other relevant text-based response
Question 28The article “Leonardo da Vinci’s Mona Lisa” offers several theories about who the real Mona Lisa was. Based on information in the article, name one possible identity of Mona Lisa. Use details from the article to support your answer.
Possible Exemplary Response:The real Mona Lisa might have been a young woman from Florence, Italy, who was married to a wealthy man. The theory is that her husband had asked da Vinci to paint a portrait of his wife.
Possible Exemplary Response:The real Mona Lisa might have been Leonardo da Vinci himself. Someone used a computer to match the Mona Lisa painting to one of da Vinci’s self-portraits and they matched perfectly.
Possible Exemplary Response:The real Mona Lisa might have been Leonardo da Vinci’s mother. Since the woman in the painting resembles da Vinci so much, it might be his mother.
NOTE: Since the computer image by Bell Lab matched the portrait of da Vinci, it could be inferred that family resemblance would support the theory that Mona Lisa is da Vinci’s mother.
Page 11Guide to the Grades 3–8 Testing Program
bxxxxx_08eSG_NYS06.indd 11 10/10/05 1:50:30 PM
Listening/Writing Rubric Key Points (continued)
Listening/Writing Task: “Leonardo da Vinci’s Mona Lisa”
Question 29Explain why people today are still fascinated with the Mona Lisa. Use details from the article to support your answer.
Possible Exemplary Response:People still have an interest in the painting because of the unusual smile that the Mona Lisa has. People want to know why she is smiling. Also, it is interesting that Mona Lisa’s mouth appears to be moving when you look at the painting.
Possible details to include in answer:• People are curious about the identity of the real Mona Lisa.• People are interested in why she has a strange smile.• Mona Lisa’s mouth looks as if it is moving.• People are curious about how da Vinci was able to create the Mona Lisa.• Mona Lisa is one of the most recognized faces in the world.• other relevant text-based detail
Page 12 Guide to the Grades 3–8 Testing Program
bxxxxx_08eSG_NYS06.indd 12 10/10/05 1:50:31 PM
Listening/Writing Rubric Key Points (continued)
Listening/Writing Task: “Leonardo da Vinci’s Mona Lisa”
Question 30The Mona Lisa has been kept in several different places since da Vinci painted it. Write an essay in which you contrast these places. Describe the conditions under which the painting was kept. Use details from the article to support your answer.
In your answer, be sure to• describe the different places where the Mona Lisa was kept• tell how these places were different from one another• describe the conditions under which the painting was kept• use details from the article to support your answer
Possible Exemplary Response:After da Vinci finished painting the Mona Lisa, he decided to keep it for himself. He
liked it so much that he took it with him wherever he went. Because da Vinci always had the painting with him, he knew where it was at all times and kept it from being damaged. Before he died, da Vinci sold the painting to the king of France. He most likely kept the painting in his home where only a few people would be able to see it.
Many years later, the painting was displayed in the famous museum, the Louvre. Art museums take care of their possessions, so the Mona Lisa would have been cared for there. A workman stole the painting in 1911 and for two years kept it hidden in the bottom of a trunk where no one would be able to see it. The painting was recovered and returned to the Louvre where it is kept today. The painting is kept in an air-conditioned room and is behind glass and a strong railing.
Possible details to include in answer:• When da Vinci finished the painting he kept it for himself.• He took the painting with him wherever he went.• He sold the painting to King Francois I of France.• Vincent Peruggia stole the painting from the Louvre.• Peruggia wanted to take the painting back to Italy.• Peruggia kept the painting in the bottom of a trunk for two years.• The Mona Lisa now resides at the Louvre.• The Mona Lisa is in an air-conditioned room behind a strong railing and bullet-proof glass.• other relevant text-based detail
Page 13Guide to the Grades 3–8 Testing Program
bxxxxx_08eSG_NYS06.indd 13 10/10/05 1:50:31 PM
27 In the chart below, identify one of Leonardo da Vinci’s talents as described in the article. Then explain how he used that talent to paint the Mona Lisa.
Talent How it helped him paint
Leonardo Da Vinci was one of the greatest artists of his time.
Da Vinci used his skills to paint the Mona Lisa in which people would get puzzled. He made it seem like the mouth could move and that it was half man and half woman. His artistic skills really helped.
This graphic organizer has accurate text details. The reference to “half man and half woman” in the second box also shows understanding of the computer overlay concept described in the article.
correcttext detail
Page 14 Guide to the Grades 3–8 Testing Program
Score Point - 5
bxxxxx_08eSG_NYS06.indd 14 10/10/05 1:50:32 PM
This response thoroughly explains one theory (i.e., that the Mona Lisa was based on a self-portrait of Leonardo da Vinci).
This response thoroughly explains why people are still fascinated with the Mona Lisa and includes text details (curiosity about the identity of Mona Lisa and interest in the enigmatic smile).
28 The article “Leonardo da Vinci’s Mona Lisa” offers several theories about who the real Mona Lisa was. Based on information in the article, name one possible identity of Mona Lisa. Use details from the article to support your answer.
29 Explain why people today are still fascinated with the Mona Lisa. Use details from the article to support your answer.
One of the possible identities of the Mona Lisa is Leonardo Da Vinci
himself. This idea was proposed and tested on. A specialized scientist
obtained a self portrait of Leonardo Da Vinci and matched it up with
Mona Lisa using a computer. They matched perfectly. Even with this
proof, many other theories are still brought up today.
Many people today are still fascinated by the Mona Lisa and the
mysteries surrounding. Some questions like, “Who is the Mona Lisa”
or,” Why is the smile so strange” are still fought over because of the
huge amount of possibilities. The Mona Lisa went through many things
though 500 years so many mysteries should have been brought up.
These are the things that drive people to ponder.
text detail
text detail
text detail
text detail
Page 15Guide to the Grades 3–8 Testing Program
Score Point - 5
bxxxxx_08eSG_NYS06.indd 15 10/10/05 1:50:33 PM
30 The Mona Lisa has been kept in several different places since da Vinci painted it. Write an essay in which you contrast these places. Describe the conditions under which the painting was kept. Use details from the article to support your answer.
In your answer, be sure to• describe the different places where the Mona Lisa was kept• tell how these places were different from one another• describe the conditions under which the painting was kept• use details from the article to support your answer
Check your writing for correct spelling, grammar, and punctuation.
Leonardo Da Vinci’s famous Mona Lisa painting is still intact
after 500 years of wear and tear. Throughout the 500 years, it was
moved from place to place to place. Two of those places happen to
be known- the grand Louvre museum in Paris and the trunk of a thief.
The Mona Lisa was a very durable painting as it had been painted on
wood, not on the traditional paper or canvas. Luckily, the durability
let it last through some confortable situations and some harsh ones.
Leonardo Da Vinci’s Mona Lisa was a very great painting.
The famous Mona Lisa had been through many, many very harsh
conditions. One of these was in a evil thief’s trunk. The story goes
that the thief was a workman at the Louvre Art Museum where it was
being held at the time. On August 21, 1911, this workman split open the
case of the Mona Lisa and took it with him (stole it). He wanted to take
text detail text detail
Page 16 Guide to the Grades 3–8 Testing Program
Score Point - 5
bxxxxx_08eSG_NYS06.indd 16 10/10/05 1:50:34 PM
it back to Italy and kept it in his rancid trunk for 2 years! The conditions
were hot, sweaty and very dirty. There was no care for the painting
and it could have simply rotted. It was very horrible.
Now, the Mona Lisa is kept in a very clean, and moisture ful setting.
It is back at its grand station- the Louvre Art Museum in Paris, France.
Here it is placed in its own special room complete with bulletproof glass
casing and a perfect temperature with air conditioning. It is the
opposite of the thief’s trunk- clean and safe versus dirty and easly
stolen. The Mona Lisa is receiving very grand treatment right now.
The Mona Lisa has been through many struggles including thieves
and horrendous conditions. It survived both of those situations and is
now safely displayed in the Louvre. The pinewood piece is in perfect
condition and does not seem like it was in a trunk. What a change!
This extended response is well organized and highly developed. Multiple locations are named, and the conditions are vividly described using strong and often sophisticated vocabulary (e.g., rancid, harsh, evil, horrendous) to contrast the various conditions. In the conclusion, “the pinewood piece is in perfect condition” ties the response to the beginning of the listening selection, showing the thoroughness of the student’s overall interpretation of the text and task.
Cluster Score = 5Taken as a whole, the responses demonstrate a thorough understanding of the article, and they support that understanding with ample text-based details.
text detail
text detail
differences: excellent contrast
Page 17Guide to the Grades 3–8 Testing Program
Score Point - 5
bxxxxx_08eSG_NYS06.indd 17 10/10/05 1:50:35 PM
27 In the chart below, identify one of Leonardo da Vinci’s talents as described in the article. Then explain how he used that talent to paint the Mona Lisa.
Talent How it helped him paint
mind of a scientist to capture the shadows and the way the eyes look and the mouth the way it looking as if it’s moving.
This graphic organizer is accurate and complete, citing scientist as the talent and providing corresponding information in the second box.
text detail
correct
Page 18 Guide to the Grades 3–8 Testing Program
Score Point - 4
bxxxxx_08eSG_NYS06.indd 18 10/10/05 1:50:36 PM
28 The article “Leonardo da Vinci’s Mona Lisa” offers several theories about who the real Mona Lisa was. Based on information in the article, name one possible identity of Mona Lisa. Use details from the article to support your answer.
29 Explain why people today are still fascinated with the Mona Lisa. Use details from the article to support your answer.
One person the pic of Mona lisa could be leonardo da vinci himself.
