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English Language Arts

Scoring Guide for Sample Test 2005

Grade 4

aXXXXX_04eSGcvr_NYS06.indd 3 10/13/05 3:44:35 PM

Guide to the Grades 3–8 Testing Program Page 1

Standard and Performance Indicator Map with Answer Key . . . . . . . . . . . . . . . . . . . . . 2

Grade 4 English Language Arts Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Grade 4 English Language Arts Rubric Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Listening/Writing Specific Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Listening/Writing Specific Rubric Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Listening/Writing Rubric Key Points. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Annotated Student Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Reading/Writing Specific Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Reading/Writing Specific Rubric Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Reading/Writing Rubric Key Points. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Annotated Student Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Writing Mechanics Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Writing Mechanics Rubric Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Annotation Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Annotated Student Responses. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Contents

bxxxxx_04eSG_NYS06.indd 1 10/13/05 3:38:06 PM

Guide to the Grades 3–8 Testing ProgramPage 2

Standard and Performance Indicator Map with Answer Key

Question Type Points Standard Performance IndicatorAnswer

Key

Book 1 Reading

1 multiple choice 1 1 Identify a main idea and supporting details in informational texts C

2 multiple choice 1 1 Identify a main idea and supporting details in informational texts G

3 multiple choice 1 1 Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources C

4 multiple choice 1 1 Use graphic organizers to record significant details from informational texts J

5 multiple choice 1 1 Identify a conclusion that summarizes the main idea A

6 multiple choice 1 2Use specific evidence from stories to identify themes; describe characters, their actions, and their motivations; relate a sequence of events

G

7 multiple choice 1 2 Use knowledge of story structure, story elements, and key vocabulary to interpret stories A

8 multiple choice 1 2 Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources J


A

10 multiple choice 1 2 Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources H

11 multiple choice 1 3 Evaluate the content by identifying important and unimportant details A

12 multiple choice 1 2 Make predictions, draw conclusions, and make inferences about events and characters J

13 multiple choice 1 1 Read to collect and interpret data, facts, and ideas from unfamiliar texts D

14 multiple choice 1 1 Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources F

15 multiple choice 1 1 Locate information in a text that is needed to solve a problem C

16 multiple choice 1 1 Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources G

17 multiple choice 1 3 Evaluate the content by identifying the author’s purpose C

18 multiple choice 1 2 Use knowledge of story structure, story elements, and key vocabulary to interpret stories J

19 multiple choice 1 2 Use knowledge of story structure, story elements, and key vocabulary to interpret stories D


H

21 multiple choice 1 2 Use graphic organizers to record significant details about characters and events in stories B

22 multiple choice 1 3 Analyze ideas and information on the basis of prior knowledge and personal experience G

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Question Type Points Standard Performance IndicatorAnswer

Key

Book 1 Reading

23 multiple choice 1 2 Make predictions, draw conclusions, and make inferences about events and characters B

24 multiple choice 1 2 Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources J

25 multiple choice 1 1 Identify a main idea and supporting details in informational texts C

26 multiple choice 1 1 Identify a main idea and supporting details in informational texts F

27 multiple choice 1 1 Locate information in a text that is needed to solve a problem B

28 multiple choice 1 1 Locate information in a text that is needed to solve a problem F

Book 2 Listening/Writing

29–31 short and extended response 4 2 Listening/Writing cluster n/a

Book 3 Reading/Writing

32–35 short and extended response 4 3 Reading/Writing cluster n/a

Standard and Performance Indicator Map with Answer Key

bxxxxx_04eSG_NYS06.indd 3 10/25/05 10:17:24 AM


Grade 4 English Language Arts Rubric

Listening/Writing (Questions 29, 30, 31)Reading/Writing (Questions 32, 33, 34, 35)

4 pointsTaken as a whole, the responses

• fulfill all or most requirements of the tasks• address the theme or key elements of the text• show an insightful interpretation of the text• make connections beyond the text

• develop ideas fully with thorough elaboration• make effective use of relevant and accurate examples from the text

In addition, the extended response

• establishes and maintains a clear focus• shows a logical, coherent sequence of ideas through the use of appropriate transitions

or other devices

• is fluent and easy to read, with vivid language and a sense of engagement or voice• is stylistically sophisticated, using varied sentence structure and challenging vocabulary

3 pointsTaken as a whole, the responses

• fulfill some requirements of the tasks• address many key elements of the text• show a predominantly literal interpretation of the text• make some connections

• may be brief, with little elaboration, but are sufficiently developed to answer the questions

• provide some relevant examples and details from the text• may include some minor inaccuracies


• is generally focused, though may include some irrelevant details• shows a clear attempt at organization

• is readable, with some sense of engagement or voice• uses some sentence variety and basic vocabulary



Grade 4 English Language Arts Rubric (continued)2 pointsTaken as a whole, the responses

• fulfill some requirements of the tasks• address basic elements of the text, but the connections may be weak• show some misunderstanding of the text or reflect gaps in the student’s understanding

of the text as a whole

• may begin to answer the questions but are not sufficiently developed• may provide some relevant text-based examples and details• may include some inaccurate information


• may attempt to establish a focus• shows some attempt at organization• may include some irrelevant details

• is mostly readable, but with little sense of engagement or voice• uses only simple sentences and basic vocabulary

1 pointTaken as a whole, the responses

• fulfill few requirements of the tasks• miss basic elements of the text• show evidence that the student understood only parts of the text• make few, if any, relevant connections

• may include a few accurate details


• may focus on minor details or lack a focus• shows little or no organization

• is often repetitive, with little or no sense of engagement or voice• uses minimal vocabulary

0 pointsThe responses are completely incorrect, irrelevant, or incoherent.



