STAAR English I Blueprint (Detailed Version): A variety of ... · STAAR English I Blueprint (Detailed Version): A variety of literary and information genres are assessed ... 2A SS

STAAR English I Blueprint (Detailed Version): A variety of literary and information genres are assessed [One dictionary must be available for every five students] Reporting Categories Number of Standards TEKS & Student Expectations Number of Questions Reporting Category 1: Understanding/Analysis Across Genres (Reading)

3 Readiness Standards 1B, 1E, Figure 19B ~5 4 Supporting Standards 1A, 1D, 2A, 9D ~3 7 Total 8 Multiple Choice + 2 Short Answer*

(1 single selection; 1 connecting selections) Reporting Category 2: Understanding/Analysis of Literary Texts (Reading)

2 Readiness Standards 5B, Figure 19B (Fiction) ~10

11 Supporting Standards 2B, 2C, 3A, 4A, 5A, 5C, 6A, 7A, 12A, 12D, Fig. 19B (Nonfiction, Poetry, Drama)

~6

13 Total 16 Multiple Choice Reporting Category 3: Understanding/Analysis of Informational Texts (Reading)

4 Readiness Standards 8A, 9A, 9C, Fig. 19B (Expository) ~9 8 Supporting Standards 9B, 10A, 10B, 11A, 11B, 12A, 12D,

Figure 19B (Persuasive) ~5

12 Total 14 Multiple Choice Readiness Standards 9 Total Number of

Standards 60-70% 23-27

Supporting Standards 23 Total Number of Standards

30-40% 11-15

Total Reading 38 Multiple Choice + 2 Short Answer Reporting Category 4: Composition (Writing)

5 Readiness Standards 13B, 13C, 13D, 14A, 15A (i, ii, iii, iv, v) 2 compositions 0 Supporting Standards 5 Total 2 compositions **

Reporting Category 5: Revision (Writing) Genres Represented: Literary Nonfiction, Expository, Persuasive

1 Readiness Standards 13C ~10

9 Supporting Standards 15A (i, ii, iii, iv, v), 16A, 16C, 16D, 16E

~5

10 Total 15 Multiple Choice Reporting Category 6: Editing (Writing) Genres Represented: Literary Nonfiction, Expository, Persuasive

6 Readiness Standards 13D, 17A, 17C, 18A, 18B, 19A ~10 5 Supporting Standards 17A (i, ii, iii), 18B (i, ii) ~5 11 Total 15 Multiple Choice

Readiness Standards 12 Total Number of Standards

60% - 70% 18-21

Supporting Standards 14 Total Number of Standards

30% - 40% 9-12

Total Writing 30 Multiple Choice + 2 Compositions

*Short answer questions are always designated as Readiness Standards. **The two types of writing assessed each year -- literary and expository -- are always designated as Readiness Standards.

User’s Guide STAAR Quick Reference Sheet

The purpose of the User’s Guide is to explain the different parts of the STAAR Quick Reference Sheets.

The STAAR Quick Reference Sheet is a compilation of two TEA documents: STAAR Assessed Curriculum and

STAAR Blueprints. These two documents can be accessed separately at

http://www.tea.state.tx.us/student.assessment/staar.

- Total number of questions on the assessment

- Reporting Category: referred to as “Objective” on

TAKS

- Total number of questions tested in a Reporting

Category (number varies by Reporting Category, grade

and content area)

- TEKS tag line (Knowledge and Skills statement not

included) (ELAR specific)

- TEKS Knowledge and Skills Statement number and

Student Expectation letter

- TEKS Student Expectation written out

- TEKS Knowledge and Skills Statement number NOTE: A number by itself indicates the Knowledge and Skills Statement will be tested not the Student Expectations under it. (ELAR specific)

- TEKS Knowledge and Skills Statement written out

- RS: Readiness Standard SS: Supporting Standard

http://www.tea.state.tx.us/student.assessment/staar

5th Grade Reading

Reporting Categories Number of Standards Number of Questions

Readiness Standards Total Number of

Standards 15 60%–70% 28-32

Supporting Standards Total Number of

Standards 19 30%–40% 14-18

Literary Informational

Fiction (Readiness) Expository (Readiness)

Literary Nonfiction (Supporting) Persuasive (Supporting)

Poetry (Supporting) Procedural (Embedded)

Drama (Supporting) Media Literacy (Embedded)

Media Literacy (Embedded)

These are the genres eligible for testing. Eligible

genres and categories (readiness or supporting)

vary by grade level. An embedded genre will be

combined with another genre as one passage.

