MAP Com ArtsMAP Com ArtsPractice TestPractice Test

Grade 3- FictionGrade 3- FictionThe LaundromatThe LaundromatScoring GuideScoring Guide

Constructed Response (CR) Item 1, GLE Constructed Response (CR) Item 1, GLE R2CR2C

2 pts The response includes the names of 2 pts The response includes the names of three machines cited in the story.three machines cited in the story.

Example—washer, change machine, dryerExample—washer, change machine, dryer 1 pt The response includes the names of 1 pt The response includes the names of

two machines cited in the story.two machines cited in the story. 0 pts Other0 pts Other

Constructed Response (CR) Item 2, GLE R2CConstructed Response (CR) Item 2, GLE R2C 2 pts The response includes three text-based 2 pts The response includes three text-based

events in order.events in order. Example—dumped the clothes on a table, sorted Example—dumped the clothes on a table, sorted

them in piles, put dollar in the changethem in piles, put dollar in the change machine, put quarters in the machines, or other machine, put quarters in the machines, or other

events in orderevents in order 1 pt The response includes two text-based 1 pt The response includes two text-based

events in order or three text-based events out ofevents in order or three text-based events out of sequence.sequence. 0 pts Other0 pts Other

Constructed Response (CR) Item 3, GLEs R2C/W3E Part AConstructed Response (CR) Item 3, GLEs R2C/W3E Part A 2 pts The response includes three text-based ways the narrator 2 pts The response includes three text-based ways the narrator

helped Mama at the laundromat.helped Mama at the laundromat. Example—sort the clothes, put quarters in the machines, bought a Example—sort the clothes, put quarters in the machines, bought a

can of soda to share, putcan of soda to share, put dollars in the change machine, or other text-based waysdollars in the change machine, or other text-based ways 1 pt The response includes two text-based ways.1 pt The response includes two text-based ways. 0 pts Other0 pts Other

Example– Example– January 5, 2006January 5, 2006

Dear Sandy,Dear Sandy, I went to the laundromat with Mama last week and I helped her I went to the laundromat with Mama last week and I helped her with washing the clothes. I sorted the clothes, put quarters in the with washing the clothes. I sorted the clothes, put quarters in the machines, and put dollars in the change machine. We completed machines, and put dollars in the change machine. We completed our work very quickly.our work very quickly.

Sincerely, Sincerely, PaulPaul

Part BPart B 2 pts The response includes at least two 2 pts The response includes at least two

components of letter writing format components of letter writing format (heading/date,(heading/date,

greeting, closing, signature, indentation) and the greeting, closing, signature, indentation) and the letter is a complete message with aletter is a complete message with a

controlling idea that shows awareness of the controlling idea that shows awareness of the intended audience. (See example above.)intended audience. (See example above.)

1 pt The response includes at least two 1 pt The response includes at least two components of letter writing format OR the letter components of letter writing format OR the letter is ais a

complete message with a controlling idea that complete message with a controlling idea that shows awareness of the intended audience.shows awareness of the intended audience.

0 pts Other0 pts Other

Constructed Response (CR) Item 4, GLE R2CConstructed Response (CR) Item 4, GLE R2C Part APart A 2 pts The response includes two items mentioned in the story and a 2 pts The response includes two items mentioned in the story and a

reasonable text-basedreasonable text-based explanation for each.explanation for each. Example--Example-- Doing the Family LaundryDoing the Family Laundry Items I Need -Why I need Each ItemItems I Need -Why I need Each Item 1. dirty clothes- to wash them1. dirty clothes- to wash them 2. soap- to make clothes clean2. soap- to make clothes clean 3. quarters- for soda, washer, or dryer3. quarters- for soda, washer, or dryer 4. dollars- for the change machine4. dollars- for the change machine 5. hula hoop- to practice5. hula hoop- to practice Other reasonable items from the storyOther reasonable items from the story OtherOther 1 pt The response includes one item from the story and a 1 pt The response includes one item from the story and a

reasonable text-based explanation forreasonable text-based explanation for the item.the item. 0 pts Other0 pts Other

Part BPart B 1 pt The chart is appropriately titled.1 pt The chart is appropriately titled. 0 pts Other0 pts Other

Constructed Response (CR) Item 5, GLE R2CConstructed Response (CR) Item 5, GLE R2C 2 pts The response includes two details from the 2 pts The response includes two details from the

story indicating why the child would not wantstory indicating why the child would not want the repairman to fix their machine too soon.the repairman to fix their machine too soon. Example: The child likes to watch the clothes in Example: The child likes to watch the clothes in

the dryer, gets to drink soda, and gets tothe dryer, gets to drink soda, and gets to help Mama.help Mama. 1 pt The response includes one detail from the 1 pt The response includes one detail from the

story.story. 0 pts Other0 pts Other

Selected Response (SR) Item 6, GLE Selected Response (SR) Item 6, GLE R2CR2C

1 pt A1 pt A

Selected Response (SR) Item7, GLE Selected Response (SR) Item7, GLE R1HR1H

1 pt B 1 pt B

Brain Brain Break!Break!