In the story that was read to us, it stated that a doc took ported of
leonardo and compared it to a pic of Mona Lisa on a computer and
found out that the two parttes were exactly identical
Many people, today are still fasinated with the Mona Lisa.
People today are still fasinated with the Mona Lisa because in the
story it stated that they are curious about who Mona Lisa really is
and why her smile is so weird.
This response accurately cites the theory that the Mona Lisa was based on Leonardo da Vinci’s self-portrait and supports that theory with text-based details (e.g., the use of a computer to prove that the two images were similar).
This response contains two generalized text details of why people are still fascinated: “curious about who” and “why her smile is so weird.”
text detail
text detail
text detail
text detail
Page 19Guide to the Grades 3–8 Testing Program
Score Point - 4
bxxxxx_08eSG_NYS06.indd 19 10/10/05 1:50:38 PM
30 The Mona Lisa has been kept in several different places since da Vinci painted it. Write an essay in which you contrast these places. Describe the conditions under which the painting was kept. Use details from the article to support your answer.
In your answer, be sure to• describe the different places where the Mona Lisa was kept• tell how these places were different from one another• describe the conditions under which the painting was kept• use details from the article to support your answer
Check your writing for correct spelling, grammar, and punctuation.
The Mona Lisa was kept in many diff. places in it’s time. The Mona
Lisa has gone to many different places in the world.
The Mona Lisa has been kept in many differnat places. One of the
place’s the Mona Lisa was kept was on the wall of king francesco
the first. Another place the Mona Lisa was kept was in the bottom of
a trunk for two years. The last place the Mona Lisa is today is back in
it’s hometown in a bullet prof case.
Some of the differences between the places the Mona Lisa wase.
When the Mona Lisa was with King Fransico the first the portate was
kept on a wall and was probly well taken carry of. That was until it
was stolen and put into the bottom of a trunk for 2 years. Now today
the Mona Lisa is kept in an air conditioned case.
attempt at an introduction
text detail
text detail
text detail
text detail
implied place and condition
text detail
Page 20 Guide to the Grades 3–8 Testing Program
Score Point - 4
bxxxxx_08eSG_NYS06.indd 20 10/10/05 1:50:40 PM
Some of the conditions the Mona Lisa were in were very different.
When the king had the Mona Lisa it was very well maintained and kept
safe until it was stolen. After it was stolen it was put in the bottom of
a trunk and had two years worth of dust collected on it. Now today
it is very well maintained and kept safe so it is not destroyed
The Mona Lisa was kept in many different places in it’s time.
The Mona Lisa has also been to many place in the world.
This extended response addresses the key elements of the task, but in a general and literal fashion. Several text-based details are included, but some are repetitive. The response is clearly organized, but the introduction and conclusion are identical.
Cluster Score = 4Taken as a whole, the responses are essentially logical and accurate, although they do reflect a predominantly literal understanding of the article.
repetitive but adds some details to tell how the conditions are different
text detail
Page 21Guide to the Grades 3–8 Testing Program
Score Point - 4
bxxxxx_08eSG_NYS06.indd 21 10/10/05 1:50:40 PM
Score Point - 3
27 In the chart below, identify one of Leonardo da Vinci’s talents as described in the article. Then explain how he used that talent to paint the Mona Lisa.
Talent How it helped him paint
Painting Scientis, study on eyesr, mouth, and they way you see differnt colors.
text detailcorrect
This graphic organizer is essentially correct.
Page 22 Guide to the Grades 3–8 Testing Program
bxxxxx_08eSG_NYS06.indd 22 10/10/05 1:50:41 PM
Score Point - 3
28 The article “Leonardo da Vinci’s Mona Lisa” offers several theories about who the real Mona Lisa was. Based on information in the article, name one possible identity of Mona Lisa. Use details from the article to support your answer.
29 Explain why people today are still fascinated with the Mona Lisa. Use details from the article to support your answer.
Based on the information in the article one of the possible
identity of mona Lisa was Leonardo da Vinci’s mom.
People today are still fascinated with the mona Lisa because it
took more than 3 years to make it and it 500 years old.
text detail
This response correctly identifies da Vinci’s mother as the possible identity of Mona Lisa. However, no elaboration or support is provided, making this response incomplete.
This response gives two details from the text but does not elaborate. The response is therefore incomplete.
text detail
Page 23Guide to the Grades 3–8 Testing Program
bxxxxx_08eSG_NYS06.indd 23 10/10/05 1:50:43 PM
Score Point - 3
30 The Mona Lisa has been kept in several different places since da Vinci painted it. Write an essay in which you contrast these places. Describe the conditions under which the painting was kept. Use details from the article to support your answer.
In your answer, be sure to• describe the different places where the Mona Lisa was kept• tell how these places were different from one another• describe the conditions under which the painting was kept• use details from the article to support your answer
Check your writing for correct spelling, grammar, and punctuation.
Mona Lisa was and still a famous panting. It was mad by Leonardo
da Vinci. It took over 3 years to make it. Now It 500 years old. Know
body knew who was mona lisa but scientis say it identity is like leon and
his mother. When Leon made his painting he like it so much that he took it
every where he went.
Jest before Leon was about to die he sold it to the king of france.
His name was king prince waugh the first. He sold it to him for $ 105,000.
when king prince waugh the frist had it he put it in a musam. Then got
stoln by Francisco when he hid it under his hous painter smok. Then they
found prougy trying to sell it to a Itainlan guy. progy hat it for 2 years
in a box.
The painting of mona lisa was that good of tooken of. It been
stoln and moved around a lot of places. That why now it in a good
text detail
text detail
text detail
text detail
text detail
Page 24 Guide to the Grades 3–8 Testing Program
bxxxxx_08eSG_NYS06.indd 24 10/10/05 1:50:45 PM
Score Point - 3
musam with AC, bullet proof class and a heavy bar around it. Its under
safty like that because it when though a lot of stuff. So now it taken
good care off.
This extended response generalizes many of the facts and uses basic vocabulary to provide some accurate information. However, it does not elaborate on the conditions, nor does it explain how any of the places were different from one another. (Note: The student refers to Leonardo da Vinci as Leon in the essay, but correctly identifies him earlier; this is not, however, a serious flaw.)
Cluster Score = 3Taken as a whole, the responses fulfill some requirements of the tasks but show some gaps in the understanding of the article.
general difference
text detail
Page 25Guide to the Grades 3–8 Testing Program
bxxxxx_08eSG_NYS06.indd 25 10/10/05 1:50:46 PM
27 In the chart below, identify one of Leonardo da Vinci’s talents as described in the article. Then explain how he used that talent to paint the Mona Lisa.
Talent How it helped him paint
Scientist he used light, shadow and the way color looks when it moves away from you
text detailcorrect
This graphic organizer is accurate and complete.
Page 26 Guide to the Grades 3–8 Testing Program
Score Point - 2
bxxxxx_08eSG_NYS06.indd 26 10/10/05 1:50:47 PM
28 The article “Leonardo da Vinci’s Mona Lisa” offers several theories about who the real Mona Lisa was. Based on information in the article, name one possible identity of Mona Lisa. Use details from the article to support your answer.
29 Explain why people today are still fascinated with the Mona Lisa. Use details from the article to support your answer.
One of the theories of who the real Mona Lisa was is the painting
could of been of himself.
People are still fascinated with the Mona Lisa today because
it is pretty
This response names Leonardo himself as a possible identity of Mona Lisa; however, the student does not support the theory with details from the article.
text detail
irrelevant
This response is irrelevant.
Page 27Guide to the Grades 3–8 Testing Program
Score Point - 2
bxxxxx_08eSG_NYS06.indd 27 10/10/05 1:50:48 PM
30 The Mona Lisa has been kept in several different places since da Vinci painted it. Write an essay in which you contrast these places. Describe the conditions under which the painting was kept. Use details from the article to support your answer.
In your answer, be sure to• describe the different places where the Mona Lisa was kept• tell how these places were different from one another• describe the conditions under which the painting was kept• use details from the article to support your answer
Check your writing for correct spelling, grammar, and punctuation.
The Mona Lisa was kept in many places. It has been in the bottom of
a trunck and was at King Francwa the 1st. home. It was in a trunck
because it was stolen by Frenchengo Purusie on August 21st 1911
because he thought Nopolian stole it and wanted to return it to Italy.
It was in the king’s home becaus da Vinci soled it to him.
text detail
Cluster Score = 2Taken as a whole, the responses fulfill some of the requirements of the tasks. Very few connections are made, thus showing little evidence that the student understood more than parts of the article.
This extended response addresses only parts of the task. While it includes some text-based details, it fails to draw any conclusions or make meaningful connections.
text detail
text detail
Page 28 Guide to the Grades 3–8 Testing Program
Score Point - 2
bxxxxx_08eSG_NYS06.indd 28 10/10/05 1:50:49 PM
27 In the chart below, identify one of Leonardo da Vinci’s talents as described in the article. Then explain how he used that talent to paint the Mona Lisa.
Talent How it helped him paint
he thinks he was a gifted artist
it helped him paint by he was very good artist incorrectcorrect
The information in the first box is acceptable; however, the information in the second box is incorrect.
Page 29Guide to the Grades 3–8 Testing Program
Score Point - 1
bxxxxx_08eSG_NYS06.indd 29 10/10/05 1:50:50 PM
Go On
Page 5Book 2
28 The article “Leonardo da Vinci’s Mona Lisa” offers several theories about who the real Mona Lisa was. Based on information in the article, name one possible identity of Mona Lisa. Use details from the article to support your answer.
29 Explain why people today are still fascinated with the Mona Lisa. Use details from the article to support your answer.