(ELAR specific)

For this grade level and content area there are

15 Readiness Standards that will make up 60%-

70% of the test or 28-32 questions and 19

Supporting Standards that make up 30%-40% of

the test or 14-18 questions.

For this grade level and content area 30% of the

standards eligible for testing are Readiness

Standards and 70% are Supporting Standards.

For this grade level and content area 60% -70%

of the questions will test Readiness Standards

and 30% -40% will test Supporting Standards.

NOTE: Graph denotes the average number of

questions being tested.

STAAR Quick Reference Sheet English I EOC Writing

30 Multiple Choice 2 Compositions

Reporting Category 4:

Compositions (2) Writing/Writing Process

13B RS structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning;

13C RS revise drafts to improve style, word choice, figurative language, sentence variety, and

subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed;

13D RS edit drafts for grammar, mechanics, and spelling.

Writing/Literary Texts

14A RS write an engaging story with a well-developed conflict and resolution, interesting and believable characters, and a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot.

Writing/Expository [and Procedural] Texts

15A

RS write an [analytical] essay of sufficient length

that includes (i) effective introductory and concluding paragraphs and a variety of sentence

structures; (ii) rhetorical devices, and transitions between paragraphs; (iii) a controlling idea or thesis; (iv) an organizing structure appropriate to purpose, audience, and context; (v) relevant information and valid inferences.


Revision (15) Writing/Writing Process

13C RS revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed.

Writing/Expository [and Procedural] Texts

15A SS write an [analytical] essay of sufficient length that includes (i) effective introductory and concluding paragraphs and a variety of sentence structures; (ii) rhetorical devices, and transitions between paragraphs; (iii) a controlling idea or thesis; (iv) an organizing structure appropriate to purpose, audience, and context; (v) relevant information and valid inferences.

Writing/Persuasive Texts

16A SS a clear thesis or position based on logical reasons supported by precise and relevant evidence;

16C SS counter-arguments based on evidence to anticipate and address objections;

16D SS an organizing structure appropriate to the purpose, audience, and context;

16E SS an analysis of the relative value of specific data, facts, and ideas.


Editing (15) Writing/Writing Process

13D RS edit drafts for grammar, mechanics, and spelling.

[Oral and] Written Conventions/Conventions

17A RS use and understand the function of the following parts of speech in the context of reading, writing, [and speaking]:

17A SS (i) more complex active and passive tenses and verbals (gerunds, infinitives, participles); (ii) restrictive and nonrestrictive relative clauses; (iii) reciprocal pronouns (e.g., each other,

one another);

17C RS use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).

[Oral and] Written Conventions/Handwriting, Capitalization, and Punctuation

18A RS use conventions of capitalization;

18B RS use correct punctuation marks: including

18B SS (i) quotation marks to indicate sarcasm or irony; (ii) comma placement in nonrestrictive phrases, clauses, and contrasting expressions.

[Oral and] Written Conventions/Spelling

19A RS spell correctly, including using various

resources to determine and check correct spellings.

Revised - 5/24/2011

English I EOC Writing


Readiness Standards Total Number of Standards

12 60%–70% 18-21

Supporting Standards Total Number of Standards

14 30%–40% 9-12

Two types of writing assessed each year-literary and expository- are always designated as Readiness Standards.

Genres Represented in the Revision and Editing Sections of the Test: Literary Informational • Literary Nonfiction • Expository • Persuasive

STAAR Quick Reference Sheet English I EOC Reading

38 Multiple Choice 2 Short Answer


Understanding and Analysis Across Genres (8)

2 Short Answer Reading/Vocabulary Development

1A SS determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;

1B RS analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words;

1D SS describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a tete, pas de deux, bon appetit, quid pro quo);

1E RS use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology.

