Released 2015 Assessment: Language, Writing Guide for Short Writing (2015) Topic Development Special Guest – Question C13 Q: Your teacher wants to invite a special guest to speak

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Assessment of Reading, Writing and Mathematics: Junior Division, 2015

Released Assessment: Item-Specific Rubrics and

Sample Student Responses with Annotations Student Booklet: English, Writing


Scoring Guide for Short Writing (2015) Topic Development

Special Guest – Question C13

Q: Your teacher wants to invite a special guest to speak to your class. Write a detailed letter encouraging your teacher to choose who you think the special guest should be.

Code Descriptor B

Blank: nothing written or drawn in the space provided

I

Illegible: cannot be read; completely crossed out / erased; not written in English OR Irrelevant content: does not attempt assigned prompt (e.g., comment on the task, drawings, “?”, “!”, “I don’t know”) OR Off topic: no relationship of written work to assigned prompt OR Errors in conventions prevent communication

10

Response is not developed; ideas and information are limited and unclear. Organization* is random with no links between ideas. Response has a limited relationship to the assigned task.**

20

Response is minimally developed with few ideas and little information. Organization* is minimal with weak links between ideas. Response is partly related to the assigned task.**

30

Response has a clear focus, adequately developed with ideas and supporting details. Organi-zation* is simple or mechanical with adequate links between ideas. Response is clearly relat-ed to the assigned task.**

40

Response has a clear focus, well-developed with sufficient specific and relevant ideas and supporting details. Organization* is logical and coherent with effective links between ideas. Response has a thorough relationship to the assigned task.**

*Organization refers to the sequencing of information and events. The links may be explicit (e.g., transition words) or implicit (the right information at the right time). **Task refers to form, purpose and audience.



Code 10

Annotation: Response is not developed, ideas and suppor ting details for the choice of special guest are un-clear (e.g., ...a scientist because they teach not only about science but other subdects...they actualy help you by teaching you new things.). Response has a limited relationship to the assigned task.



Code 20

Annotation: Response is minimally developed with few ideas about the special guest (e.g., ...an astronaut visit our class and tell us what it’s like in outer space...and explain to us how everything works in outer space.) and simple supporting details (e.g., ...we are learning about space and technoilogy.). Organization is minimal with weak links between ideas (e.g., I think….A reason why...because...he/she would be perfect...). Response is partly related to the assigned task.



Code 30

Annotation: Response has a clear focus with adequately developed ideas about the special guest (e.g., …Ariana Grande...because she is a really good singer...she could sign a few autographs...also talk about how she became famous...I know she wouldn’t let you down with entertaining the class...) and adequate supporting de-tails (e.g., ...for her fans like my Best friend...if it was hard/easy, and how it’s like to be famous...she is really funny and she will sure get the class laughing.). Organization is mechanical with adequate links between ideas and opening and closing statements (e.g., I heard that you’re inviting a special guest...that’s why I’m writing this letter to you...I think that...The reasons why is...because...and when..she could also...I chose her because...I would be very excited if you chose her!). Response is clearly related to the assigned task.



Code 40

Annotation: Response has a clear focus with well-developed ideas about the special guest (e.g., …Bella Thorne...because she is a actress, and a singer...we would get to ask her questions about her popular t.v. show...we would be meeting a true celebrity...she can tell us about her music career...ask her about the disease that she has…) and specific and relevant supporting details (e.g., ...on the Family Channel, Shake it Up...Bella Thorne has Dyslexia...how she memorized her script...how she writes song lyrics because of her disease.). Or-ganization is logical with an opening sentence and closing sentence and clear links between ideas (e.g., I’ve heard that...I have a suggestion...If she comes ...Also, if she comes...If she comes to our school...This gives us a chance...These are many suggestions...). Response has a thorough relationship to the assigned task.