Writing PromptWriting Prompt

In the story, the child helps her mother In the story, the child helps her mother do laundry. Write a story about a time do laundry. Write a story about a time when you or someone you know helped when you or someone you know helped someone.someone.

Let’s Add Voice!Let’s Add Voice! Is my writing personalized?Is my writing personalized? Is it me?Is it me? Does this writing sound like me?Does this writing sound like me? Can you tell I am enthusiastic about my Can you tell I am enthusiastic about my

topic?topic? Does this writing sound like me?Does this writing sound like me? How do I want my readers to feel?How do I want my readers to feel? Will my story hold readers' attention? Will my story hold readers' attention? Will they want to hear more? Will they want to hear more?

Read the two stories below and decide which Read the two stories below and decide which author grabs and holds your attention.author grabs and holds your attention.

I went canoeing with friends. They brought their dog. It was hot I went canoeing with friends. They brought their dog. It was hot outside. The water felt good. The dog liked to play in the water with outside. The water felt good. The dog liked to play in the water with us. We all got wet. It was fun!us. We all got wet. It was fun!

One sizzling August afternoon my friends and I cruised down the One sizzling August afternoon my friends and I cruised down the Wisconsin River on a bright red canoe. Their energetic golden Wisconsin River on a bright red canoe. Their energetic golden retriever, Paddington, rode along with us. Whenever one of us retriever, Paddington, rode along with us. Whenever one of us would shout, "Switch sides," Paddington would jump up and dance would shout, "Switch sides," Paddington would jump up and dance around. One time he leaped so high, he tipped the bouncing boat. around. One time he leaped so high, he tipped the bouncing boat. We all flopped into the water splashing and laughing like baby seals. We all flopped into the water splashing and laughing like baby seals. What fun!What fun!

Which story was more fun to read? In the second story you could Which story was more fun to read? In the second story you could hear the writer's voice. The author's enthusiasm made it easy for hear the writer's voice. The author's enthusiasm made it easy for readers to imagine what was happening. readers to imagine what was happening.

Student Sample #1: VoiceStudent Sample #1: VoiceGrade I would give this: 3 - 4Grade I would give this: 3 - 4

Do You Ever Wonder Why Lab Mice Have Big Brains?Do You Ever Wonder Why Lab Mice Have Big Brains?

Do you ever wonder what scientists do? Or how about what they Do you ever wonder what scientists do? Or how about what they look like? Well, here’s what I know about scientists. Scientists wear long, look like? Well, here’s what I know about scientists. Scientists wear long, white lab coats, white rubber gloves, and funny-looking safety goggles.white lab coats, white rubber gloves, and funny-looking safety goggles.

Scientists that work with animals go out in the wild and capture an Scientists that work with animals go out in the wild and capture an animal and measure how long it is, and then they let them go.animal and measure how long it is, and then they let them go.

When scientists do experiments they always are making a lot of When scientists do experiments they always are making a lot of noises, like the sound of a fake volcano blowing up or chemicals bubbling noises, like the sound of a fake volcano blowing up or chemicals bubbling through tubes into little skinny bottles. If you were to walk into their science through tubes into little skinny bottles. If you were to walk into their science lab you would see mice with huge brains scampering around and a mad lab you would see mice with huge brains scampering around and a mad scientists running after them screaming, “Come back, come back!” And you scientists running after them screaming, “Come back, come back!” And you would see computers and machines and huge freezers for mammoth bones.would see computers and machines and huge freezers for mammoth bones.

I like scientists because they are always doing experiments and finding I like scientists because they are always doing experiments and finding out something new. I like scientists that experiment on animals because I out something new. I like scientists that experiment on animals because I love animals.love animals.