Reading/Comprehension of Literary Text/Theme and Genre

2A

SS analyze how the genre of texts with similar themes shapes meaning;

Reading/Comprehension of Informational Text/Expository Text

9D SS synthesize and make logical connections

between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence.

Reading/Comprehension Skills

Figure 19-B

RS make complex inferences about text and use textual evidence to support understanding.


Understanding and Analysis of Literary Text (16) Reading/Comprehension of Literary Text/Theme and Genre

2B SS analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature;

2C SS relate the figurative language of a literary work to its historical and cultural setting.

Reading/Comprehension of Literary Text/Poetry

3A SS analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) in poetry.

Reading/Comprehension of Literary Text/Drama

4A SS explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic text.

Reading/Comprehension of Literary Text/Fiction

5A SS analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear plot development;

5B RS analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils;

5C SS analyze the way in which a work of fiction is shaped by the narrator’s point of view.

Reading/Comprehension of Literary Text/Literary Nonfiction

6A SS analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event.

Reading/Comprehension of Literary Text/Sensory Language

7A SS explain the role of irony, sarcasm, and paradox in literary works.

Reading/Media Literacy

12A SS compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts;

12D SS evaluate changes in formality and tone within the same medium for specific audiences and purposes.

Reading/Comprehension Skills – Figure 19

Figure 19-B

RS SS

make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama)


Understanding and Analysis of Informational

Text (14) Reading/Comprehension of Informational Text/Culture and

History

8A RS explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author’s purpose.

Reading/Comprehension of Informational Text/Expository Text

9A RS summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion;

9B SS differentiate between opinions that are substantiated and unsubstantiated in the text;

9C RS make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns;

Reading/Comprehension of Informational Text/Persuasive Text

10A SS analyze the relevance, quality, and credibility of evidence given to support or oppose an argument for a specific audience;

10B SS analyze famous speeches for the rhetorical structures and devices used to convince the reader of the authors’ propositions.

Continued on back

Revised - 5/24/2011

Reading/Comprehension of Informational Text/Procedural Texts

11A SS analyze the clarity of the objective(s) of procedural text (e.g., consider reading instructions for software, warranties, consumer publications);

11B SS analyze factual, quantitative, or technical data presented in multiple graphical sources.

Reading/Media Literacy

12A SS compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts;

12D SS evaluate changes in formality and tone within the same medium for specific audiences and purposes.

Reading/Comprehension Skills

Figure 19-B

RS SS

make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Expository) / Supporting Standard (Persuasive)

English I EOC Reading


Readiness Standards Total Number of Standards 9 60%–70% 23-27

Supporting Standards Total Number of Standards 23 30%–40% 11-15

Short answer questions are always designated as Readiness Standards

Literary Informational

Fiction (Readiness) Expository (Readiness)

Literary Nonfiction (Supporting) Persuasive (Supporting)

Poetry (Supporting) Procedural (Embedded)

Drama (Supporting) Media Literacy (Embedded)

Media Literacy (Embedded)

English I — Writing

Expository Writing Rubric

Texas Education Agency Student Assessment Division

Spring 2011

STAAR English I Expository Writing

Score Point 1

The essay represents a very limited writing performance.

Organization/Progression

� The organizing structure of the essay is either inappropriate or not evident. If

a structure is evident, it may reflect the writer’s confusion about the purpose

or the specific demands of the prompt. The writer may present ideas in a

random or illogical way, causing the essay to lack clarity and direction.

� Most ideas are generally related to the topic, but the thesis statement may

be missing, unclear, or illogical. Because the essay lacks a clear thesis, the

writer may include extraneous information or shift abruptly from idea to idea,

weakening the focus and coherence of the essay.