Qua

lity

4R

espo

nses

at

this

leve

l:3

Res

pons

es a

t th

is le

vel:

2R

espo

nses

at

this

leve

l:1

Res

pons

es a

t th

is le

vel:

Mea

ning

: The

ext

ent

to w

hich

the

res

pons

e ex

hibi

ts u

nder

stan

ding

an

d in

terp

reta

tion

of

the

task

and

tex

t(s)

Take

n as

a w

hole

:•

fulf

ill a

ll or

mos

t req

uire

men

ts

of th

e ta

sks

• ad

dres

s th

e th

eme

or k

ey

elem

ents

of

the

text

• sh

ow a

n in

sigh

tful

in

terp

reta

tion

of th

e te

xt•

mak

e co

nnec

tions

bey

ond

the

text

Take

n as

a w

hole

:•

fulf

ill s

ome

requ

irem

ents

of

the

task

s•

addr

ess

man

y ke

y el

emen

ts o

f th

e te

xt•

show

a p

redo

min

antly

lite

ral

inte

rpre

tatio

n of

the

text

• m

ake

som

e co

nnec

tions

Take

n as

a w

hole

:•

fulf

ill s

ome

requ

irem

ents

of

the

task

s•

addr

ess

basi

c el

emen

ts o

f th

e te

xt, b

ut th

e co

nnec

tions

may

be

wea

k•

show

som

e m

isun

ders

tand

ing

of th

e te

xt o

r re

flec

t gap

s in

the

stud

ent’s

und

erst

andi

ng o

f th

e te

xt a

s a

who

le

Take

n as

a w

hole

:•

fulf

ill f

ew r

equi

rem

ents

of

the

task

s•

mis

s ba

sic

elem

ents

of

the

text

• sh

ow e

vide

nce

that

the

stud

ent

unde

rsto

od o

nly

part

s of

the

text

• m

ake

few

, if

any,

rel

evan

t co

nnec

tions

Dev

elop

men

t: T

he

exte

nt t

o w

hich

idea

s ar

e el

abor

ated

, usi

ng

spec

ific

and

rele

vant

ev

iden

ce f

rom

the

te

xt(s

)

Take

n as

a w

hole

:•

deve

lop

idea

s fu

lly w

ith

thor

ough

ela

bora

tion

• m

ake

effe

ctiv

e us

e of

rel

evan

t an

d ac

cura

te e

xam

ples

fro

m

the

text

Take

n as

a w

hole

:•

may

be

brie

f, w

ith li

ttle

elab

orat

ion,

but

are

suf

fici

ently

de

velo

ped

to a

nsw

er th

e qu

estio

ns•

prov

ide

som

e re

leva

nt

exam

ples

and

det

ails

fro

m th

e te

xt•

may

incl

ude

som

e m

inor

in

accu

raci

es

Take

n as

a w

hole

:•

may

beg

in to

ans

wer

the

ques

tions

but

are

not

su

ffic

ient

ly d

evel

oped

• m

ay p

rovi

de s

ome

rele

vant

text

-ba

sed

exam

ples

and

det

ails

• m

ay in

clud

e so

me

inac

cura

te

info

rmat

ion

Take

n as

a w

hole

:•

may

incl

ude

a fe

w a

ccur

ate

deta

ils

Org

aniz

atio

n: T

he

exte

nt t

o w

hich

the

re

spon

se e

xhib

its

dire

ctio

n, s

hape

, and

co

here

nce

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ext

ende

d re

spon

se:

• es

tabl

ishe

s an

d m

aint

ains

a

clea

r fo

cus

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ows

a lo

gica

l, co

here

nt

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ence

of

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s th

roug

h th

e us

e of

app

ropr

iate

tran

sitio

ns

or o

ther

dev

ices

The

ext

ende

d re

spon

se:

• is

gen

eral

ly f

ocus

ed, t

houg

h m

ay in

clud

e so

me

irre

leva

nt

deta

ils•

show

s a

clea

r at

tem

pt a

t or

gani

zatio

n

The

ext

ende

d re

spon

se:

• m

ay a

ttem

pt to

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ablis

h a

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s•

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me

atte

mpt

at

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niza

tion

• m

ay in

clud

e so

me

irre

leva

nt

deta

ils

The

ext

ende

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spon

se:

• m

ay f

ocus

on

min

or d

etai

ls o

r la

ck a

foc

us•

show

s lit

tle o

r no

org

aniz

atio

n

Lan

guag

e U

se: T

he

exte

nt t

o w

hich

the

re

spon

se r

evea

ls a

n aw

aren

ess

of a

udie

nce

and

purp

ose

thro

ugh

effe

ctiv

e us

e of

wor

ds,

sent

ence

str

uctu

re, a

nd

sent

ence

var

iety

The

ext

ende

d re

spon

se:

• is

flu

ent a

nd e

asy

to r

ead,

with

vi

vid

lang

uage

and

a s

ense

of

enga

gem

ent o

r vo

ice

• is

sty

listic

ally

sop

hist

icat

ed,

usin

g va

ried

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tenc

e st

ruct

ure

and

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leng

ing

voca

bula

ry

The

ext

ende

d re

spon

se:

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dabl

e, w

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ome

sens

e of

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gage

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t or

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e•

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e se

nten

ce v

arie

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basi

c vo

cabu

lary

The

ext

ende

d re

spon

se:

• is

mos

tly r

eada

ble,

but

with

lit

tle s

ense

of

enga

gem

ent o

r vo

ice

• us

es o

nly

sim

ple

sent

ence

s an

d ba

sic

voca

bula

ry

The

ext

ende

d re

spon

se:

• is

oft

en r

epet

itive

, with

littl

e or

no

sens

e of

eng

agem

ent o

r vo

ice

• us

es m

inim

al v

ocab

ular

y

Gra

de 4

Eng

lish

Lan

guag

e A

rts

Rub

ric

Cha

rtL

iste

ning

/Wri

ting

(Q

uest

ions

29,

30,

31)

and

Rea

ding

/Wri

ting

(Q

uest

ions

32,

33,

34,

35)

SCO

RE

PO

INT

0 =

The

res

pons

es a

re c

ompl

etel

y in

corr

ect,

irre

leva

nt, o

r in

cohe

rent

.



Listening/Writing Specific Rubric

Each description below represents the cluster of responses typically found at that score point level. Anchor papers (sample student responses) as well as the generic English Language Arts Rubric should be used with the specific rubrics to help you determine the appropriate score point level for each student’s cluster of responses. If you still have questions, please consult your scoring table leader.

Listening/Writing Task (Questions 29, 30, 31) “Shadowtail”

4 PointsThe 4-point responses demonstrate a thorough understanding of the story and provide an analysis of the story’s events. The graphic organizer (Question 29) is complete and accurate, listing two steps from the game in proper sequence. The short response (Question 30) states the two things Shadowtail does that cause his mother to think his behavior has to stop and uses details to explain why his mother thinks that. In the extended response (Question 31), the student clearly describes how Shadowtail’s behavior changes from the beginning to the end of the story and what causes this change, using details from the story to support the response. The extended response is logical, well organized, focused, and fluent, with a sense of engagement or voice.