Scoring Guide for Short Writing (2015) Conventions


Q: Your teacher wants to invite a special guest to speak to your class. Write a detailed letter encouraging your teacher to choose who you think the special guest should be.



Code 10

Annotation: Response has er ror s in conventions (e.g., a missing uppercase letter to begin a sentence; two run-on sentences; incorrect use of the apostrophe; awkward phrasing: “the special guest I chose Selena Gomez to speak to the class” and “At a start of a very young age...” ; missing commas in a list; a singular noun instead of plural: school for ‘schools’; a verb tense error: went for ‘gone’; incorrect word choice: to for ‘for’; misspelled high frequency words: inspierd, sociaty, sincerly) that interfere with communication. The response contains two sentences with correct beginning and end punctuation.



Code 20

Annotation: Response has er ror s in conventions (e.g., a misplaced comma; incor rect word choice: are for ‘our’; awkward phrasing: “...and maybe show us some different skills to baseball.”; a missing uppercase letter for a proper noun.) that do not interfere with communication. The response contains some correctly punctuated sentences, but does not demonstrate grade-level conventions beyond sentence control. Response demonstrates the use and control of some grade-level conventions.



Code 30

Annotation: Response uses conventions appropr iately to communicate (e.g., cor rect use of beginning and ending punctuation for sentences; correct use of commas in the date, salutation, closing, and for introductory words and phrases; correct use of the apostrophe for contractions; some variety in the end punctuation of sen-tences). Some errors exist (e.g., awkward phrasing: “...ideas to think about—singing and acting– to think about.” ; a missing word and missing comma: “ ...there are quite a few students______love Ross Lynch _ so him…” ; a misspelled word: thier). The response demonstrates consistent control of complex sentences. Response demonstrates the use and control of grade-level conventions.

Scoring Guide for Long Writing (2015) Topic Development

Exploration Team – Question D7

Q: Imagine that you are the leader of a team that is explor ing an exciting location. Write a detailed letter to someone back home describing your team’s experiences.

Code Descriptor B


I

Illegible: cannot be read; completely crossed out / erased; not written in English OR Irrelevant content: does not attempt assigned prompt (e.g., comment on the task, drawings, “?”, “!”, “I don’t know”) OR Off topic: no relationship of written work to assigned prompt OR Errors in conventions prevent communication

10

Response is not developed; ideas and information are limited and unclear. Organization* is random with no links between ideas. Response has a limited relationship to the assigned task.**

20

Response is minimally developed with few ideas and little information. Organization* is minimal with weak links between ideas. Response is partly related to the assigned task.**

30

Response has a clear focus, adequately developed with ideas and supporting details. Organi-zation* is simple or mechanical with adequate links between ideas. Response is clearly relat-ed to the assigned task.**

40

Response has a clear focus, well-developed with sufficient specific and relevant ideas and supporting details. Organization* is logical and coherent with effective links between ideas. Response has a thorough relationship to the assigned task.**

*Organization refers to the sequencing of information and events. The links may be explicit (e.g., transition words) or implicit (the right information at the right time). **Task refers to form, purpose and audience.



Code 10

Annotation: Response is not developed; ideas (e.g., The moon is GREAT!...Its really fun to flout around...I have my friends/space team here with me. The moon is so much fun....) and supporting details (e.g., It’s bright and big...Because were in space we flout so its fun to Jump and hop around!) are limited. Organization is ran-dom with no links between ideas. Response has a limited relationship to the assigned task.


Best Invention – Question A13

Code 20

Response is minimally developed with few ideas (e.g., ...just got the Maazon Jungle...wow it is amazing here...first thing we did was walking around looking at animals and they are so cool!...There is also a lot of col-ours all around us. I brought my camera so I can take Pictures.) and simple supporting details (e.g., ...we saw tree frogs, snakes, monkeys and a few lizards...I took about sevendy Pictures by now and they all turned out Pretty nice.). Organization is minimal with weak links between ideas. Response is partly related to the assigned task.