� The writer’s progression of ideas is weak. Repetition or wordiness sometimes

causes disruptions in the essay. At other times the lack of meaningful

transitions and sentence-to-sentence connections makes one or more parts

of the essay unclear or illogical.

Development of Ideas

� The writer’s development of ideas is weak because the details and examples

are inappropriate, vague, or insufficient.

� The essay is thin and insubstantial. The writer’s approach to the prompt may

be vague or confused, demonstrating a lack of understanding of the

expository writing task.

Use of Language/Conventions

� The writer’s word choice may be general and imprecise or unsuitable for the

purpose. For these reasons the word choice may impede the clarity of the

essay.

� Sentences may be simplistic, awkward, or uncontrolled, weakening the effectiveness of the essay.

� The writer has little or no command of spelling, capitalization, punctuation,

grammar, usage, and sentence boundaries. Serious and persistent errors

create disruptions in the fluency of the writing and sometimes interfere with

meaning.


Spring 2011


Score Point 2

The essay represents a basic writing performance.


� The organizing structure of the essay is evident but may not always be

appropriate to the stated purpose or the specific demands of the prompt. The

organizational strategy or strategies the writer uses contribute only

marginally to the clarity and quality of the explanation.

� Most ideas are generally related to the topic, but the thesis statement may

be weak or somewhat unclear. The lack of a clear, effective thesis or the

writer’s inclusion of irrelevant information may interfere with the focus and

coherence of the essay.

� The writer’s progression of ideas is inconsistent. Sometimes repetition or

wordiness causes minor disruptions in the essay. At other times transitions

and sentence-to-sentence connections are too perfunctory or weak to clearly

show the relationships among ideas.


� The development of ideas is minimal and remains at a surface level because

the details and examples are somewhat inappropriate or are too briefly or

generally presented.

� The essay reflects little or no depth of thought. The writer’s approach to the

prompt is sometimes formulaic and demonstrates only a limited

understanding of the expository writing task.


� The writer’s word choice may be basic or simplistic. It reflects a limited

awareness of purpose and does little to establish an appropriate tone. For

these reasons the word choice may not contribute to the clarity of the essay.

� Sentences may be awkward or somewhat uncontrolled, weakening the effectiveness of the essay.

� The writer demonstrates a partial command of spelling, capitalization,

punctuation, grammar, usage, and sentence boundaries. Some distracting

errors may be evident, at times creating minor disruptions in the fluency or

meaning of the writing.


Spring 2011


Score Point 3

The essay represents a satisfactory writing performance.


� The organizing structure of the essay is appropriate to the stated purpose

and is, for the most part, responsive to the specific demands of the prompt.

The organizational strategy or strategies the writer chooses contribute, for

the most part, to the clarity and quality of the essay.

� Most ideas are related to a clear thesis statement and are focused on the

topic. The writer is able to develop an essay that is coherent, though it may

not always be unified due to minor lapses in focus.

� The writer’s progression of ideas is generally controlled. For the most part,

transitions are meaningful, and sentence-to-sentence connections are logical

through most parts of the essay.


� The development of ideas is sufficient because the details and examples are

specific and appropriate, adding some substance to the essay.

� The essay reflects some depth of thought. The writer’s approach to the topic

is original rather than formulaic and demonstrates a good understanding of

the expository writing task.


� The writer’s word choice is, for the most part, effective. It reflects a general

awareness of purpose and establishes an appropriate tone. For these reasons

word choice usually contributes to the clarity of the essay.

� Sentences are varied and generally controlled, contributing for the most part

to the effectiveness of the essay.

� The writer demonstrates a general command of spelling, capitalization,

punctuation, grammar, usage, and sentence boundaries. Although some

errors may be evident, they create few (if any) disruptions in the fluency of

the writing, and they do not affect the clarity of the essay.


Spring 2011


Score Point 4

The essay represents an accomplished writing performance.


� The organizing structure of the essay is appropriate to the stated purpose

and is responsive to the specific demands of the prompt. The organizational

strategy or strategies the writer chooses enhance the clarity and quality of

the essay.

� All ideas are clearly related to the thesis statement and are focused on the

topic. Through this sustained focus, the writer is able to develop an essay

that is unified and coherent.