3 PointsThe 3-point responses demonstrate a clear understanding of the story, but may not provide thorough elaboration or detailed support. The graphic organizer (Question 29) is essentially complete and accurate. The short response (Question 30) states the two things Shadowtail does that cause his mother to think his behavior has to stop and uses details to explain why his mother thinks that, but may be somewhat brief and not fully elaborated. In the extended response (Question 31), the student describes how Shadowtail’s behavior changes from the beginning to the end of the story and what causes that change, but may provide less than thorough elaboration or text-based support. The extended response is generally focused, organized, and readable, but may contain some minor inaccuracies or irrelevant details.

2 PointsThe 2-point responses show partial or superficial understanding of the story and provide insufficient development. The graphic organizer (Question 29) may be incomplete and may reveal some confusion about the sequence of steps in the game. The short response (Question 30) may be somewhat brief and general, stating two things Shadowtail does that cause his mother to think his behavior has to stop without making some connection to why his mother thinks his behavior has to stop. The extended response (Question 31) may only describe Shadowtail’s behavior change without explaining what causes the change, or may explain the reason for the change but provide only a vague description of the behavior change. The response may be incomplete or show some confusion.

1 PointThe 1-point responses are often brief or repetitive, indicating that the student has understood only sections of the story. The graphic organizer (Question 29) is mostly inaccurate or incomplete. The short response (Question 30) shows confusion. The extended response (Question 31) is unfocused or may focus only on minor details of the story.

0 PointsThe responses are completely incorrect, irrelevant, or incoherent.



Qua

lity

4R

espo

nses

at

this

leve

l:3

Res

pons

es a

t th

is le

vel:

2R

espo

nses

at

this

leve

l:1

Res

pons

es a

t th

is le

vel:

Ove

rall

dem

onst

rate

a th

orou

gh

unde

rsta

ndin

g of

the

stor

y an

d pr

ovid

e an

ana

lysi

s of

the

stor

y’s

even

ts.

dem

onst

rate

a c

lear

un

ders

tand

ing

of th

e st

ory,

bu

t may

not

pro

vide

thor

ough

el

abor

atio

n or

det

aile

d su

ppor

t.

show

par

tial o

r su

perfi

cial

un

ders

tand

ing

of th

e st

ory

and

prov

ide

insu

ffici

ent

deve

lopm

ent.

are

ofte

n br

ief

or r

epet

itive

, in

dica

ting

that

the

stud

ent h

as

unde

rsto

od o

nly

sect

ions

of

the

stor

y.

Gra

phic

O

rgan

izer

(Q

uest

ion

29)

are

com

plet

e an

d ac

cura

te,

listin

g tw

o st

eps

from

the

gam

e in

pro

per

sequ

ence

.

are

esse

ntia

lly c

ompl

ete

and

accu

rate

.m

ay b

e in

com

plet

e an

d m

ay

reve

al s

ome

conf

usio

n ab

out

the

sequ

ence

of

step

s in

the

gam

e.

are

mos

tly in

accu

rate

or

inco

mpl

ete.

Shor

t R

espo

nse

(Que

stio

n 30

)

stat

e th

e tw

o th

ings

Sh

adow

tail

does

that

cau

se h

is

mot

her

to th

ink

his

beha

vior

ha

s to

sto

p an

d us

e de

tails

to

expl

ain

why

his

mot

her

thin

ks

that

.

stat

e th

e tw

o th

ings

Sh

adow

tail

does

that

cau

se h

is

mot

her

to th

ink

his

beha

vior

ha

s to

sto

p an

d us

e de

tails

to

expl

ain

why

his

mot

her

thin

ks

that

, but

may

be

som

ewha

t br

ief

and

not f

ully

ela

bora

ted.

may

be

som

ewha

t bri

ef a

nd

gene

ral,

stat

ing

two

thin

gs

Shad

owta

il do

es th

at c

ause

his

m

othe

r to

thin

k hi

s be

havi

or

has

to s

top

with

out m

akin

g so

me

conn

ectio

n to

why

his

m

othe

r th

inks

his

beh

avio

r ha

s to

sto

p.

show

con

fusi

on.

Ext

ende

d R

espo

nse

(Que

stio

n 31

)

clea

rly

desc

ribe

how

Sh

adow

tail’

s be

havi

or

chan

ges

from

the

begi

nnin

g to

the

end

of th

e st

ory

and

wha

t cau

ses

this

cha

nge,

us

ing

deta

ils f

rom

the

stor

y to

sup

port

the

resp

onse

s.

Res

pons

es a

re lo

gica

l, w

ell

orga

nize

d, f

ocus

ed, a

nd fl

uent

, w

ith a

sen

se o

f en

gage

men

t or

voic

e.

desc

ribe

how

Sha

dow

tail’

s be

havi

or c

hang

es f

rom

the

begi

nnin

g to

the

end

of th

e st

ory

and

wha

t cau

ses

that

ch

ange

, but

may

pro

vide

less

th

an th

orou

gh e

labo

ratio

n or

te

xt-b

ased

sup

port

. Res

pons

es

are

gene

rally

foc

used

, or

gani

zed,

and

rea

dabl

e, b

ut

may

con

tain

som

e m

inor

in

accu

raci

es o

r ir

rele

vant

de

tails

.

may

onl

y de

scri

be

Shad

owta

il’s

beha

vior

ch

ange

with

out e

xpla

inin

g w

hat c

ause

s th

e ch

ange

, or

may

exp

lain

the

reas

on f

or

the

chan

ge b

ut p

rovi

de o

nly

a va

gue

desc

ript

ion

of th

e be

havi

or c

hang

e. R

espo

nses

m

ay b

e in

com

plet

e or

sho

w

som

e co

nfus

ion.

are

unfo

cuse

d or

may

foc

us

only

on

min

or d

etai

ls o

f th

e st

ory.

Lis

teni

ng/W

riti

ng S

peci

fic R

ubri

c C

hart

Lis

teni

ng/W

riti

ng T

ask:

“Sh

adow

tail”

(Q

uest

ions

29,

30,

31)

SCO

RE

PO

INT

0 =

The

res

pons

es a

re c

ompl

etel

y in

corr

ect,

irre

leva

nt, o

r in

cohe

rent

.



Listening/Writing Rubric Key Points

Listening/Writing Task: “Shadowtail”

Question 29Shadowtail’s mother teaches him how to play “Spinning Acorn.” Complete the chart below with the missing steps.

Possible Exemplary Responses:2nd box• spin acorn• other relevant-text based step in sequence3rd box• dig a hole in the ground• other relevant text-based step in sequence

Question 30What two things does Shadowtail do that make his mother keep thinking, “This has got to stop!” Why does she say that? Use details from the story to support your answer.