Mona Lisa was very nice and a happily married wife. She was famous
because of the painting that Leonardo da Vinci did
People today are still facinated with the Mona Lisa because one guy
died and he sold it for a lot. It is a very popuar painting that
Leonardo painted.
incorrect
This response names Mona Lisa as a “wife,” referring to the theory that Mona Lisa was a young married woman from Florence. However, the student has presented this information as a fact rather than as a theory, showing a misunderstanding of the article.
This response is incorrect and provides irrelevant details. It demonstrates confusion and a misunderstanding of da Vinci as the painter who sold the painting.
Page 30 Guide to the Grades 3–8 Testing Program
Score Point - 1
bxxxxx_08eSG_NYS06.indd 30 10/10/05 1:50:57 PM
30 The Mona Lisa has been kept in several different places since da Vinci painted it. Write an essay in which you contrast these places. Describe the conditions under which the painting was kept. Use details from the article to support your answer.
In your answer, be sure to• describe the different places where the Mona Lisa was kept• tell how these places were different from one another• describe the conditions under which the painting was kept• use details from the article to support your answer
Check your writing for correct spelling, grammar, and punctuation.
Leonardo da vinci painted the picture of his wife. The painting took him
more then 3 years paint it. He storted to paint the picture in 1503.
Leonardo was a gifted artist and a great scientist. King Francuas I
of france bought the painting from Leonardo. The painting was very
expensive. It was over 5,000 dallars. Some guy stole the painting August
21, 1911, he slipped the painting under something. He tried to hide it.
Finally the guy who stole the painting got caught. He got in big trouble.
Everyone all reconized the painting of Mona Lisa. They all think it is the
most wonderful thing to look at. The panting looks like She is smiling and
it looks like her mouth is moving. But its not.
irrelevant
Cluster Score = 1Taken as a whole, the responses contain some incorrect information and misconceptions, demonstrating confusion on the part of the student. Overall, there is little evidence that the student understood more than sections of the article.
This extended response addresses few elements of the task. The student concentrates primarily on minor details. The response is poorly organized, with little attempt to establish focus.
incorrect text detail
text detail
text detail
irrelevant
text detail
Page 31Guide to the Grades 3–8 Testing Program
Score Point - 1
bxxxxx_08eSG_NYS06.indd 31 10/10/05 1:50:58 PM
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 31, 32, 33, 34) “The Calculating Countess” and “John Wesley Powell”
5 PointsThe 5-point responses demonstrate a thorough understanding of the articles and support that understanding with text-based details. The student understands the similarities and differences between the two scientists, Ada Byron Lovelace and John Wesley Powell. The graphic organizer (Question 31) is accurate, complete, and thorough, citing two events in Lovelace’s life and how they influenced her, using text-based details. The first short response (Question 32) explains how the scientific method helped Powell and his crew survive their river voyages and supports that explanation with text-based details. The second short response (Question 33) explains why Powell was considered a daredevil explorer, using text-based details. The extended response (Question 34) uses ample text-based details to describe the training Lovelace and Powell received and how it led them to successful careers. The response is organized, focused, and addresses all parts of the task. The writing is fluent and has a sense of engagement or voice.
4 PointsThe 4-point responses are essentially logical and accurate, but may reflect a predominantly literal understanding of the articles. The responses may generalize or present facts without synthesizing them. The graphic organizer (Question 31) is essentially accurate. The first short response (Question 32) may explain but not fully support how the scientific method helped Powell and his crew survive their river voyages. The second short response (Question 33) may be somewhat general or may not include much text-based support. The extended response (Question 34) may describe the training Lovelace and Powell received without fully explaining how it led to their successful careers. In addition, the response shows a clear attempt at organization, but may occasionally introduce extraneous information.
3 PointsThe 3-point responses indicate only a partial understanding of the articles. The student may draw some accurate conclusions about the lives of Lovelace and Powell, but the responses may be sketchy, or reflect some misinterpretation of the texts. The graphic organizer (Question 31) may be very brief or may contain some inaccuracies. The short responses and the extended response may contain some accurate information, but they may be incomplete or may include unrelated, unsustained ideas. For example, the first short response (Question 32) may only briefly describe how the scientific method helped Powell and his crew. The second short response (Question 33) may generalize the reference to Powell as a daredevil explorer, without much detail. The extended response (Question 34) may attempt to address all parts of the task, but may be incomplete or weakly organized.
Page 32 Guide to the Grades 3–8 Testing Program
cxxxxx_08eSG_NYS06.indd 32 10/10/05 1:49:29 PM
Page 33Guide to the Grades 3-8 Testing Program
Reading/Writing Specific Rubric (continued)
2 PointsThe 2-point responses are readable but indicate a limited understanding of the articles. The graphic organizer (Question 31) is incomplete or contains inaccuracies. The short responses and the extended response may address only parts of the tasks, show a misinterpretation of the tasks, or display gaps in understanding of the articles. The responses may contain some accurate details, but may not make meaningful connections or draw conclusions. For example, the first short response (Question 32) may describe the scientific method but fail to make the connection to how it helped Powell and his crew in their voyages. The second short response (Question 33) may show difficulty in supporting why Powell was referred to as a daredevil explorer. The extended response (Question 34) may only explain in general terms the training Lovelace and Powell received, and may be very brief or not sustain its focus.
1 PointThe 1-point responses are often very brief or repetitive, indicating that the student has understood only sections of the articles. The graphic organizer (Question 31) is incomplete or inaccurate. The short responses (Questions 32 and 33) show confusion and misunderstanding of the texts. The extended response (Question 34) is unfocused, or focuses solely on minor details or extraneous information. The explanation of the training Lovelace and Powell received leading to their careers may not be based on details contained in the articles.
0 PointsThe responses are completely incorrect, irrelevant, or incoherent.
cxxxxx_08eSG_NYS06.indd 33 10/10/05 1:49:29 PM
Page 34 Guide to the Grades 3–8 Testing Program
R
eadi
ng/W
riti
ng S
peci
fic R
ubri
c C
hart
R
eadi
ng/W
riti
ng T
ask:
“T
he C
alcu
lati
ng C
ount
ess”
and
“Jo
hn W
esle
y P
owel
l”(Q
uest
ions
31,
32,
33,
34)
Poi
nts
5 R
espo
nses
at
this
leve
l:4
Res
pons
es a
t th
is le
vel:
3 R
espo
nses
at
this
leve
l:2
Res
pons
es a
t th
is le
vel:
1 R
espo
nses
at
this
leve
l:
Ove
rall
dem
onst
rate
a th
orou
gh
unde
rsta
ndin
g of
the
artic
les
and
supp
ort t
hat u
nder
stan
ding
w
ith te
xt-b
ased
det
ails
. R
espo
nses
rev
eal t
hat t
he
stud
ent u
nder
stan
ds th
e si
mila
ritie
s an
d di
ffer
ence
s be
twee
n th
e tw
o sc
ient
ists
, A
da B
yron
Lov
elac
e an
d Jo
hn
Wes
ley
Pow
ell.
are
esse
ntia
lly lo
gica
l and
ac
cura
te, b
ut m
ay r
eflec
t a
pred
omin
antly
lite
ral
unde
rsta
ndin
g of
the
artic
les.
R
espo
nses
may
gen
eral
ize
or p
rese
nt f
acts
with
out
synt
hesi
zing
them
.
indi
cate
onl
y a
part
ial u
nder
stan
ding
of
the
artic
les.
Res
pons
es m
ay d
raw
so
me
accu
rate
con
clus
ions
abo
ut
the
lives
of
Lov
elac
e an
d Po
wel
l, bu
t may
be
sket
chy,
or
refle
ct s
ome
mis
inte
rpre
tatio
n of
the
text
s.
are
read
able
but
indi
cate
a li
mite
d un
ders
tand
ing
of th
e ar
ticle
s.ar
e of
ten
very
bri
ef o
r re
petit
ive,
indi
catin
g th
at th
e st
uden
t has
und
erst
ood
only
se
ctio
ns o
f th
e ar
ticle
s.
Gra
phic
O
rgan
izer
(Q
uest
ion
31)
are
accu
rate
, com
plet
e, a
nd
thor
ough
, citi
ng tw
o ev
ents
in
Lov
elac
e’s
life
and
how
they
in
fluen
ced
her,
usin
g te
xt-
base
d de
tails
.
are
esse
ntia
lly a
ccur
ate.
may
be
very
bri
ef o
r m
ay c
onta
in
som
e in
accu
raci
es.
are
inco
mpl
ete
or c
onta
in in
accu
raci
es.
are
inco
mpl
ete
or in
accu
rate
.
Shor
t R
espo
nse
(Que
stio
n 32
)
expl
ain
how
the
scie
ntifi
c m
etho
d he
lped
Pow
ell a
nd
his
crew
sur
vive
thei
r ri
ver
voya
ges
and
supp
ort t
hat
expl
anat
ion
with
text
-bas
ed
deta
ils.
may
exp
lain
but
not
ful
ly
supp
ort h
ow th
e sc
ient
ific
met
hod
help
ed P
owel
l and
hi
s cr
ew s
urvi
ve th
eir
rive
r vo
yage
s.
may
con
tain
som
e ac
cura
te
info
rmat
ion,
but
may
be
inco
mpl
ete
or m
ay in
clud
e un
rela
ted,
un
sust
aine
d id
eas
(e.g
., m
ay o
nly
brie
fly d
escr
ibe
how
the
scie
ntifi
c m
etho
d he
lped
Pow
ell a
nd h
is c
rew
).
may
add
ress
onl
y pa
rts
of th
e ta
sk, s
how
a
mis
inte
rpre
tatio
n of
the
task
, or
disp
lay
gaps
in
und
erst
andi
ng o
f th
e ar
ticle
s. R
espo
nses
m
ay c
onta
in s
ome
accu
rate
det
ails
, but
may
no
t mak
e m
eani
ngfu
l con
nect
ions
or
draw
co
nclu
sion
s (e
.g.,
may
des
crib
e th
e sc
ient
ific
met
hod
but f
ail t
o m
ake
the
conn
ectio
n to
ho
w it
hel
ped
Pow
ell a
nd h
is c
rew
in th
eir
voya
ges)
.
show
con
fusi
on a
nd
mis
unde
rsta
ndin
g of
the
text
s.