� The writer’s progression of ideas is coherent and well controlled. Meaningful

transitions and strong sentence-to-sentence connections clearly show the

relationships among ideas throughout the essay.


� The development of ideas is effective because the details and examples are

specific and well chosen, adding substance to the essay.

� The essay is thoughtful and engaging. The writer may approach the topic

from an unusual perspective, may use his/her unique experiences or view of

the world as a basis for writing, or may connect ideas in interesting ways.

The writer demonstrates a deep understanding of the expository writing task.


� The writer’s word choice is very effective. It reflects a keen awareness of

purpose and establishes an appropriate tone. For these reasons word choice

strongly contributes to the clarity of the essay.

� Sentences are purposeful, varied, and well controlled, enhancing the effectiveness of the essay.

� The overall strength of the conventions contributes to the rhetorical

effectiveness of the essay. The writer demonstrates a consistent command of

spelling, capitalization, punctuation, grammar, usage, and sentence

boundaries. Although minor errors may be evident, they do not detract from

the fluency of the writing or the clarity of the essay.


Spring 2011

English I — Writing

Literary Writing Rubric


Spring 2011

STAAR English I Literary Writing

Score Point 1

The story represents a very limited writing performance.


� The form or structure of the story is inappropriate. It reflects the writer’s

confusion or illogical thinking about the purpose or the specific demands of

the prompt. The narrative strategies or literary devices the writer uses are

inappropriate or not evident at all. In either case, the writer presents the

story in a random or illogical way, causing it to lack clarity and direction.

� Many of the details do not contribute to the story. The writer’s lack of focus

on character, event, or idea weakens the unity and coherence of the story.

� The writer’s progression of ideas is weak. Repetition or wordiness sometimes

causes disruptions in the story line. At other times the lack of meaningful

transitions and sentence-to-sentence connections makes one or more parts

of the story unclear or illogical.


� The development of the story is weak because the details are inappropriate,

vague, or insufficient. For this reason they do not contribute to key literary

elements such as character development, conflict, and/or point of view.

� The story is thin and insubstantial. The writer’s approach to the prompt may

be vague or confused, demonstrating a lack of understanding of the literary

writing task.


� The writer’s word choice may be inappropriate to the form, purpose, and

tone of the story because vocabulary is general or imprecise. Diction may

obscure the impact or meaning of the piece.

� Sentences may be simplistic, awkward, or uncontrolled, weakening the

effectiveness of the story.

� The writer has little or no command of spelling, capitalization, punctuation,

grammar, usage, and sentence boundaries. Serious and persistent errors

create disruptions in the fluency of the writing and sometimes interfere with

meaning.


Spring 2011


Score Point 2

The story represents a basic writing performance.


� The form or structure of the story is evident but may not always be

appropriate to the stated purpose or responsive to the specific demands of

the prompt. The narrative strategies or literary devices the writer uses

contribute only marginally to the effectiveness of the story.

� Some of the details do not contribute to the story. The writer may establish

but not sustain focus on character, event, or idea, limiting the unity and

coherence of the story.

� The writer’s progression of ideas is inconsistent. Sometimes repetition or

wordiness causes minor disruptions in the story line. At other times

transitions and sentence-to-sentence connections are too perfunctory or

weak to clearly show the relationships among ideas.


� The development of the story is minimal and remains at a surface level

because the details are somewhat inappropriate or are too briefly or

generally presented to add substance to the story. The details contribute only

marginally to key literary elements such as character development, conflict,

and/or point of view.

� The story reflects little or no depth of thought. The writer’s approach to the

prompt is sometimes formulaic and demonstrates only a limited

understanding of the literary writing task.


� The writer’s word choice may be only somewhat appropriate to the form,

purpose, and tone of the story because the writer may rely on basic or

simplistic vocabulary. Diction sometimes detracts from the impact or

meaning of the piece.

� Sentences may be awkward or somewhat uncontrolled, limiting the effectiveness of the story.