Possible Exemplary Response:Shadowtail keeps wrestling other squirrels and kicking acorns around. She says this has to stop because she wants him to stop playing and learn how to save acorns.

NOTE: “Knocking over” and “wrestling” can be considered separate details.



Listening/Writing Rubric Key Points (continued)

Listening/Writing Task: “Shadowtail”

Question 31How does Shadowtail act at the beginning of the story? How does he act at the end of the story? What happens that makes Shadowtail change? Use details from the story to support your answer.

In your answer, be sure to include• how Shadowtail acts at the beginning of the story• how Shadowtail acts at the end of the story• what happens that makes Shadowtail change• details from the story to support your answer

Possible Exemplary Response: At the beginning of the story, Shadowtail is lazy. He doesn’t want to work. He only wants to play games, like kicking acorns. When his mother tries to teach him how to bury acorns, he just runs away to play. The only way his mom can teach him to bury acorns is by making it into a game. He ends up burying more acorns, and being faster at it, than anyone else. At the end of the story, it has snowed, and Shadowtail is worried because he cannot find any acorns. His mother tells him the acorns are there and teaches him a new game to help him find them under the snow.

Possible details to include in answer:• Mother wants to teach Shadowtail to bury acorns but every time she tries he runs away to play.• Shadowtail loves to sneak up to other squirrels and wrestle them.• Mother thinks to herself after Shadowtail continues to play, “This has got to stop!”• Shadowtail kicks acorns. Sometimes, he kicks acorns into the path of other squirrels.• Mother teaches Shadowtail a new game called “Spinning Acorn.”• Shadowtail asks his mother, “Did I bury it as fast as you did?”• Shadowtail buries more acorns in a day than any of the other squirrels.• After it snows, Shadowtail runs to his mother and says there are no acorns to be found because snow is

covering the ground.• Mother says she has a new game for him called “Find the Acorn.” She says when he is hungry during

the winter he will find it’s the best game to play.• other relevant text-based detail



Score Point - 4

This response is complete and text based. “Burry hole” is construed to mean (dig a hole) to bury the acorn in.

HOW TO PLAY SPINNING ACORN

snatch up an acorn

push acorn into hole

whisk tail spin

burry hole

29 Shadowtail’s mother teaches him how to play “Spinning Acorn.” Complete the chartbelow with the missing steps.

correct



Go On

Page 5Book 2

30 What two things does Shadowtail do that make his mother keep thinking, “This has got to stop!” Why does she say that? Use details from the story to support youranswer.

Shadow tail plays two games he wrestles and plays kick the acorn.

When he wrestles he won’t ask squirrls to play but will jump on them

pin them to the ground until they free. Kick the acorn is when he kicks

the acorn and then gets another acorn to see if he can get farther.

Sometimes he kicks it into a trail and the squirrl will yell at mother.

Mother dosn’t like this because she will get in trouble and she needs

shadow tail to burry acorns for winternot play mean games.

text detail

text detail

Score Point - 4

This response answers the question and provides good detail from the text.



Go On

Page 7Book 2

31 How does Shadowtail act at the beginning of the story? How does he act at the end of the story? What happens that makes Shadowtail change? Use details from the story to support your answer.

In your answer, be sure to include

• how Shadowtail acts at the beginning of the story• how Shadowtail acts at the end of the story• what happens that makes Shadowtail change• details from the story to support your answer

Check your writing for correct spelling, grammar, capitalization, and punctuation.

Shadowtail at the beginning of the story was a jerk! he played

mean games. He would wrestle and jump on top of the squirrls and pin

them down. He would also kick an acorn than try again to get farther.

He would sometimes kick it in a trail where a squirrl was. Mother hated

this. She then decided to do a game spin the acorn. This game was to

spin the acorn then burry it. Shadowtail decided he would do it he was

better than anyone elese. He changed and helped his mother burry

acorns for winter and he didnt even know it. Now Shadowtail loves this

game But when winter comes he can not find the acorns so his mother

said to play find the acorn by useing your nose.

text detail

text detail

text detail

text detail

Score Point - 4

good senseof voice

This organized extended response demonstrates a thorough understanding of the story. It is clear, easy to follow, and uses an effective voice.

Cluster Score = 4Overall, the responses demonstrate a thorough understanding of the story and provide detailed support.



Score Point - 3


snatch up an acorn


lift up tail

Start spinning the acorn


This response is complete and accurate.

correct



Score Point - 3

Go On

Page 5Book 2


The first thing that made his mother think "This has got to stop!"

was when shadow tail snuck up on the other squrls and tackled them.

He didn't stop to ask he just did it! Also He'd pin them down and waited

til' the struggled, or til' he counted to three.

The second thing was he kicked acorns. He tried to kick the next

acorn farther than the one before it. Usually the acorns almost hit

another squirl trying to walk by. Then they'd complain to Shadowtail's

mother. When every he did either of them he'd spin around and laughed!

incomplete

This response answers “what,” but not “why.” A literal interpretation is given that lacks the connection between needing to stop causing problems for other squirrels in order to bury acorns. Good text support is given for “what.”

text detail

text detail



Score Point - 3

Book 2





Shadowtail was being a bully in the begining. He laughed when

ever he almost hurt someone. I think this might be correct because

Shadowtail wrestled other squirls without them knowing. He also almost

hit another squirl while the were passing by! The squirls that almost

got hit went to Shadowtail's mother.

At the end Shadowtail is confused Let me just go ahead a little.

His mother creates a game, you just spin, then push acorn in the ground.

So Shadowtail tried it and then other squirls challanged Sadowtail.

He spun more acorns in the ground than any other squirl did. The next

day it was all white and wet. This was Shadowtail's first winter, land

oooh this is where we are. Shadowtail was confused because he

showschange

text detail

literal interpretation



Score Point - 3

Page 8 Book 2

couldn't find an acorn to play the game! His mother made a new game...

you sniff out the acorns when you're hungry and then you eat!

This extended response gives a literal interpretation of the story. It illustrates how Shadowtail acts in the beginning and in the end.

Cluster Score = 3Taken as a whole, the responses demonstrate a literal interpretation of the story and include some relevant text-based examples and details.



Score Point - 2


snatch up an acorn


sucwsh your tail

turl acorn top up drop into hole


This response is complete and accurate.

correct



Score Point - 2

Go On

Page 5Book 2


Shadowtail kicks the acorns. he rells when the others don't want

to play. The mother wants him to stop because he has to get food.

it is going to be his first wrntr.