Shor
t R
espo
nse
(Que
stio
n 33
)
expl
ain
why
Pow
ell w
as
cons
ider
ed a
dar
edev
il ex
plor
er, u
sing
text
-bas
ed
deta
ils.
may
be
som
ewha
t gen
eral
or
may
not
incl
ude
muc
h te
xt-
base
d su
ppor
t.
may
con
tain
som
e ac
cura
te
info
rmat
ion,
but
may
be
inco
mpl
ete
or m
ay in
clud
e un
rela
ted,
un
sust
aine
d id
eas
(e.g
., m
ay
gene
raliz
e th
e re
fere
nce
to P
owel
l as
a da
rede
vil e
xplo
rer,
with
out m
uch
deta
il).
may
add
ress
onl
y pa
rts
of th
e ta
sk, s
how
a
mis
inte
rpre
tatio
n of
the
task
, or
disp
lay
gaps
in
und
erst
andi
ng o
f th
e ar
ticle
s. R
espo
nses
m
ay c
onta
in s
ome
accu
rate
det
ails
, but
may
no
t mak
e m
eani
ngfu
l con
nect
ions
or
draw
co
nclu
sion
s (e
.g.,
may
sho
w d
iffic
ulty
in
supp
ortin
g w
hy P
owel
l was
ref
erre
d to
as
a da
rede
vil e
xplo
rer)
.
show
con
fusi
on a
nd
mis
unde
rsta
ndin
g of
the
text
s.
Ext
ende
d R
espo
nse
(Que
stio
n 34
)
uses
am
ple
text
-bas
ed d
etai
ls
to d
escr
ibe
the
trai
ning
L
ovel
ace
and
Pow
ell r
ecei
ved
and
how
it le
d th
em to
su
cces
sful
car
eers
. Res
pons
es
are
orga
nize
d, f
ocus
ed, a
nd
addr
ess
all p
arts
of
the
task
; w
ritin
g is
flue
nt a
nd h
as a
se
nse
of e
ngag
emen
t or
voic
e.
may
des
crib
e th
e tr
aini
ng
Lov
elac
e an
d Po
wel
l rec
eive
d w
ithou
t ful
ly e
xpla
inin
g ho
w it
le
d to
thei
r su
cces
sful
car
eers
. R
espo
nses
sho
w a
cle
ar
atte
mpt
at o
rgan
izat
ion,
but
m
ay o
ccas
iona
lly in
trod
uce
extr
aneo
us in
form
atio
n.
may
con
tain
som
e ac
cura
te
info
rmat
ion,
but
may
be
inco
mpl
ete
or m
ay in
clud
e un
rela
ted,
un
sust
aine
d id
eas
(e.g
., m
ay a
ttem
pt
to a
ddre
ss a
ll pa
rts
of th
e ta
sk,
but m
ay b
e in
com
plet
e or
wea
kly
orga
nize
d).
may
add
ress
onl
y pa
rts
of th
e ta
sk, s
how
a
mis
inte
rpre
tatio
n of
the
task
, or
disp
lay
gaps
in
und
erst
andi
ng o
f th
e ar
ticle
s. R
espo
nses
m
ay c
onta
in s
ome
accu
rate
det
ails
, but
m
ay n
ot m
ake
mea
ning
ful c
onne
ctio
ns o
r dr
aw c
oncl
usio
ns (
e.g.
, may
onl
y ex
plai
n in
gen
eral
term
s th
e tr
aini
ng L
ovel
ace
and
Pow
ell r
ecei
ved,
and
may
be
very
bri
ef o
r no
t sus
tain
foc
us).
are
unfo
cuse
d, o
r fo
cus
sole
ly
on m
inor
det
ails
or
extr
aneo
us
info
rmat
ion;
the
expl
anat
ion
of th
e tr
aini
ng L
ovel
ace
and
Pow
ell r
ecei
ved
lead
ing
to
thei
r ca
reer
s m
ay n
ot b
e ba
sed
on d
etai
ls c
onta
ined
in th
e ar
ticle
s.
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
.
cxxxxx_08eSG_NYS06.indd 34 10/10/05 1:49:29 PM
Page 35Guide to the Grades 3-8 Testing Program
R
eadi
ng/W
riti
ng S
peci
fic R
ubri
c C
hart
R
eadi
ng/W
riti
ng T
ask:
“T
he C
alcu
lati
ng C
ount
ess”
and
“Jo
hn W
esle
y P
owel
l”(Q
uest
ions
31,
32,
33,
34)
Poi
nts
5 R
espo
nses
at
this
leve
l:4
Res
pons
es a
t th
is le
vel:
3 R
espo
nses
at
this
leve
l:2
Res
pons
es a
t th
is le
vel:
1 R
espo
nses
at
this
leve
l:
Ove
rall
dem
onst
rate
a th
orou
gh
unde
rsta
ndin
g of
the
artic
les
and
supp
ort t
hat u
nder
stan
ding
w
ith te
xt-b
ased
det
ails
. R
espo
nses
rev
eal t
hat t
he
stud
ent u
nder
stan
ds th
e si
mila
ritie
s an
d di
ffer
ence
s be
twee
n th
e tw
o sc
ient
ists
, A
da B
yron
Lov
elac
e an
d Jo
hn
Wes
ley
Pow
ell.
are
esse
ntia
lly lo
gica
l and
ac
cura
te, b
ut m
ay r
eflec
t a
pred
omin
antly
lite
ral
unde
rsta
ndin
g of
the
artic
les.
R
espo
nses
may
gen
eral
ize
or p
rese
nt f
acts
with
out
synt
hesi
zing
them
.
indi
cate
onl
y a
part
ial u
nder
stan
ding
of
the
artic
les.
Res
pons
es m
ay d
raw
so
me
accu
rate
con
clus
ions
abo
ut
the
lives
of
Lov
elac
e an
d Po
wel
l, bu
t may
be
sket
chy,
or
refle
ct s
ome
mis
inte
rpre
tatio
n of
the
text
s.
are
read
able
but
indi
cate
a li
mite
d un
ders
tand
ing
of th
e ar
ticle
s.ar
e of
ten
very
bri
ef o
r re
petit
ive,
indi
catin
g th
at th
e st
uden
t has
und
erst
ood
only
se
ctio
ns o
f th
e ar
ticle
s.
Gra
phic
O
rgan
izer
(Q
uest
ion
31)
are
accu
rate
, com
plet
e, a
nd
thor
ough
, citi
ng tw
o ev
ents
in
Lov
elac
e’s
life
and
how
they
in
fluen
ced
her,
usin
g te
xt-
base
d de
tails
.
are
esse
ntia
lly a
ccur
ate.
may
be
very
bri
ef o
r m
ay c
onta
in
som
e in
accu
raci
es.
are
inco
mpl
ete
or c
onta
in in
accu
raci
es.
are
inco
mpl
ete
or in
accu
rate
.
Shor
t R
espo
nse
(Que
stio
n 32
)
expl
ain
how
the
scie
ntifi
c m
etho
d he
lped
Pow
ell a
nd
his
crew
sur
vive
thei
r ri
ver
voya
ges
and
supp
ort t
hat
expl
anat
ion
with
text
-bas
ed
deta
ils.
may
exp
lain
but
not
ful
ly
supp
ort h
ow th
e sc
ient
ific
met
hod
help
ed P
owel
l and
hi
s cr
ew s
urvi
ve th
eir
rive
r vo
yage
s.
may
con
tain
som
e ac
cura
te
info
rmat
ion,
but
may
be
inco
mpl
ete
or m
ay in
clud
e un
rela
ted,
un
sust
aine
d id
eas
(e.g
., m
ay o
nly
brie
fly d
escr
ibe
how
the
scie
ntifi
c m
etho
d he
lped
Pow
ell a
nd h
is c
rew
).
may
add
ress
onl
y pa
rts
of th
e ta
sk, s
how
a
mis
inte
rpre
tatio
n of
the
task
, or
disp
lay
gaps
in
und
erst
andi
ng o
f th
e ar
ticle
s. R
espo
nses
m
ay c
onta
in s
ome
accu
rate
det
ails
, but
may
no
t mak
e m
eani
ngfu
l con
nect
ions
or
draw
co
nclu
sion
s (e
.g.,
may
des
crib
e th
e sc
ient
ific
met
hod
but f
ail t
o m
ake
the
conn
ectio
n to
ho
w it
hel
ped
Pow
ell a
nd h
is c
rew
in th
eir
voya
ges)
.
show
con
fusi
on a
nd
mis
unde
rsta
ndin
g of
the
text
s.