� The writer demonstrates a partial command of spelling, capitalization,

punctuation, grammar, usage, and sentence boundaries. Some distracting

errors may be evident, at times creating minor disruptions in the fluency or

meaning of the writing.


Spring 2011


Score Point 3

The story represents a satisfactory writing performance.


� The form or structure of the story is, for the most part, appropriate to the

stated purpose and responsive to the specific demands of the prompt. The

narrative strategies or literary devices the writer uses contribute generally to

the effectiveness of the story.

� Most details contribute to the effectiveness of the story. The writer

establishes and generally sustains focus on character, event, or idea. The

story is coherent, though it may not always be unified due to minor lapses in

focus.

� The writer’s progression of ideas is coherent and generally controlled.

Overall, transitions are meaningful, and sentence-to-sentence connections

are sufficient to show the relationships among ideas through most parts of

the story.


� Specific details add some substance to the story. For the most part these

details contribute to key literary elements such as character development,

conflict, and/or point of view.

� The story reflects some depth of thought. The writer's approach to the prompt is original rather than formulaic and demonstrates a good understanding of the literary writing task.


� The writer’s word choice is, for the most part, appropriate to the form,

purpose, and tone of the story. Diction is generally effective in

communicating the impact or meaning of the piece.

� Sentences are varied and generally controlled, contributing for the most part

to the effectiveness of the story.

� The writer demonstrates a general command of spelling, capitalization,

punctuation, grammar, usage, and sentence boundaries. Although some

errors may be evident, they create few (if any) disruptions in the fluency of

the writing, and they do not affect the clarity of the story.


Spring 2011


Score Point 4

The story represents an accomplished writing performance.


� The form or structure of the story is appropriate to the stated purpose and

responsive to the specific demands of the prompt. The narrative strategies or

literary devices the writer uses enhance the effectiveness of the story.

� All details contribute to the effectiveness of the story. The writer establishes

and sustains focus on character, event, or idea, strengthening the unity and

coherence of the story.

� The writer’s progression of ideas is coherent and well controlled. Meaningful

transitions and strong sentence-to-sentence connections clearly show the

relationships among ideas throughout the story.


� Specific, well-chosen details add substance to the story. These details contribute significantly to key literary elements such as character development, conflict, and/or point of view.

� The story is thoughtful and engaging. The writer may approach the topic

from an unusual perspective, may use his/her unique experiences or view of

the world as a basis for writing, or may connect ideas in interesting ways.

The writer demonstrates a deep understanding of the literary writing task.


� The writer’s word choice is thoughtful and appropriate to the form, purpose,

and tone of the story. Diction contributes to clarity and is highly effective in

communicating the impact or meaning of the piece.

� Sentences are purposeful, varied, and well controlled, enhancing the effectiveness of the story.

� The overall strength of the conventions contributes to the effectiveness of the

story. The writer demonstrates a consistent command of spelling,

capitalization, punctuation, grammar, usage, and sentence boundaries.

Although minor errors may be evident, they do not detract from the fluency

of the writing or the clarity of the story.


Spring 2011

English I — Reading

Short Answer Rubric Connecting Selections


Spring 2011

STAAR English I Reading

Connecting Selections

Score Point 0—Insufficient Response to the Question

Insufficient responses indicate a very limited reading performance.

These responses have one of the following problems.

� For one or both selections, the idea is not an answer to the question asked.

� The idea is incorrect because it is not based on one or both selections.

� For one or both selections, the idea is too general, vague, or unclear to

determine whether it is reasonable.

� No idea is present from either selection. Sometimes the response contains

only text evidence from one or both selections. At other times there appears

to be an idea; however, this idea cannot be considered an answer to the

question because it merely repeats verbatim, or “echoes,” the text evidence.


Spring 2011



Score Point 1—Partially Sufficient Response to the

Question

Partially sufficient responses indicate a basic reading performance.

These responses have one of the following characteristics.

� The idea is reasonable for both selections, but the response contains no text

evidence (from one or both selections).