This response is brief and general, with minimal support from the story.

text detail



Score Point - 2

Go On

Page 7Book 2





Shadowtail is happy he is playful and suff. He gets scrd because

there are no acorns the snow was on the ground. He changed

because he liked the new game.

showschange

very brief

This extended response is very brief, with minimal details, but it addresses most of the points of the prompt. It does not explore why Shadowtail was taught the new game.

Cluster Score = 2Overall, the responses show partial understanding of the story and provide insufficient development.



Score Point - 1


snatch up an acorn


Try to keep the acorn spinning

Be as fast as you can


correct

confusion

This response is text based, although it does reveal some confusion. (“Be as fast as you can” happens after “push acorn into hole.”)



Score Point - 1

Go On

Page 5Book 2


1.) Shadowtail loved to play

2.) Shadowtail liked to ressull

This response gives two things Shadowtail does, but does not address why his mother thinks the way she does.

incomplete



Score Point - 1

Go On

Page 7Book 2





Shadow tail loved to play. Shadowtail was worried that

there were no acorns to play with. His mom made up a game so

he could play and dig up acorns.

very brief

lacksconnection

This extended response addresses how Shadowtail acts, but it does not address what happens to make him change.

Cluster Score = 1Taken as a whole, the responses are brief and incomplete, indicating that the student has understood only sections of the story.



Reading/Writing Specific Rubric

Each description below represents the cluster of responses typically found at that score point level. Anchor papers (sample student responses) as well as the generic English Language Arts Rubric should be used with the specific rubrics to help you determine the appropriate score point level for each student’s cluster of responses. If you still have questions, please consult your scoring table leader.

Reading/Writing Task (Questions 32, 33, 34, 35) “Inside Outside Dogs” and “Training Your Puppy”

4 PointsThe 4-point responses demonstrate a thorough understanding of both the story and the article. The responses reveal an understanding that training a dog makes life easier for both the dog and the dog owner and support that understanding with details from the texts. The graphic organizer (Question 32) is complete and accurate, using details from the story to give two reasons why someone would want to have Pepper and Sandy as pets. The first short response (Question 33) uses details from the story to tell how you know that the person telling the story cares about the dogs. In the second short response (Question 34), the student chooses a command and tells why that command would be harder to teach a puppy, using two examples from the article to support the response. The extended response (Question 35) explains how information in the article would be helpful to Mom and may explain which training steps Mom could use to change the way Sandy behaves, including details from both the story and the article to thoroughly support the response. The response is logical, well organized, focused, and fluent, with a sense of engagement or voice.

3 PointsThe 3-point responses demonstrate a clear understanding of both the story and the article, but may provide less than thorough elaboration or text-based support. For example, the responses may indicate an understanding that training a dog makes life easier for both the dog and the dog owner, but may include support from only one of the texts. The graphic organizer (Question 32) is essentially complete and accurate. The first short response (Question 33) uses details from the story to tell why the person telling the story most likely cares about the dogs, and the second short response (Question 34) chooses a command and tells why that command would be harder to teach a puppy. Both responses may be less than fully elaborated or provide less than thorough text-based support. The extended response (Question 35) is generally focused, organized, and readable, but may contain some minor inaccuracies or irrelevant information. The response may include clear and sufficient details but from only one of the texts.

2 PointsThe 2-point responses show partial understanding of the story and the article and provide insufficient support. The graphic organizer (Question 32) may be incomplete or contain inaccuracies. The response may show some confusion regarding which reason fits which dog. The first short response (Question 33) may give details about the dogs without explaining how that information shows the author of the story cares about the dogs. The second short response (Question 34) may be somewhat brief and general. The extended response (Question 35) may be incomplete, show some confusion, or attempt to tell how Mom could change Sandy’s behavior without explaining how the information in the article would be helpful to her. The response may not include much information from the story or the article.



Reading/Writing Specific Rubric (continued)

1 PointThe 1-point responses are often brief or repetitive, indicating that the student has understood only sections of the story and the article. The responses lack detail and exhibit confusion. For example, in the graphic organizer (Question 32), the student may indicate confusion as to which dog is which. The short responses (Questions 33 and 34) are likely to show confusion. The extended response (Question 35) is likely to retell the texts. The response is often brief or repetitive, or may focus on minor details.

0 PointsThe responses are completely incorrect, irrelevant, or incoherent.



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Reading/Writing Rubric Key Points

Reading/Writing Task: “Inside Outside Dogs” and “Training Your Puppy”

Question 32Using details from the story, complete the chart below with two reasons that someone might want to have Pepper as a pet and two reasons that someone might want to have Sandy as a pet.

Possible Exemplary Responses:for Pepper• She behaves well.• She is small and delicate.• She looks like a fruit bat.• She is smart.• She never causes trouble.• other relevant text-based response

for Sandy• She is friendly.• She is young and still growing.• She looks like a pretty wolf.• She is going to be big.• She can be a watchdog.• She is an outside dog.• She is hyper/fun/energetic.• other relevant text-based response

Question 33How do you know that the person telling the story “Inside Outside Dogs” cares about the dogs? Use details from the story to support your answer.

Possible Exemplary Response:The person cares about dogs because he thinks it is not fair that one dog is inside while the other is outside. When it rains, he begs his mother to let Sandy stay inside. He also lets Pepper sleep at the end of his bed.

Possible Exemplary Response:The person telling the story is the author. She likes dogs because she wrote a story about dogs.

NOTE: Since narrator’s gender is not indicated in story, students can use either gender in response.



Reading/Writing Rubric Key Points (continued)


Question 34Here are the two commands described in “Training Your Puppy.” Circle the one command you think would be harder to teach a puppy.

Teach your puppy to sit.

Teach your puppy to come.

Give two examples from the article to support your choice.

Possible Exemplary Response:Teaching a puppy to sit would be harder. There are too many things to remember. I would want to pet the puppy and you are not supposed to do that. I wouldn’t want to push the puppy to make it sit down, either.

Possible Exemplary Response:Teaching a puppy to come would be harder. It would be hard to keep the puppy’s attention after I walk away from it. Also, the puppy could run in a different direction. The puppy could run away.

NOTE: Students should not be penalized for circling or not circling a command as long as the response clearly supports one of the given commands.



Reading/Writing Rubric Key Points (continued)


Question 35Think of Mom in “Inside Outside Dogs.” Explain how the information in “Training Your Puppy” would be helpful to Mom. What steps should she use to change the way Sandy behaves? Be sure to include details from both the story and the article in your answer.