Shor
t R
espo
nse
(Que
stio
n 33
)
expl
ain
why
Pow
ell w
as
cons
ider
ed a
dar
edev
il ex
plor
er, u
sing
text
-bas
ed
deta
ils.
may
be
som
ewha
t gen
eral
or
may
not
incl
ude
muc
h te
xt-
base
d su
ppor
t.
may
con
tain
som
e ac
cura
te
info
rmat
ion,
but
may
be
inco
mpl
ete
or m
ay in
clud
e un
rela
ted,
un
sust
aine
d id
eas
(e.g
., m
ay
gene
raliz
e th
e re
fere
nce
to P
owel
l as
a da
rede
vil e
xplo
rer,
with
out m
uch
deta
il).
may
add
ress
onl
y pa
rts
of th
e ta
sk, s
how
a
mis
inte
rpre
tatio
n of
the
task
, or
disp
lay
gaps
in
und
erst
andi
ng o
f th
e ar
ticle
s. R
espo
nses
m
ay c
onta
in s
ome
accu
rate
det
ails
, but
may
no
t mak
e m
eani
ngfu
l con
nect
ions
or
draw
co
nclu
sion
s (e
.g.,
may
sho
w d
iffic
ulty
in
supp
ortin
g w
hy P
owel
l was
ref
erre
d to
as
a da
rede
vil e
xplo
rer)
.
show
con
fusi
on a
nd
mis
unde
rsta
ndin
g of
the
text
s.
Ext
ende
d R
espo
nse
(Que
stio
n 34
)
uses
am
ple
text
-bas
ed d
etai
ls
to d
escr
ibe
the
trai
ning
L
ovel
ace
and
Pow
ell r
ecei
ved
and
how
it le
d th
em to
su
cces
sful
car
eers
. Res
pons
es
are
orga
nize
d, f
ocus
ed, a
nd
addr
ess
all p
arts
of
the
task
; w
ritin
g is
flue
nt a
nd h
as a
se
nse
of e
ngag
emen
t or
voic
e.
may
des
crib
e th
e tr
aini
ng
Lov
elac
e an
d Po
wel
l rec
eive
d w
ithou
t ful
ly e
xpla
inin
g ho
w it
le
d to
thei
r su
cces
sful
car
eers
. R
espo
nses
sho
w a
cle
ar
atte
mpt
at o
rgan
izat
ion,
but
m
ay o
ccas
iona
lly in
trod
uce
extr
aneo
us in
form
atio
n.
may
con
tain
som
e ac
cura
te
info
rmat
ion,
but
may
be
inco
mpl
ete
or m
ay in
clud
e un
rela
ted,
un
sust
aine
d id
eas
(e.g
., m
ay a
ttem
pt
to a
ddre
ss a
ll pa
rts
of th
e ta
sk,
but m
ay b
e in
com
plet
e or
wea
kly
orga
nize
d).
may
add
ress
onl
y pa
rts
of th
e ta
sk, s
how
a
mis
inte
rpre
tatio
n of
the
task
, or
disp
lay
gaps
in
und
erst
andi
ng o
f th
e ar
ticle
s. R
espo
nses
m
ay c
onta
in s
ome
accu
rate
det
ails
, but
m
ay n
ot m
ake
mea
ning
ful c
onne
ctio
ns o
r dr
aw c
oncl
usio
ns (
e.g.
, may
onl
y ex
plai
n in
gen
eral
term
s th
e tr
aini
ng L
ovel
ace
and
Pow
ell r
ecei
ved,
and
may
be
very
bri
ef o
r no
t sus
tain
foc
us).
are
unfo
cuse
d, o
r fo
cus
sole
ly
on m
inor
det
ails
or
extr
aneo
us
info
rmat
ion;
the
expl
anat
ion
of th
e tr
aini
ng L
ovel
ace
and
Pow
ell r
ecei
ved
lead
ing
to
thei
r ca
reer
s m
ay n
ot b
e ba
sed
on d
etai
ls c
onta
ined
in th
e ar
ticle
s.
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
.
Reading/Writing Rubric Key Points
Reading/Writing Task: “The Calculating Countess” and “John Wesley Powell”
Question 31Several events in Ada Byron Lovelace’s life had a strong influence on her career. Use the graphic organizer below to list two of these events, and explain how each one influenced her life. Use details from “The Calculating Countess” to support your answer.
Possible Exemplary Responses:Event/How the event influenced Lovelace’s life• became ill as a teenager / studied more to keep from being bored• studied under mathematicians / fell in love with mathematics and science• married Lord William King / received support to continue her career• learned about Charles Babbage / wrote her first computer program• learned about the Analytical Engine / wrote her first computer program• other relevant text-based response
Question 32Explain how the “scientific method” described in the article “John Wesley Powell” helped Powell and his crew survive their river voyages. Use details from the article to support your answer.
Possible Exemplary Response:Using the scientific method meant observing, measuring, and thinking things through carefully before taking action. This meant that Powell and his crew were well prepared for their voyages and knew how to use the environment to help them get around.
Possible details to include in answer:• The crew lowered boats with ropes over waterfalls.• Powell climbed the canyon walls using stars and the shadows of the walls.• Powell observed, measured, and thought things out carefully before taking action.• other relevant text-based detail
cxxxxx_08eSG_NYS06.indd 35 10/10/05 1:49:29 PM
Page 36 Guide to the Grades 3–8 Testing Program
Reading/Writing Rubric Key Points (continued)
Reading/Writing Task: “The Calculating Countess” and “John Wesley Powell”
Question 33The article refers to John Wesley Powell as a “daredevil explorer.” Explain why this is an appropriate description. Use details from the article to support your answer.
Possible Exemplary Response:John Wesley Powell was a daredevil explorer because of the risks he took exploring the West. He traveled the dangerous Colorado River and climbed tall canyon walls. He did these things even though he had only one arm.
Possible details to include in answer:• Powell and his crew traveled and explored the dangerous Colorado River.• Powell and his crew lowered their boats over pounding waterfalls.• Powell and his crew plunged in heart-stopping rushes through the narrow canyon.• Powell and his crew survived on little food.• Powell and his crew slept on narrow canyon wall ledges.• Powell was rescued after dangling along the side of a canyon wall.• other relevant text-based detail
Question 34Ada Byron Lovelace and John Wesley Powell had very different training for their careers in science. Write an essay in which you explain how their professional preparation differed and how both approaches led to successful careers. Use details from both articles to support your answer.
In your response, be sure to• describe the training each person received• explain how each approach led to successful careers• use details from both articles to support your answer
Possible Exemplary Response:When Ada Byron Lovelace was growing up she was mostly interested in typical activities
for girls at that time. It wasn’t until she became bedridden as a teenager that she became interested in math. Her mother hired mathematicians and scientists to teach her so she wouldn’t be bored. Lovelace’s special instruction in math and science and her training to become a mathematician helped to make her successful in creating a computer language.
John Wesley Powell grew up in the Midwest and worked long days on his farm. He went to crude frontier schools so he most likely only had one teacher for all subjects. There weren’t any science classes at his school. He read every book he could find on his own. The article said he had a “homemade education” so he probably taught himself what he knew about science. Powell became a successful scientist by learning from his own explorations and observations.
cxxxxx_08eSG_NYS06.indd 36 10/10/05 1:49:29 PM
Reading/Writing Rubric Key Points (continued)
Reading/Writing Task: “The Calculating Countess” and “John Wesley Powell”
Possible details to include in answer:• Lovelace was fascinated by machines.• While bedridden, Lovelace was tutored by mathematicians and scientists.• Lovelace never gave up her love of math.• Lovelace became a mathematician; a career frowned upon by nineteenth-century society.• Lovelace wrote a plan describing how the Analytical Engine might calculate Bernoulli numbers.• Lovelace’s plan is thought of as the first “computer program.”• Lovelace predicted the computer’s future uses.• The U.S. Department of Defense created a new software language in her honor.• Powell worked long days on a farm as a youngster.• Powell attended crude frontier schools.• Powell read any books he could find.• Powell’s education was defined as “homemade.”• The schools Powell attended did not offer science classes.• Powell lost his right arm in the Civil War.• Powell refused to think of having one arm as a handicap.• Powell taught geology but preferred to explore the West.• Powell led a series of explorations in the West.• Powell did his work in spite of the dangerous conditions.• Powell used the scientific method in his explorations.• Powell was a leader in the study of science.• Powell learned Native American languages.• Powell’s studies led to a science called ethnology.• Powell was able to obtain help and funding for scientific research.• other relevant text-based detail
Page 37Guide to the Grades 3-8 Testing Program
cxxxxx_08eSG_NYS06.indd 37 10/10/05 1:49:30 PM
Score Point - 5
31 Several events in Ada Byron Lovelace’s life had a strong influence on her career. Use the graphic organizer below to list two of these events, and explain how each one influenced her life. Use details from “The Calculating Countess” to support your answer.
Event How the event influenced Lovelace’s life
1.
2.
Ada became very sick and had stay in bed for 3 years. Her parents hired tutors to teach her while she was in bed.
She became fascinated with math + Science. After she got married she became a mathematician.
An inventor, Charles Babbage proposed the making of a computer like machine.
Althoug the machine was never built, Lady Lovlace made up a “language” that would help program such machine.
correct
correct
This graphic organizer is accurate, complete, and thorough. The response features specific text
details (became ill/bedridden for 3 years; Charles Babbage and Analytic Engine).
Page 38 Guide to the Grades 3–8 Testing Program
text detail
text detail
cxxxxx_08eSG_NYS06.indd 38 10/10/05 1:49:30 PM
Score Point - 5
This response explains how the scientific method helped Powell and his crew survive their river
voyages and supports that explanation with text-based details.
This accurate response uses text-based details to explain why “daredevil explorer” is an
appropriate description of Powell.
Page 39Guide to the Grades 3-8 Testing Program
Book 3
32 Explain how the “scientific method” described in the article “John Wesley Powell” helped Powell and his crew survive their river voyages. Use details from the article to support your answer.
33 The article refers to John Wesley Powell as a “daredevil explorer.” Explain why this is an appropriate description. Use details from the article to support your answer.
Powell was observing everything around him. He observed the
stars, how the sun lit the canyon, rocks and plants. Powell knew
where he was leading his crew. I don’t think that at any time during
the exploration the crew thought that they were lost. In my opinion
they call their journey a scientific method because Powell made
predictions and observations just like you do in a scientific method.