� The idea is reasonable for both selections, but the text evidence (from one or

both selections) is flawed and does not adequately support the idea. Text

evidence is considered inadequate when it is

o only a general reference to the text,

o too partial to support the idea,

o weakly linked to the idea, or

o used inappropriately because it wrongly manipulates the meaning of the

text.

� For one or both selections, the idea needs more explanation or specificity

even though it is supported with text evidence from both selections.

� For one or both selections, the idea represents only a literal reading of the

text, with or without text evidence (from one or both selections).

� The response contains relevant textual evidence from both selections, but

the student offers an idea that is reasonable for only one selection.

� The response contains an idea and relevant text evidence for both selections,

but the idea for one selection contains an inaccuracy.


Spring 2011



Score Point 2—Sufficient Response to the Question

Sufficient responses indicate a satisfactory reading performance.

These responses have the following characteristics.

� For both selections, the idea is reasonable and goes beyond a literal reading

of the text. It is explained specifically enough to show that the student can

make appropriate connections across the selections and draw valid

conclusions.

� For both selections, the text evidence that is used to support the idea is

accurate and relevant.

� For both selections, the idea and text evidence used to support it are clearly

linked.

� For both selections, the combination of the idea and the text evidence

demonstrates a good understanding of the text.


Spring 2011



Score Point 3—Exemplary Response to the Question

Exemplary responses indicate an accomplished reading performance.


� For both selections, the idea is perceptive and reflects an awareness of the

complexities of the text. The student is able to develop a coherent

explanation of the idea by making discerning connections across both

selections.

� For both selections, the text evidence that is used to support the idea is

specific and well chosen. Overall, the evidence strongly supports the validity

of the idea.

� For both selections, the combination of the idea and the text evidence demonstrates a deep understanding of the text.


Spring 2011

English I — Reading

Short Answer Rubric Single Selection


Spring 2011


Single Selection

Score Point 0 — Insufficient Response to the Question

Insufficient responses indicate a very limited reading performance.

These responses have one of the following problems.

� The idea is not an answer to the question asked.

� The idea is incorrect because it is not based on the text.

� The idea is too general, vague, or unclear to determine whether it is reasonable.

� No idea is present. Sometimes the response contains only text evidence. At

other times there appears to be an idea; however, this idea cannot be

considered an answer to the question because it merely repeats verbatim, or

“echoes,” the text evidence.


Spring 2011


Single Selection

Score Point 1 — Partially Sufficient Response to the

Question

Partially sufficient responses indicate a basic reading performance.

These responses have one of the following characteristics.

� The idea is reasonable, but the response contains no text evidence.

� The idea is reasonable, but the text evidence is flawed and does not

adequately support the idea. Text evidence is considered inadequate when it

is

o only a general reference to the text,

o too partial to support the idea,

o weakly linked to the idea, or

o used inappropriately because it wrongly manipulates the meaning of the

text.

� The idea needs more explanation or specificity even though it is supported

with text evidence.

� The idea represents only a literal reading of the text, with or without text

evidence.


Spring 2011


Single Selection

Score Point 2 — Sufficient Response to the Question

Sufficient responses indicate a satisfactory reading performance.


� The idea is reasonable and goes beyond a literal reading of the text. It is

explained specifically enough to show that the student can make appropriate

connections across the text and draw valid conclusions.

� The text evidence used to support the idea is accurate and relevant.

� The idea and text evidence used to support it are clearly linked.

� The combination of the idea and the text evidence demonstrates a good

understanding of the text.


Spring 2011


Single Selection

Score Point 3 — Exemplary Response to the Question

Exemplary responses indicate an accomplished reading performance.


� The idea is perceptive and reflects an awareness of the complexities of the

text. The student is able to develop a coherent explanation of the idea by

making discerning connections across the text.

� The text evidence used to support the idea is specific and well chosen. Overall, the evidence strongly supports the validity of the idea.

� The combination of the idea and the text evidence demonstrates a deep

understanding of the text.


Spring 2011

Documents

STAAR English I Blueprint (Detailed Version): A variety of ... · STAAR English I Blueprint (Detailed Version): A variety of literary and information genres are assessed ... 2A SS