In your answer, be sure to • explain why Mom has a problem with the way Sandy behaves• explain how the information in the article would be helpful to Mom• tell what steps Mom should use to change the way Sandy behaves• use details from both the story and the article in your answer

Possible Exemplary Response: In “Inside Outside Dogs,” Mom doesn’t like that Sandy runs around and knocks things over. In “Training Your Puppy,” the author says that training a puppy helps puppies who jump on people or who wander away. This is just what Sandy does, so if Mom uses the information from “Training Your Puppy,” she could train Sandy to behave better. Then Mom wouldn’t have to yell at Sandy or drag her outside. Instead of running inside and knocking over the mop bucket, Sandy would come inside and sit quietly. Another thing Sandy does is make people trip because she does not stay still, so training her would make sure Sandy and everyone else is safe.

Following the steps listed in “Teaching Your Puppy to Sit” would probably be the most useful steps to take. If Mom is in control, she and Sandy will be safer and happier. Sandy could probably stay inside the house all the time, too. This will make both Mom and Sandy happy.

Possible details to include in answer:• Sandy tips over the wastebasket and makes a mess.• Sandy knocks over the bucket and Mom yells at her to get out of the house.• Mom drags Sandy outside by her collar.• When Sandy is good, she gets to stay inside.• It is important that a puppy is well trained.• Teaching your puppy to sit helps put you in control.• Teaching your puppy is useful if your puppy jumps on people or wanders away.• Teaching your puppy to come keeps your puppy safe.• Training your puppy will make your lives together much happier.• People you know will thank you for your well-behaved puppy.• other relevant text-based detail



Score Point - 4

Pepper Sandy

1) 1)

2) 2)

Someone would want to have Pepper because she doesn't make a mess anyware.

Also because she doesn't cause any trouble

Sandy is a good pet because she is a great dog to play with outside.

Another reason is because she tickles your feet

32 Using details from the story, complete the chart below with two reasons that someonemight want to have Pepper as a pet and two reasons that someone might want to haveSandy as a pet.

This response gives four acceptable reasons, using details from the story.

text detail

text detail



Score Point - 4

33 How do you know that the person telling the story “Inside Outside Dogs” cares about the dogs? Use details from the story to support your answer.

The person telling the story shows that she/he loves the dogs cause

they show love back. Like Sandy she loved playing outside on lovely

days and pepper is good at cuddling with you at night.

This response states that the person “loves the dogs cause they show love back.” This is supported with correct details from the story (the dogs loved “playing outside” and “cuddling”).

text detail



Score Point - 4

Go On

Page 7Book 3

34 Here are the two commands described in “Training Your Puppy.” Circle the one command you think would be harder to teach a puppy.




1.

2.

Also because when you are holding the collar the puppy

might sufficate.

I think that sitting is hard because you are vorcing it to sit.

This response gives two reasonable examples of why teaching a puppy to sit would be harder.

text detail



Score Point - 4

Score Point - 4

Go On

Page 9Book 3

35 Think of Mom in “Inside Outside Dogs.” Explain how the information in “Training Your Puppy” would be helpful to Mom. What steps should she use to change the way Sandy behaves? Be sure to include details from both the story and the article in your answer.

In your answer, be sure to• explain why Mom has a problem with the way Sandy behaves• explain how the information in the article would be helpful to Mom• tell what steps Mom should use to change the way Sandy behaves• use details from both the story and the article in your answer


In the lovely story "Inside Outside Dogs" Mom disides to train

Saddy one of her dogs. She says she should do this because Saddy

has been doing horrible things. One of these disaseress things is when

nobodys looking she nocks over the trash can. Also she digs holes in the

lawn. Yet there is help for the mother. In the aticale training your

puppy it says some basic steps for the activ dog to try. The very first

step is teaching Sandy to sit. This will help mom for when that silly dog

waders of to nock over trash. Also Mom should teach Sandy to come

so that when Sandy is digging a hole she yells "Come!" then Sandy will

stop digging and obey the comand If Mom ever comes across and

aticle called "Training your puppy I suggest she reads it emedently.

good sense of voice

text detail

This extended response completely addresses all of the bullet points, using accurate details from both passages. The response is focused, logical, and easy to read. Sentence patterns are varied, and there is a good sense of voice.

Cluster Score = 4Overall, the responses demonstrate a thorough understanding of both the story and the article. The responses indicate an understanding that training a dog makes life easier for both the dog and the dog owner, and that understanding is supported with details from the texts.



Score Point - 3

Pepper Sandy

1) 1)

2) 2)

Someone might want Pepper because she behaves.

Another reason someone might want to have Pepper is because She's qiut.

Someone would like Sandy as a Pet because whenever you get togo out you can play with her.

Anothe reason you'd like Sandy asa pet is because She makes a good watch dog.


This response gives four acceptable reasons, using details from the story.

text detail

text detail



Score Point - 3


The person telling "Inside Out sid Dogs" cares about dogs.

You can tell this by the endof the story. Remember, the mom finally

let the dog in at the end.

This response gives an acceptable detail from the story (“mom finally let the dog in”) to show that the person cares about dogs.

text detail



Score Point - 3

Go On

Page 7Book 3





1.

2.

Another way this is harder is becaus it takes awhile to

understand you.

I think this will be harder because a dog gets distracted

easily

In this response, the first example, “a dog gets distracted easily,” is weak. The second example, “it takes awhile to understand you,” is unacceptable. It is not text based and does not support why one command would be harder to teach than the other.

not a text detail



Score Point - 3

Go On

Page 9Book 3




Mom has a problem with Sandy. This is beause Sandy misbehaves.

The time The girl wanted to let Sandy in she came in like a bullet train.

She nocked over the mop bucket, and then the water splashed on

the floor. What woke the mom up was when the mop hit the floor.

The mom can change the way Sandy acts. All she needs to do is simply

teach him how to sit, and come. Its a easy thing to do. To make them

come walk away, pick up their favorite toy, welcome them in a kind

voice, and they will come.steps

organized

This extended response uses details from both passages. The student includes some steps that Mom should use when teaching a command, and clearly states why Mom has a problem with Sandy. The support for why the information from the article would be helpful is not fully elaborated.

Cluster Score = 3Taken as a whole, the responses demonstrate a clear understanding of both the story and the article, but they provide less than thorough elaboration.

text detail



Score Point - 2

Pepper Sandy

1) 1)

2) 2)

he stays quiet

He doesn't do much he lays arour'nd

he stays watch out side during the night

After you punish Sandy he behaves


This response gives three acceptable reasons; however, the bottom right box is not clear.

unclear

text detail

text detail



Score Point - 2


I think that Susan McLaren cares about dogs because she wrote

a story on dogs. For example maybe Susan McLaren has two dogs

and she wrote a story on that. This is the resson why Susan McLaren

cares about dogs.