John W. Powell was thought to be a daredevil explorer. He
took an amateur crew with him to explore the unknown. He didn’t
think that having one arm could limit his abilities. He was a daredevil
explorer because he explored land that no other man explored
before using only one arm.
text detail
text detail
text detail
cxxxxx_08eSG_NYS06.indd 39 10/10/05 1:49:31 PM
Score Point - 5
Page 40 Guide to the Grades 3–8 Testing Program
34 Ada Byron Lovelace and John Wesley Powell had very different training for their careers in science. Write an essay in which you explain how their professional preparation differed and how both approaches led to successful careers. Use details from both articles to support your answer.
In your response, be sure to• describe the training each person received • explain how each approach led to successful careers• use details from both articles to support your answer
Check your writing for correct spelling, grammar, and punctuation.
We all sometimes do things we never thought we could
accomplish. Most of don’t have the confidence to do it. Lady Ada
Lovlace and Mr. John W. Powell were extraordinary people. They
studied on their own at home. Their work and dedication really
paid off. They had confidence in themself.
Lady Ada Byron Lovelace was a very curious person. Her
biggest obsession was machines. She always wanted to know
how they really work. As a teenager Ada became very sick. She
had to stay in bed. That didn’t stop her though. Her parents hired
text detail
cxxxxx_08eSG_NYS06.indd 40 10/10/05 1:49:32 PM
Score Point - 5
tutors to teach her math + science. She spent 3 years in bed + not a
minute of that time was wasted. In her later years, her knowledge
of math helped her accomplish her goal. She wrote a very futuristic
computer language.
John Powell lived in small towns all his life. The schools he went
to weren’t very advanced. Therefore he has only himself to thank
for all his accomplishments. Everytime he went on a long trip he read
books. During his journey to the unknown he knew what he was
doing. He showed everyone that having one arm wouldn’t exlude him
from anything he wanted to do.
Both of these scientists faced challenges and limitations +
fought them all the way through. They showed people around them
that if they want to accomplish something they will and nothing
would stop them. They were confident in themselfs + showed us
that, that’s all we really need is confidence.
This focused, organized extended response features an excellent introduction and strong details,
particularly in the section discussing Lovelace’s training and career.
Cluster Score = 5Overall, the cluster of responses provides evidence of a thorough understanding of the
texts and tasks.
Page 41Guide to the Grades 3-8 Testing Program
34 Ada Byron Lovelace and John Wesley Powell had very different training for their careers in science. Write an essay in which you explain how their professional preparation differed and how both approaches led to successful careers. Use details from both articles to support your answer.
In your response, be sure to• describe the training each person received • explain how each approach led to successful careers• use details from both articles to support your answer
Check your writing for correct spelling, grammar, and punctuation.
We all sometimes do things we never thought we could
accomplish. Most of don’t have the confidence to do it. Lady Ada
Lovlace and Mr. John W. Powell were extraordinary people. They
studied on their own at home. Their work and dedication really
paid off. They had confidence in themself.
Lady Ada Byron Lovelace was a very curious person. Her
biggest obsession was machines. She always wanted to know
how they really work. As a teenager Ada became very sick. She
had to stay in bed. That didn’t stop her though. Her parents hired
text detail
text detail
text detail
text detail
text detail
cxxxxx_08eSG_NYS06.indd 41 10/10/05 1:49:33 PM
Score Point - 4
31 Several events in Ada Byron Lovelace’s life had a strong influence on her career. Use the graphic organizer below to list two of these events, and explain how each one influenced her life. Use details from “The Calculating Countess” to support your answer.
Event How the event influenced Lovelace’s life
1.
2.
Being Bedridden for almost three years.
In stead of laying in bed and not do anything she stutied had tutors come in, to becom better
got married family supported her showed her that she could do whatever she wanted
This graphic organizer features text-based details. Although sufficient, they lack the detail
typically found in higher score-point responses.
Page 42 Guide to the Grades 3–8 Testing Program
correct
correct text detail
text detail
cxxxxx_08eSG_NYS06.indd 42 10/10/05 1:49:33 PM
Score Point - 4
Book 3
32 Explain how the “scientific method” described in the article “John Wesley Powell” helped Powell and his crew survive their river voyages. Use details from the article to support your answer.
33 The article refers to John Wesley Powell as a “daredevil explorer.” Explain why this is an appropriate description. Use details from the article to support your answer.
How Powell observed, and measured things out; is what
saved his crew from life and death. Powell was always anaylizing
out what his crew and him were going to do next.
The artical refers Powell as a “daredevil explorer” because
he took his crew and him down the Colorado River and
scaled the Grand Canyon walls.
This response explains how the scientific method helped Powell survive his journeys, but
does not fully support this explanation. There are text details, but they are not fully elaborated.
This response explains why “daredevil explorer” is an appropriate description for Powell by
using relevant text-based details.
Page 43Guide to the Grades 3-8 Testing Program
text detail
text detail
cxxxxx_08eSG_NYS06.indd 43 10/12/05 3:27:39 PM
Score Point - 4
successful carrers. Powell served in the army after that became a
teacher and than went on a gave all the rivers, and lakes ect.
names. Lovelace was bedridden for almost three years and then
discovered the very first computer language.
Their lifes went in all different directions put still had goals
in there lifes. You can reach your goals it does not matter who you
are or where you come from.
Page 44 Guide to the Grades 3–8 Testing Program
text detail
34 Ada Byron Lovelace and John Wesley Powell had very different training for their careers in science. Write an essay in which you explain how their professional preparation differed and how both approaches led to successful careers. Use details from both articles to support your answer.
In your response, be sure to• describe the training each person received • explain how each approach led to successful careers• use details from both articles to support your answer
Check your writing for correct spelling, grammar, and punctuation.
Both Lovelace and Powell took very differnt paths to
reach there goals. Both of there paths reached there goals
and that’s all they wanted. They both had susseful careers
because they did not give up on there goal.
They both had differnt lifes growing up Lovelace
had tutors to help her and Powell home schooled himself.
There lifes were very differnt but still they both had
cxxxxx_08eSG_NYS06.indd 44 10/10/05 1:49:35 PM
Score Point - 4
text detail
successful carrers. Powell served in the army after that became a
teacher and than went on a gave all the rivers, and lakes ect.
names. Lovelace was bedridden for almost three years and then
discovered the very first computer language.
Their lifes went in all different directions put still had goals
in there lifes. You can reach your goals it does not matter who you
are or where you come from.
text detail
While this extended response is occasionally repetitious and mostly very literal, the student
does attempt to make a basic connection beyond the text at the very end of the paper. Details
are sufficient for a four-point paper, but more limited than those typically seen in a higher
score-point response.
Cluster Score = 4Taken as a whole, the responses cover some key elements of the text and make some
connections. The responses are sufficiently developed to answer the questions.
text detail
text detail
Page 45Guide to the Grades 3-8 Testing Program
cxxxxx_08eSG_NYS06.indd 45 10/10/05 1:49:35 PM
Score Point - 3
While the first half of this graphic organizer is correct, the second half is not, since
“Learned about mathematics” is not an event.
31 Several events in Ada Byron Lovelace’s life had a strong influence on her career. Use the graphic organizer below to list two of these events, and explain how each one influenced her life. Use details from “The Calculating Countess” to support your answer.
Event How the event influenced Lovelace’s life
1.
2.
Became very ill Learned Mathematics and Science
Learned about mathematics
Became a mathematician
correct
incorrect
text detail
Page 46 Guide to the Grades 3–8 Testing Program
cxxxxx_08eSG_NYS06.indd 46 10/10/05 1:49:36 PM
Score Point - 3
32 Explain how the “scientific method” described in the article “John Wesley Powell” helped Powell and his crew survive their river voyages. Use details from the article to support your answer.
33 The article refers to John Wesley Powell as a “daredevil explorer.” Explain why this is an appropriate description. Use details from the article to support your answer.
The “Scientific Method” described in the article “John
Wesley Powell” helped him and his crew, because he observed,
measured, and did everything else he could to make sure that
him and his crew were safe.
I think that the description “daredevil explorer” is
appropriate, because it did lots of thing like climbing huge
cliffs and he did so with out an arm.
This response is correct, but does not elaborate.
This response features brief, non-elaborated versions of two text-based details blended together
into one sentence (“climbing huge cliffs” and “with out an arm”).
text detail
text detail
Page 47Guide to the Grades 3-8 Testing Program
cxxxxx_08eSG_NYS06.indd 47 10/12/05 3:31:49 PM
Score Point - 3
34 Ada Byron Lovelace and John Wesley Powell had very different training for their careers in science. Write an essay in which you explain how their professional preparation differed and how both approaches led to successful careers. Use details from both articles to support your answer.
In your response, be sure to• describe the training each person received • explain how each approach led to successful careers• use details from both articles to support your answer
Check your writing for correct spelling, grammar, and punctuation.
Lady Ada Byron Lovelace and John Wesley Powell both loved
the study of science. Both people were home shooled.
Lady Ada Byron studied mathmatics, and science. She
seemed to like mathmatic better because afte she had been
married she became a mathematician.
John Wesley Powell though mosty was trained at home,
never found one science class when he did get to go to
school. He began fighting in wars and then took a group of
amateurs to the Rocky Mountains. Two years later Powell
began a series of explorations in the Grand Canyon and in
the Rocky Mountains.
This extended response begins by making a good connection between Lovelace and Powell
(both “were home shooled”). The student also shows a certain level of understanding by
citing several examples, but the essay is incomplete and weakly organized. While the student
does mention the training received by both Lovelace and Powell, there is no discussion of
how Lovelace’s training was different from the training received by Powell. The explanations
provided for how the training received by Lovelace and Powell led to their respective careers are
brief and superficial.
