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TRANSCRIPT
English Language Arts
Scoring Guide for Sample Test 2005
Grade 6
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Contents
Page 1Guide to the Grades 3–8 Testing Program
Standard and Performance Indicator Map with Answer Key . . . . . . . . . . . . . . . . . . . . . 2
Grade 6 English Language Arts Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Grade 6 English Language Arts Rubric Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Listening/Writing Specific Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Listening/Writing Specific Rubric Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Listening/Writing Rubric Key Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Annotated Student Responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Reading/Writing Specific Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Reading/Writing Specific Rubric Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Reading/Writing Rubric Key Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Annotated Student Responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Writing Mechanics Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Writing Mechanics Rubric Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Annotation Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Annotated Student Responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
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Guide to the Grades 3–8 Testing ProgramPage 2
Standard and Performance Indicator Map with Answer Key
Question Type Points Standard Performance Indicator Answer Key
Book 1 Reading
1 multiple choice 1 1 Recognize organizational formats to assist in comprehension of informational text B
2 multiple choice 1 1 Read to collect and interpret data, facts, and ideas from multiple sources F
3 multiple choice 1 1 Read to collect and interpret data, facts, and ideas from multiple sources D
4 multiple choice 1 3 Evaluate information, ideas, opinions, and themes in texts by identifying a central idea and supporting details F
5 multiple choice 1 1 Distinguish between fact and opinion B
6 multiple choice 1 2 Read, view, and interpret texts from a variety of genres G
7 multiple choice 1 2 Read, view, and interpret texts from a variety of genres D
8 multiple choice 1 2 Identify literary elements (e.g., setting, plot, character, rhythm, and rhyme) of different genres F
9 multiple choice 1 2 Identify the ways in which characters change and develop throughout a story A
10 multiple choice 1 2 Recognize how the author uses literary devices, such as simile, metaphor, and personification, to create meaning J
11 multiple choice 1 2 Identify signal words, such as finally or in addition, that provide clues to organizational formats such as time order B
12 multiple choice 1 2 Define characteristics of different genres J
13 multiple choice 1 1 Read to collect and interpret data, facts, and ideas from multiple sources A
14 multiple choice 1 1 Read to collect and interpret data, facts, and ideas from multiple sources F
15 multiple choice 1 1 Identify information that is implied rather than stated C
16 multiple choice 1 1 Determine the meaning of unfamiliar words by using context clues, a dictionary, or a glossary G
17 multiple choice 1 1 Recognize organizational formats to assist in comprehension of informational texts C
18 multiple choice 1 2 Recognize how the author uses devices, such as simile, metaphor, and personification, to create meaning G
19 multiple choice 1 2 Recognize how the author uses devices, such as simile, metaphor, and personification, to create meaning B
20 multiple choice 1 2 Read, view, and interpret texts from a variety of genres F
21 multiple choice 1 2 Read, view, and interpret texts from a variety of genres C
22 multiple choice 1 3 Evaluate information, ideas, opinions, and themes in texts by identifying a central idea and supporting details G
23 multiple choice 1 1 Recognize organizational formats to assist in comprehension of informational texts A
24 multiple choice 1 1 Read to collect and interpret data, facts, and ideas from multiple sources J
25 multiple choice 1 1 Identify information that is implied rather than stated B
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Page 3Guide to the Grades 3–8 Testing Program
Question Type Points Standard Performance Indicator Answer Key
Book 1 Reading
26 multiple choice 1 1 Read to collect and interpret data, facts, and ideas from multiple sources G
Book 2 Listening/Writing
27–30 short and extended response 5 2 Listening/Writing cluster n/a
Book 3 Reading/Writing
31–34 short and extended response 5 3 Reading/Writing cluster n/a
Standard and Performance Indicator Map with Answer Key
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Guide to the Grades 3–8 Testing ProgramPage 4
Grade 6 English Language Arts Rubric
Listening/Writing (Questions 27, 28, 29, 30)Reading/Writing (Questions 31, 32, 33, 34)
5 points
Taken as a whole, the responses
• fulfill the requirements of the tasks
• address the theme or key elements of the text
• show a thorough interpretation of the text
• make some connections beyond the text
• develop ideas fully with thorough elaboration
• make effective use of relevant and accurate examples from the text
In addition, the extended response
• establishes and maintains a clear focus
• shows a logical sequence of ideas through the use of appropriate transitions or other devices
• is fluent and easy to read, with a sense of engagement or voice
• uses varied sentence structure and some above-grade-level vocabulary
4 points
Taken as a whole, the responses
• fulfill some requirements of the tasks
• address some key elements of the text
• show a predominantly literal interpretation of the text
• make some connections
• may be brief, with little elaboration, but are sufficiently developed to answer the questions
• provide some examples and details from the text
• may include minor inaccuracies
In addition, the extended response
• is generally focused, though may include some irrelevant details
• shows a clear attempt at organization
• is readable, with some sense of engagement or voice
• primarily uses simple sentences and basic vocabulary
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Page 5Guide to the Grades 3–8 Testing Program
Grade 6 English Language Arts Rubric (continued)
3 points
Taken as a whole, the responses
• fulfill some requirements of the tasks
• address a few key elements of the text
• show some gaps in understanding of the text
• make some connections
• may be brief, with little elaboration or development
• provide few examples and details from the text
• may include minor inaccuracies
In addition, the extended response
• shows an attempt to maintain focus, though may include some tangents
• shows an attempt at organization
• is readable, with some sense of engagement or voice
• primarily uses simple sentences and basic vocabulary
2 points
Taken as a whole, the responses
• fulfill some requirements of the tasks
• address basic elements of the text
• show little evidence that the student understood more than parts of the text
• make few connections
• provide very few text-based examples and details
• may include some inaccurate details
In addition, the extended response
• may show an attempt to establish a focus
• may include some irrelevant information
• shows little attempt at organization
• is readable, with little sense of engagement or voice
• uses minimal vocabulary
• may indicate fragmented thoughts
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Grade 6 English Language Arts Rubric (continued)
1 point
Taken as a whole, the responses
• fulfill very few requirements of the tasks
• address few elements of the text
• show little evidence that the student understood more than parts of the text
• make few to no connections
• provide almost no text-based examples and details
• may include inaccurate information
In addition, the extended response
• shows little attempt to establish a focus
• may be repetitive, focusing on minor details or irrelevant information
• shows little attempt at organization
• is difficult to read, with little or no sense of engagement or voice
• uses minimal vocabulary
• may indicate fragmented thoughts
0 points
The responses are completely incorrect, irrelevant, or incoherent.