This response gives an acceptable reason (“because she wrote a story on dogs”) in that the author could be the person telling the story.



Score Point - 2

Go On

Page 7Book 3





1.

2.

Then you have to Find you puppy's favorit toy.

First you have to find a safe place to train your puppy.

This response gives “teach your puppy to come” as the more difficult command to teach. Two acceptable reasons are given: “find a safe place” and “Find you puppy’s favorit toy.”

text detail



Score Point - 2

Go On

Page 9Book 3




Mom should learn how to get Sandy to sit because Sandy is

always runing a round and Mom is sick of it. For example if Mom tout

Sandy to sit Sandy would be a better dog. If mom didn't teach Sandy

to sit he would always run a round.

attempt to focus

This extended response is incomplete and demonstrates only a partial understanding of the passages. The student addresses only basic elements without sufficient development. The response demonstrates an attempt at organization, and some relevant text-based ideas are presented. There is little sense of voice.

Cluster Score = 2Taken as a whole, the responses show partial understanding of the story and the article and provide insufficient support.

text detail



Score Point - 1

Pepper Sandy

1) 1)

2) 2)

Pepper is a realy nice dog.

pepper is vary still and vary young.

Sandy might be gentle.

She is Smart and never causes trouble


confusion

This response demonstrates confusion. It is not clear that the student knows which dog is which.

toogeneral



Score Point - 1


The person cares about dogs because he maby likes dogs. He maby

does not want them to get hert or dos not want then to get Sick or

the might diy. Thats why you want to tack care of dogs.

no text details

This response gives no relevant text-based details to support why the person telling the story cares about dogs.



Score Point - 1

Go On

Page 7Book 3





1.

2.

It will always be anoid and dictractive and never ever listin.

I think to teach the puppy to come because it will always be

wiled and never learn.

This response does not provide details from the text to support either command as being harder to teach. *Circling a command is not necessarily required as long as the response clearly pertains to a particular command.

lacks support for either command

no command circled*



Score Point - 1

Go On

Page 9Book 3




Training your puppy is a hard thing to do. You have to train

your pupy 2 mount old. or it won't Knew noting. Training a puppy is

a good thing to do. Trainin means to teach your puppy to do stoff

like Sit dogy Sit or come here Shack its hand teach him how to Say hi

tell him to listin that the kind of stoff you have to do. If you want your

dog to be Smart jest do it. It's not that hard. So let call training.com.

lacks connection

This extended response contains some irrelevant information and does not include details from both passages. Vocabulary is weak, and there is little sentence variety. The student includes only the commands “sit” and “come” in the response. It does not include problems that Mom had with Sandy and how information from the article would be helpful.

Cluster Score = 1Overall, the responses are brief and include few accurate details. The responses exhibit confusion, indicating that the student has understood only sections of the story and the article.


Guide to the Grades 3–8 Testing Program Guide to the Grades 3–8 Testing ProgramPage 46

Writing Mechanics Rubric(Questions 31 and 35)

3 pointsThe writing demonstrates control of the conventions of written English. There are few, if any, errors and none that interfere with comprehension. Grammar, syntax, capitalization, punctuation, and paragraphing are essentially correct. Any misspellings are minor or repetitive; they occur primarily when a student takes risks with sophisticated vocabulary.

2 pointsThe writing demonstrates partial control of the conventions of written English. It contains errors that may interfere somewhat with readability but do not substantially interfere with comprehension. There may be some errors of grammar, syntax, capitalization, punctuation, or spelling.

1 pointThe writing demonstrates minimal control of the conventions of written English. There may be many errors of grammar, syntax, capitalization, punctuation, and spelling that interfere with readability and comprehension.

0 pointsThe writing demonstrates a lack of control of the conventions of written English. The errors make the writing incomprehensible.

cxxxxx_04eSG_NYS06.indd 46 10/13/05 3:39:59 PM


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Annotation Key

Abbreviationscap faulty capitalization

lc lowercase

lu language usage

ow omitted word

p faulty punctuation

r-o run-on sentence

sf sentence fragment

sp error in spelling



In the beginning of the story Shadowtail would always play around

and wrestle squirrels, also kick acorns. Shadowtail's mother says,

"This has got to Stop". So mother thought and thought. Shadowtail

acts very foolish in the beginning of the story.

At the end of the story Shadowtail plays nicer and doesn't

knock down squirrles. Shadowtail doesn't act foolish at the end of

the story he actually acts nice to the squirrles. Shadowtail's

mother tells Shadowtail that spinning acorn was a better game.

Shadow and the squirrles played the new game and Shadowtail

almost always won.

That is how Shadowtail changed and acted from the begin-

ning to the end of the story. Also how he changed at the end.

Go On

Page 7Book 2

How does Shadowtail act at the beginning of the story? How does he act at the end of the story? What happens that makes Shadowtail change? Use details from the story to support your answer.




31

lc

sp

r-o

r-o

sp

sp

sf

Score Point - 3



sp

Cluster Score = 3Taken as a whole, the responses indicate control of the conventions of written English. In both papers, there are a few errors in spelling and syntax, but they do not affect comprehension.

In the story Inside Outside Dogs Mom needs help. She needs

help teaching Sandy to sit still.

Mom shoud use the steps from Training Your Puppy. She should use

them because there are steps for teaching your puppy how to sit.

All of the steps would be useful for Mom.

That is why I think Mom needs help teaching Sandy to sit still and

what can help Mom teach Sandy to sit still. Bye for now!

Think of Mom in “Inside Outside Dogs.” Explain how the information in “TrainingYour Puppy” would be helpful to Mom. What steps should she use to change the waySandy behaves? Be sure to include details from both the story and the article inyour answer.


Check your writing for correct spelling, grammar, capitalization,and punctuation.

35

Score Point - 3



Score Point - 2

* The student consistently misspells Shadowtail with a capital “T” (ShadowTail).

ShadowTail acts different from the beginning of the story twords

the end of the story. In this essay I will tell you how.

First, ShadowTail acts like he won't let his mom teach him

things. For example, ShadowTail always played and when his mother

tried to teach him how to burrie nuts but when she did ShadowTail

ran away.