Cluster Score = 3Taken as a whole, the responses fulfill some requirements of the tasks. The responses are brief
with little elaboration.
text detail
text detail
text detail
text detail
text detail
Page 48 Guide to the Grades 3–8 Testing Program
cxxxxx_08eSG_NYS06.indd 48 10/10/05 1:49:37 PM
This graphic organizer is correct, but brief and somewhat vague.
correct
correct
31 Several events in Ada Byron Lovelace’s life had a strong influence on her career. Use the graphic organizer below to list two of these events, and explain how each one influenced her life. Use details from “The Calculating Countess” to support your answer.
Event How the event influenced Lovelace’s life
1.
2.
when she was sick She was taught math she began to love it
when the first computer was disighned
She made programing for it.
text detail
text detail
Page 49Guide to the Grades 3-8 Testing Program
Score Point - 2
cxxxxx_08eSG_NYS06.indd 49 10/10/05 1:49:38 PM
32 Explain how the “scientific method” described in the article “John Wesley Powell” helped Powell and his crew survive their river voyages. Use details from the article to support your answer.
33 The article refers to John Wesley Powell as a “daredevil explorer.” Explain why this is an appropriate description. Use details from the article to support your answer.
He would survay an area before he went there
He is willing to risk his life for exploration like when the
slept on tiny ledges.
This response is incorrect. It is an overly specific misinterpretation of “Powell observed,
measured, and thought things out carefully before taking action.”
This response features a brief, unelaborated text detail.
text detail
Page 50 Guide to the Grades 3–8 Testing Program
Score Point - 2
cxxxxx_08eSG_NYS06.indd 50 10/10/05 1:49:39 PM
This brief extended response mentions the training received by Lovelace and the training
received by Powell but does not address their respective careers (or how their training prepared
them for those careers). This demonstrates a gap in the student’s understanding of the passage
and/or the prompt.
Cluster Score = 2Taken as a whole, the responses address the basic elements of the tasks, but provide very few
text-based examples and details. Few connections are made.
text detail
text detail
Page 51Guide to the Grades 3-8 Testing Program
Score Point - 2
34 Ada Byron Lovelace and John Wesley Powell had very different training for their careers in science. Write an essay in which you explain how their professional preparation differed and how both approaches led to successful careers. Use details from both articles to support your answer.
In your response, be sure to• describe the training each person received • explain how each approach led to successful careers• use details from both articles to support your answer
Check your writing for correct spelling, grammar, and punctuation.
Ada Byron Lovelace and Johnwesly Powell had very different
training for there carears in science.
Ada was taught by math tetures. She was also taught by
science tetures. Her skills were taght by teachers.
Johns skills were picted up all over during the war and his
travels. He never had sience classes.
Ada and John had very different training in science
cxxxxx_08eSG_NYS06.indd 51 10/10/05 1:49:40 PM
31 Several events in Ada Byron Lovelace’s life had a strong influence on her career. Use the graphic organizer below to list two of these events, and explain how each one influenced her life. Use details from “The Calculating Countess” to support your answer.
Event How the event influenced Lovelace’s life
1.
2.
invent new computer Made easer
invent firs computer language
first to make something for computers
correct
incorrect
incorrect
incorrect
This graphic organizer demonstrates confusion. The first “event” (i.e., “invent new computer”)
is incorrect. And while the box on the bottom left (“invent firs[t] computer language”) does
indeed qualify as an event in Ada’s life, the box on the bottom right (“first to make something
for computers”) does not explain how this event influenced her life.
Page 52 Guide to the Grades 3–8 Testing Program
Score Point - 1
cxxxxx_08eSG_NYS06.indd 52 10/10/05 1:49:41 PM
32 Explain how the “scientific method” described in the article “John Wesley Powell” helped Powell and his crew survive their river voyages. Use details from the article to support your answer.
33 The article refers to John Wesley Powell as a “daredevil explorer.” Explain why this is an appropriate description. Use details from the article to support your answer.
The scientific method helped by thinking through what
they had to do. they took measurements and they
observed closly.
It is appropriate because he was very daring.
This response features a general, unelaborated version of the scientific method text detail.
This response addresses the question but does not elaborate on how Powell was daring.
text detail
Page 53Guide to the Grades 3-8 Testing Program
Score Point - 1
cxxxxx_08eSG_NYS06.indd 53 10/10/05 1:49:42 PM
incorrect
This brief extended response demonstrates an attempt to address the task, but fails to answer
the question. There is a very basic version of one exemplar for Lovelace and a similar version
for Powell. There is also an attempt at a text detail for Powell (“he could not get into a science
class”), but the statement reveals a basic misunderstanding of the text; the student assumes
Powell wasn’t smart enough to get into a science course, while the article clearly states that the
schools he attended did not offer any science classes.
Cluster Score = 1Taken as a whole, the responses are brief and often either inaccurate or irrelevant. They focus
mainly on minor details, indicating that the student has understood only sections of the articles.
text detail
Page 54 Guide to the Grades 3–8 Testing Program
Score Point - 1
34 Ada Byron Lovelace and John Wesley Powell had very different training for their careers in science. Write an essay in which you explain how their professional preparation differed and how both approaches led to successful careers. Use details from both articles to support your answer.
In your response, be sure to• describe the training each person received • explain how each approach led to successful careers• use details from both articles to support your answer
Check your writing for correct spelling, grammar, and punctuation.
Ada got turtered by a mathmation and a scientist
and John Powell had a homade education. They both ended
up studying for what they wanted to do. Ada studied
math and she loved math. John studied most class but
he could not get into a science class.
cxxxxx_08eSG_NYS06.indd 54 10/10/05 1:49:43 PM
31 Several events in Ada Byron Lovelace’s life had a strong influence on her career. Use the graphic organizer below to list two of these events, and explain how each one influenced her life. Use details from “The Calculating Countess” to support your answer.
Event How the event influenced Lovelace’s life
1.
2.
the teenager Ada became the was bedridden for almost three years.
the Lord William King she became Lady Ada lovelace.
she was greatly influenced by Charles Babbage on the inventor
several events in the Byron Lovelace life had a strong influence on the her career.
Although both of the events in this graphic organizer are correct, neither event is supported
with an accurate explanation of how the event in question influenced Ada’s life.
Page 55Guide to the Grades 3-8 Testing Program
Score Point - 0
cxxxxx_08eSG_NYS06.indd 55 10/10/05 1:49:43 PM
32 Explain how the “scientific method” described in the article “John Wesley Powell” helped Powell and his crew survive their river voyages. Use details from the article to support your answer.
33 The article refers to John Wesley Powell as a “daredevil explorer.” Explain why this is an appropriate description. Use details from the article to support your answer.
John go in school and he go the class and the
offered not one science class. And he read the Book
he could find. was a homemade education
John Wesley Powell is forever linked to the
daring of the and he Rocky Mountains.
This response is irrelevant and mostly incoherent.
This response is incoherent.
Page 56 Guide to the Grades 3–8 Testing Program
Score Point - 0
cxxxxx_08eSG_NYS06.indd 56 10/10/05 1:49:44 PM
This brief extended response does not mention Ada Lovelace at all, and the references to John
Powell are too incoherent to receive credit.
Cluster Score = 0Taken as a whole, the responses are either incoherent, incorrect, or irrelevant.
Page 57Guide to the Grades 3-8 Testing Program
Score Point - 0
34 Ada Byron Lovelace and John Wesley Powell had very different training for their careers in science. Write an essay in which you explain how their professional preparation differed and how both approaches led to successful careers. Use details from both articles to support your answer.
In your response, be sure to• describe the training each person received • explain how each approach led to successful careers• use details from both articles to support your answer
Check your writing for correct spelling, grammar, and punctuation.
John was go to science class and he was do
both was a wooden office chair to the deck and the
awkward boat and was called and the Emma Dean II.
cxxxxx_08eSG_NYS06.indd 57 10/10/05 1:49:45 PM
Page 58 Guide to the Grades 3–8 Testing Program
Writing Mechanics Rubric(Questions 30 and 34)
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.
dxxxxx_08eSG_NYS06.indd 58 10/10/05 1:49:01 PM
Guide to the Grades 3–8 Testing Program Page 59
Wri
ting
Mec
hani
cs R
ubri
c C
hart
(Que
stio
ns 3
0 an
d 34
)
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, s
ynta
x,
capi
taliz
atio
n, p
unct
uatio
n, a
nd
para
grap
hing
are
ess
entia
lly
corr
ect.
Any
mis
spel
lings
ar
e m
inor
or
repe
titiv
e; th
ey
occu
r pr
imar
ily w
hen
a st
uden
t ta
kes
risk
s w
ith s
ophi
stic
ated
vo
cabu
lary
.
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.
dxxxxx_08eSG_NYS06.indd 59 10/10/05 1:49:01 PM
Page 60 Guide to the Grades 3–8 Testing Program
Annotation Key
Abbreviations
cap 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
dxxxxx_08eSG_NYS06.indd 60 10/10/05 1:49:02 PM
Score Point - 3
Guide to the Grades 3–8 Testing Program Page 61
30 The Mona Lisa has been kept in several different places since da Vinci painted it. Write an essay in which you contrast these places. Describe the conditions under which the painting was kept. Use details from the article to support your answer.
In your answer, be sure to• describe the different places where the Mona Lisa was kept• tell how these places were different from one another• describe the conditions under which the painting was kept• use details from the article to support your answer
Check your writing for correct spelling, grammar, and punctuation.
After 3 years of hard work and determination, Leonardo da
Vinci finally finished painting the Mona Lisa. It was well worth it.