Code 30



Code 30

Annotation: Response has a clear focus with adequately developed ideas (e.g., …something very important was going to happen. I felt it in my bones...we started to pack...we walked through the jungle....) and adequate supporting details (e.g., Tents, sleeping bags and our backpacks...About half and hour later, my second-in-command said “Stop! This is not in the map.”...). Organization is mechanical with adequate links between ideas. Response is clearly related to the assigned task.



Code 40



Code 40

Annotation: Response has a clear focus with well-developed ideas (e.g., …in the deserts of Egypt, my team and I are doing great– all while having a fun, educational and exciting experience!...the first thing we noticed was the overwhelming heat...our trip to the pyramids...I wet eyes on this beautiful ancient creation!) and specific and relevant supporting details (e.g., ...very abnormal to us Canadians...A lthough it’s a beautiful place, there’s not much sand around. In fact, the streets here are very similar to our own– with buildings, houses and cars!...This huge structure was designed amazingly for it’s time. The bricks were stacked neatly, row, by row, and the torches placed on the walls lit up the area.). Organization is logical with clear links between ideas. Response has a thorough relationship to the assigned task.

Scoring Guide for Long Writing (2015) Conventions


Q: Imagine that you are the leader of a team that is explor ing an exciting location. Write a detailed letter to someone back home describing your team’s experiences.

prevent: Errors prevent understanding. The reader cannot determine what the piece of wr iting is saying. insufficient evidence: The student has not wr itten enough to assess his/her use of conventions. A mini-mum of two sentences (or their equivalent) are required to receive at least a code 10. interfere: Reading rhythm is constantly inter rupted. The er rors disrupt clear communication of ideas. do not interfere: Reading rhythm may be inter rupted. The er rors do not disrupt communication of ideas. Conventions (e.g., punctuation, grammar, syntax and spelling) are used appropriately: Conventions are used accurately and consistently. Response reflects the standard of written communication expected by the Ontario Curriculum to the end of the grade being assessed.

Code Descriptor

B


I

Illegible: cannot be read; completely crossed out / erased; not written in English OR Errors in conventions prevent communication

OR Insufficient evidence to assess the use of conventions

10

Errors in conventions interfere with communication

20 Errors in conventions do not interfere with communication

30

Conventions are used appropriately to communicate



Code 10

Annotation: Response has er ror s in conventions (e.g., incor rect punctuation; missing commas; run-on sen-tences; a misspelled word; incorrect word choice: were for ‘we’re’ , ann for ‘and’, are for ‘our’; incorrect use of a conjunction creating a run-on sentence; missing uppercase letter to begin a sentence; a verb-tense error) that interfere with communication. The response contains no correctly punctuated sentences. Response does not demonstrate the use of grade-level conventions or control of conventions.



Code 20

Annotation: Response has er ror s in conventions (e.g., run-on sentences; missing apostrophe for contractions; compound words written separately; missing commas; incorrect word choice; a misspelled word) that do not interfere with communication. The response demonstrates control of simple sentences and compound sentences. Attempts at more complex sentence structures demonstrate a lack of comma usage. Response demonstrates the use of some grade-level conventions and some control of conventions.



Code 30



Code 30

Annotation: Response uses conventions appropr iately to communicate (e.g., cor rect use of beginning and ending punctuation for sentences; correct comma usage; correct contractions; some variety in the end punctua-tion of sentences). Some errors exist (e.g., two words written as one; use of a comma instead of a semi-colon; missing commas; using a period instead of a question mark; incorrect word choice: were for ‘we are’, much for ‘many’; a subject-verb disagreement; misspelled words). The response demonstrates consistent control of com-plex sentences. Response demonstrates the use of grade-level conventions and control of grade-level conventions.

Documents

Released 2015 Assessment: Language, Writing Guide for Short Writing (2015) Topic Development Special Guest – Question C13 Q: Your teacher wants to invite a special guest to speak