Go On

Page 7Book 2





31

r-o

sp*

sp



Score Point - 2

Go On

Page 7Book 2





Second, ShadowTail acts like he loves to burrie nuts. For

example ShadowTail's mother turns burrying nuts into a game.

Third, shadowtail's feelings change because something

happens. For example, ShadowTail's Mother turns nut burrying into

a game. The steps are snach up an a corn, then spin the acorn, then

dig a hole in the ground that is at least 2 inches deep and then

push the acorn into the hole.

In conclusion, ShadowTail acts different From the beginning

of the story twords the end of the story. In this essay I just told

you how and why.

sp

sp

lc

cap

sp



Score Point - 2

Go On

Page 9Book 3

Think of Mom in “Inside Outside Dogs.” Explain how the information in “Training Your Puppy” would be helpful to Mom. What steps should she use to change the way Sandy behaves? Be sure to include details from both the story and the article in your answer.



Information from Training Your puppy would help mom train

Sandy. Sandy doesn't listen to mom and Sandy goes wild whenever

she is let into the house. With is not often but she still needs

training so she can come in the house. Sit and come would help mom.

Sit would help mom when Sandy is running in the house or jumping on

someone. Come would help when Sandy is going to knock over

something. It says in Training Your Puppy to train Sandy to sit mom

would have to hold Sandys collar with her right hand put her left

had on Sandys back near her shoulders. Then command Sandy to

sit with a firm but kind voice run her left hand gently down Sandys

back into a sitting position. Reward her by saying "Good" remove

35

sf lu

cap

cap

cap

r-o

p

p

r-o

p

r-o

lu

cap



Score Point - 2

Cluster Score = 2Taken as a whole, the responses indicate partial control of the conventions of written English. In both papers, there are errors in spelling, sentence structure, and capitalization. The errors affect readability, but do not create a serious interruption in the flow of communication.

Go On

Page 9Book 3




your hands and let Sandy stand. To teach Sandy come mom would

take Sandy to a safe place where she can run walk away from

Sandy and crouch down. Then show Sandy a toy and call to her in

a wellcoming voice reward her with praise, hugs, and pats. That's

how information from Training Your Puppy will help mom.

r-o

r-o

cap

sp

cap



Score Point - 1

X = unnecessary letter

Go On

Page 7Book 2





This is how Shadowtail acks in the beging of the story and

end and what mack him change.

In the beging Shadowtail acks like he does not wont to learn

how to d barry acorns he wonts to play and have fun by

himslefe.

In the end he acks happy because his mom made up some cool

game soc he can learn how to dig them up For the winter comes he

was the best at these game

That is how Shadowtail acks through out the story and how

he changes.

31

sp

sp

r-o

sp

sp

X

sp

lc

sp

lu

p

sp



Score Point - 1

Go On

Page 9Book 3




Mom has a problem with Sandy beheves. Sandy makes a mess

when nobody is looking, she runs and does, some stuff bad stuff

It could help mom by howing to know how to conrol her

dogs. Sandy is really actaive, and playful, youd when she is in the

house she is bad she makes tons of messes

I think this articil could help by cloming her dog when Sandy

comes right in.

Mom should take steps, steps that help her like: tran her how

to sit, or come here I think mom sle help Sandy more then livieng her

alone outside I think she could help Sandy

35

r-o

sp

Cluster Score = 1Taken as a whole, the responses show limited understanding of the conventions of written English. In both papers, there are numerous errors in spelling, sentence structure, and punctuation. Readability and comprehension are impaired.

spow

cap

p

r-o

p

sp

spr-o

cap

sp

lu

p

X = unnecessary word

X

p



Score Point - 0

Go On

Page 7Book 2





all he ded plae

he was sad

becas than

wn no acors

snow

31

ow

spcap

sp lu

sp

cap

pow



Score Point - 0

Cluster Score = 0Taken as a whole, the responses indicate less than minimal understanding of the conventions of written English. In these brief papers, there are errors in capitalization, spelling, grammar, punctuation, and sentence structure. Overall, the writing is incomprehensible. Go On

Page 9Book 3




because the puppy

Don't hale.

35

lcsp

cap

sf



English Language Arts Grade 4 Scoring Considerations

Reading/Multiple Choice (Questions 1–28)• In the multiple-choice segment of the test, a student receives credit only for those questions that are

answered correctly. An answer left blank receives no credit. There is no additional penalty for not answering questions.

For the Listening/Writing and Reading/Writing sections of the test, first apply the English Language Arts scoring rubric. Then apply the following rules as appropriate. The lowest score a student can receive is zero.

Listening/Writing (Questions 29, 30, 31)• Deduct one point if either Question 29 or 30 is not answered.• If neither Question 29 nor 30 (the short-response questions) is answered, the total maximum

Listening/Writing score possible is 2.• If Question 31 (the extended-response question) is not answered or is not responsive to the task, the

total maximum Listening/Writing score possible is 2.• If the student answers only one question, and that question is not the extended-response question, the

score is zero.• If none of the questions are answered, condition code A (blank) should be applied.

Reading/Writing (Questions 32, 33, 34, 35)• Deduct one point if any two short-response questions (32 and 33 or 33 and 34 or 32 and 34) are not

answered.• If none of the short-response questions (32, 33, 34) are answered, the total maximum Reading/Writing

score possible is 2.• If Question 35 (the extended-response question) is not answered or is not responsive to the task, the

total maximum Reading/Writing score possible is 2.• If the student answers only one question, and that question is not the extended response (Question 35),

the score is zero.• If none of the questions are answered, condition code A (blank) should be applied.

For Writing Mechanics score, check for sufficient response before applying the appropriate rubric.

Writing Mechanics (Questions 31 and 35)• Students must answer both extended-response questions for the responses to be scored for Writing

Mechanics. If the student answers only one extended-response question, the score is zero.


New York State Testing ProgramEnglish Language Arts Condition Codes

Score of ZeroResponses to the Listening/Writing cluster, Reading/Writing cluster, or Writing Mechanics cluster are scored a zero if the entire response:

• is illegible or may be only scribbling, or• consists of an indication of the student’s refusal to respond, or• is written in a language other than English, or• corresponds to a description of a score of zero in the English Language Arts Scoring Considerations, or• corresponds to a description of a score of zero in the English Language Arts scoring rubrics.

Condition Code ACondition Code A is applied to the Listening/Writing cluster, Reading/Writing cluster, or the Writing Mechanics cluster when a student who is present for a test session leaves all of the questions in that section blank.

Grade 4English Language ArtsScoring Guide Sample Test 2005


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