Da Vinci kept the painting for himself but before he died he sold it
to King Frances for $105,000. The painting was then put in the
Louvre, a famous art museum in Paris, France. The Mona Lisa
stayed there until a greedy worker stole the painting with the
intention of returning it to Italy. They never made it, though. The
painting was hidden for 2 years. He then tried to sell it to a
p
dxxxxx_08eSG_NYS06.indd 61 10/10/05 1:49:04 PM
Score Point - 3
Page 62 Guide to the Grades 3–8 Testing Program
art dealer but was caught. The Mona Lisa is now safe back
where she started, in the Louvre behind strong bars and bullet
proof glass.
The Mona Lisa traveled far and wide but is now back
home. She wasn’t very safe while she was stolen, but as soon as
she was back in the Louvre every effort was taken to make sure
thats where she stayed.p
dxxxxx_08eSG_NYS06.indd 62 10/10/05 1:49:05 PM
Score Point - 3
34 Ada Byron Lovelace and John Wesley Powell had very different training for their careers in science. Write an essay in which you explain how their professional preparation differed and how both approaches led to successful careers. Use details from both articles to support your answer.
In your response, be sure to• describe the training each person received • explain how each approach led to successful careers• use details from both articles to support your answer
Check your writing for correct spelling, grammar, and punctuation.
Imagine being a mathematician with a whole society
frowning down on you, or imagine rock climbing with only
one arm. These obstacles didn’t stop Ada Byron Lovelace
or John Wesley Powell.
Ada became very ill and was bedridden for almost 3
years. Her mother hired tutors for her. Ada’s love for math
and science grew with her while she was sick. When she
became well, she became a mathematician. Later, she
invented a computer program.
John Wesley Powell lost his arm in the Civil War, but
that didn’t stop him either. John loved science and
Guide to the Grades 3–8 Testing Program Page 63
dxxxxx_08eSG_NYS06.indd 63 10/10/05 1:49:06 PM
Score Point - 3
exploring. He became a pioneer scientist and explored the Grand
Canyon with only one arm! He explored the Colorado River and
everything above it. His training came from being a soldier during
the Civil War. John also explored the Rocky Mountains.
As you can see, Ada and John both received different
training and had many obstacles. After overcoming many
obstacles, Ada and John both found careers in science that the
really enjoyed.
sp
Cluster Score = 3Taken as a whole, the responses demonstrate control of the conventions of written English. The
first paper has a few punctuation errors, and the second paper has a minor spelling error. None
of the errors interfere with readability.
Page 64 Guide to the Grades 3–8 Testing Program
dxxxxx_08eSG_NYS06.indd 64 10/10/05 1:49:07 PM
30 The Mona Lisa has been kept in several different places since da Vinci painted it. Write an essay in which you contrast these places. Describe the conditions under which the painting was kept. Use details from the article to support your answer.
In your answer, be sure to• describe the different places where the Mona Lisa was kept• tell how these places were different from one another• describe the conditions under which the painting was kept• use details from the article to support your answer
Check your writing for correct spelling, grammar, and punctuation.
The Mona Lisa has been kept in many differet places
since da Vinci painted it. All of them have many different
conditions in where the painting was stored.
The first place the Mona Lisa was kept was with
da Vinci himself. He took it around wherevery he went. It
was always by his side. On Aug. 21 1911 the Mona Lisa was
stolen. Later people found out that it was kept in the
bottom of a box for two years. Now the Mona Lisa is kept
in a seald valt with bulit-proof glass so noone can harm it.
These places are very different conditions from one
another. Some of them are safe and others are not.
sp
p
sp
sp
p
sp
Guide to the Grades 3–8 Testing Program Page 65
Score Point - 2
dxxxxx_08eSG_NYS06.indd 65 10/10/05 1:49:08 PM
sp
p
lu
p
lu
lu
lu
Page 66 Guide to the Grades 3–8 Testing Program
Score Point - 2
Something bad could have happened to the Mona Lisa is some
of these places. It could have been destroyed.
When the painting was with da Vinci who knows what
happened. It could have been out in the rain or under a box
that could damage it. When it was stolen it was in a box for two
years. It could have been broken. But now it is safe and sound
in a air space valt with bulit proof glass so nobody could
damage it.
The Mona Lisa has been around for centuries. Many
things could of happened to it but it stayed safe. It is know all
around the world. Some theories have been made about the
history or who the Mona Lisa really is but we will never be able
to know for sure.
p
p
dxxxxx_08eSG_NYS06.indd 66 10/10/05 1:49:09 PM
34 Ada Byron Lovelace and John Wesley Powell had very different training for their careers in science. Write an essay in which you explain how their professional preparation differed and how both approaches led to successful careers. Use details from both articles to support your answer.
In your response, be sure to• describe the training each person received • explain how each approach led to successful careers• use details from both articles to support your answer
Check your writing for correct spelling, grammar, and punctuation.
The life of Ada Byron Lovelace and John Wesley
Powell had many differences and similarities. Each person
had led a successful career. Yet each person had gotten
training.
Ada Byron Lovelace was the first computer
programmer. Ever since she was young, Ada loved figuring
out what made machines work. When she was in her
teenage years, she was often ill and bedridden. Her
mother had hired mathematicians and scientists to tutor
her while bedridden thus, she fell in love with math.
Soon later, with the influence of Charles Babbage, Ada
made the Bernoulli numbers.
lu
p
sf
lu
lu
Guide to the Grades 3–8 Testing Program Page 67
Score Point - 2
dxxxxx_08eSG_NYS06.indd 67 10/10/05 1:49:10 PM
Cluster Score = 2In both papers, the errors in spelling, punctuation, language usage, and sentence construction
do not substantially interfere with comprehension; therefore, taken as a whole, these responses
show a partial control of the conventions of written English.
lu
sf
sf
sp
lu
*
lu sp
p
* awkward sentence
Page 68 Guide to the Grades 3–8 Testing Program
Score Point - 2
John Wesley Powell was a daredevil. Even with one less of an
arm. Powell did things no one ever imagined. His exploration of
the Grand Canyons and Rocky Mountain reigons was no fun
ride. Risking his life, he gathered many information. However,
that experience also trained him. Powell’s senses of observing,
measuring and thinking before taking action heightened.
Though both Ada Byron Lovelace and John Wesley
Powell both had love for science. However, their experiences
and training was rather different. The two people led
an amazing careers, and training. They shall foever be known
throughout our lives.
dxxxxx_08eSG_NYS06.indd 68 10/10/05 1:49:11 PM
Note: There are multiple “lc” (lowercase) errors on this page.
30 The Mona Lisa has been kept in several different places since da Vinci painted it. Write an essay in which you contrast these places. Describe the conditions under which the painting was kept. Use details from the article to support your answer.
In your answer, be sure to• describe the different places where the Mona Lisa was kept• tell how these places were different from one another• describe the conditions under which the painting was kept• use details from the article to support your answer
Check your writing for correct spelling, grammar, and punctuation.
It was Kept under good conditionz until some Body stole
It and was caught But Now It has Tight sercurity and Is BehinD
Bars and Bulet proof glass and Never will Be toucheD agin By
human hands or on the Botom oF a trunk For two years and
unDer a smock.
Guide to the Grades 3–8 Testing Program Page 69
Score Point - 1
sp
lc
sp
lc
sp
sp
r-o
lc
lc
lc
sp
lc
dxxxxx_08eSG_NYS06.indd 69 10/10/05 1:49:13 PM
34 Ada Byron Lovelace and John Wesley Powell had very different training for their careers in science. Write an essay in which you explain how their professional preparation differed and how both approaches led to successful careers. Use details from both articles to support your answer.
In your response, be sure to• describe the training each person received • explain how each approach led to successful careers• use details from both articles to support your answer
Check your writing for correct spelling, grammar, and punctuation.
The training for each person was different. Ady
Byron Lovelace was into mathamatice and science. John
Wesley Powell was a explorer.
They both had aceved something in there life. Ady
Byron Lovelace worte the first computer program.
Cluster Score = 1Both papers contain spelling, capitalization, and language usage errors, and the first paper is
composed of one long run-on sentence. Taken as a whole, the responses demonstrate minimal
control of the conventions of written English.
Page 70 Guide to the Grades 3–8 Testing Program
Score Point - 1
sp
sp
lu
sp lu
sp
sp
dxxxxx_08eSG_NYS06.indd 70 10/10/05 1:49:14 PM
English Language Arts Grade 8 Scoring Considerations
Reading/Multiple Choice (Questions 1–26)• 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 27, 28, 29, 30)• Deduct one point if any two short-response questions (27 and 28 or 28 and 29 or 27 and 29) are
not answered.• If none of the short-response questions (27, 28, 29) are answered, the total maximum Listening/
Writing score possible is 2.• If Question 30 (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 30), the score is zero.• If none of the questions are answered, condition code A (blank) should be applied.
Reading/Writing (Questions 31, 32, 33, 34)• Deduct one point if any two short-response questions (31 and 32 or 32 and 33 or 31 and 33) are
not answered.• If none of the short-response questions (31, 32, 33) are answered, the total maximum Reading/
Writing score possible is 2.• If Question 34 (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 34), 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 30 and 34)• 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.
Guide to the Grades 3–8 Testing Program Page 71
dxxxxx_08eSG_NYS06.indd 71 10/10/05 1:49:14 PM
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.
Page 72 Guide to the Grades 3–8 Testing Program
dxxxxx_08eSG_NYS06.indd 72 10/10/05 1:49:14 PM
dxxxxx_08eSG_NYS06.indd 73 10/10/05 1:49:14 PM
Grade 8English Language ArtsScoring GuideSample Test 2005
aXXXXX_08eSGcvr_NYS06.indd 2 10/10/05 1:50:01 PM