Student Sample #2: VoiceStudent Sample #2: Voice Grade I would give this: 2Grade I would give this: 2

A scientist is smart, tall, skinny with A scientist is smart, tall, skinny with chemicals surrounding him. He wears a chemicals surrounding him. He wears a big lab coat with pockets and shoes on. big lab coat with pockets and shoes on. They have shelves, tables, chairs and They have shelves, tables, chairs and cupboards. Scientists do experiments on cupboards. Scientists do experiments on the earth, other planets, blood, people, the earth, other planets, blood, people, dinosaurs bones, mummies and diseases.dinosaurs bones, mummies and diseases.

Six Scoring Guide Categories:Six Scoring Guide Categories:

1. Organization1. Organization 2. Focus2. Focus 3. Development3. Development 4. Complete Sentences4. Complete Sentences 5. Vocabulary5. Vocabulary 6. Mechanics and Spelling6. Mechanics and Spelling

4 3 2 1

Organization Has an effective Has an effective beginning, middle, beginning, middle,

and end.and end.

Has a beginning, Has a beginning, middle, and end.middle, and end.

Has evidence of a Has evidence of a beginning, middle, beginning, middle,

and end.and end.

May lack evidence of May lack evidence of a beginning, middle, a beginning, middle,

or end.or end.

Focus Contains a clear and Contains a clear and controlling idea that controlling idea that is fully developed.is fully developed.

Contains a Contains a controlling idea.controlling idea.

Contains a general Contains a general sense of direction, sense of direction,

but may lack in but may lack in focus.focus.

Is difficult to follow Is difficult to follow and or lacks focus.and or lacks focus.

Development Clearly addresses Clearly addresses the topic and the topic and provides specific and provides specific and relevant relevant details/examples..details/examples..

Addresses the topic Addresses the topic and uses relevant and uses relevant details/examplesdetails/examples

Generally addresses Generally addresses the topic, but may the topic, but may contain some details contain some details that are not relevant. that are not relevant.

Attempts to address Attempts to address topic, but lacks topic, but lacks development.development.

Complete Sentences

Consistently uses Consistently uses complete sentences.complete sentences.

Generally uses Generally uses complete sentences.complete sentences.

Contains some Contains some incomplete incomplete

sentences which may sentences which may be distracting to the be distracting to the

reader.reader.

Includes incomplete Includes incomplete sentences which are sentences which are

distracting to the distracting to the reader.reader.

Vocabulary Contains words that Contains words that are specific, are specific,

accurate, and suited accurate, and suited to the topic.to the topic.

Contains some words Contains some words that are specific, that are specific,

accurate, and related accurate, and related to the topic.to the topic.

Words tend to be Words tend to be repetitive, imprecise, repetitive, imprecise,

and ordinary.and ordinary.

Words are Words are consistently consistently

repetitive, dull, and repetitive, dull, and colorless.colorless.

Mechanics and Spelling

Contains few errors Contains few errors in grammar/usage, in grammar/usage,

punctuation, punctuation, capitalization, and/or capitalization, and/or

spelling.spelling.

May contain some May contain some errors in errors in

grammar/usage, grammar/usage, punctuation, punctuation,

capitalization, and/or capitalization, and/or spelling which are spelling which are not significantly not significantly distracting to the distracting to the

reader.reader.

Contains errors in Contains errors in grammar/usage, grammar/usage, punctuation, punctuation, capitalization, and/or capitalization, and/or spelling which may spelling which may be distracting to the be distracting to the reader.reader.

Contains repeated Contains repeated errors in errors in

grammar/usage, grammar/usage, punctuation, punctuation,

capitalization, and/or capitalization, and/or spelling that may be spelling that may be

distracting to the distracting to the reader.reader.

Let’s Write!Let’s Write!

Pre-write, Brainstorm, Graphic OrganizerPre-write, Brainstorm, Graphic Organizer First Draft, Rough Draft, or Sloppy CopyFirst Draft, Rough Draft, or Sloppy Copy EditEdit ReviseRevise Publish or Final CopyPublish or Final Copy

Editor’s ChecklistEditor’s Checklist____ My writing has a clear and controlling idea that is fully developed.____ My writing has a clear and controlling idea that is fully developed.

____ I have clearly addressed the topic and provided specific and relevant ____ I have clearly addressed the topic and provided specific and relevant details and examples.details and examples.

____ I have used complete sentences.____ I have used complete sentences.

____ My writing has words that are specific, accurate, and suited to the____ My writing has words that are specific, accurate, and suited to thetopic.topic.

____ I have checked for errors in grammar usage, punctuation, ____ I have checked for errors in grammar usage, punctuation, capitalization, and spelling.capitalization, and spelling.