Guide to the Grades 3–8 Testing ProgramPage 6
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Gra
de 6
Eng
lish
Lan
guag
e A
rts
Rub
ric
Cha
rtL
iste
ning
/Wri
ting
(Q
uest
ions
27,
28,
29,
30)
and
Rea
ding
/Wri
ting
(Q
uest
ions
31,
32,
33,
34)
Qua
lity
5R
espo
nses
at
this
leve
l:4
Res
pons
es a
t th
is le
vel:
3R
espo
nses
at
this
leve
l:2
Res
pons
es a
t th
is le
vel:
1R
espo
nses
at
this
leve
l:
Mea
ning
: The
ex
tent
to
whi
ch t
he
resp
onse
exh
ibit
s un
ders
tand
ing
and
inte
rpre
tati
on o
f th
e ta
sk a
nd t
ext(
s)
Take
n as
a w
hole
:•
fulfi
ll th
e re
quir
emen
ts
of th
e ta
sks
• ad
dres
s th
e th
eme
or k
ey
elem
ents
of
the
text
• sh
ow a
thor
ough
in
terp
reta
tion
of th
e te
xt•
mak
e so
me
conn
ectio
ns
beyo
nd th
e te
xt
Take
n as
a w
hole
:•
fulfi
ll so
me
requ
irem
ents
of
the
task
s•
addr
ess
som
e ke
y el
emen
ts o
f th
e te
xt•
show
a p
redo
min
antly
lit
eral
inte
rpre
tatio
n of
the
text
• m
ake
som
e co
nnec
tions
Take
n as
a w
hole
:•
fulfi
ll so
me
requ
irem
ents
of
the
task
s•
addr
ess
a fe
w k
ey
elem
ents
of
the
text
• sh
ow s
ome
gaps
in
unde
rsta
ndin
g of
the
text
• m
ake
som
e co
nnec
tions
Take
n as
a w
hole
:•
fulfi
ll so
me
requ
irem
ents
of
the
task
s•
addr
ess
basi
c el
emen
ts
of th
e te
xt•
show
littl
e ev
iden
ce th
at
the
stud
ent u
nder
stoo
d m
ore
than
par
ts o
f th
e te
xt•
mak
e fe
w c
onne
ctio
ns
Take
n as
a w
hole
:•
fulfi
ll ve
ry f
ew
requ
irem
ents
of
the
task
s•
addr
ess
few
ele
men
ts o
f th
e te
xt•
show
littl
e ev
iden
ce th
at
the
stud
ent u
nder
stoo
d m
ore
than
par
ts o
f th
e te
xt•
mak
e fe
w to
no
conn
ectio
ns
Dev
elop
men
t: T
he
exte
nt t
o w
hich
idea
s ar
e el
abor
ated
, usi
ng
spec
ific
and
rele
vant
ev
iden
ce f
rom
the
te
xt(s
)
Take
n as
a w
hole
:•
deve
lop
idea
s fu
lly w
ith
thor
ough
ela
bora
tion
• m
ake
effe
ctiv
e us
e of
re
leva
nt a
nd a
ccur
ate
exam
ples
fro
m th
e te
xt
Take
n as
a w
hole
:•
may
be
brie
f, w
ith li
ttle
elab
orat
ion,
but
are
su
ffici
ently
dev
elop
ed to
an
swer
the
ques
tions
• pr
ovid
e so
me
exam
ples
an
d de
tails
fro
m th
e te
xt•
may
incl
ude
min
or
inac
cura
cies
Take
n as
a w
hole
:•
may
be
brie
f, w
ith
little
ela
bora
tion
or
deve
lopm
ent
• pr
ovid
e fe
w e
xam
ples
and
de
tails
fro
m th
e te
xt•
may
incl
ude
min
or
inac
cura
cies
Take
n as
a w
hole
:•
prov
ide
very
few
text
-ba
sed
exam
ples
and
de
tails
• m
ay in
clud
e so
me
inac
cura
te d
etai
ls
Take
n as
a w
hole
:•
prov
ide
alm
ost n
o te
xt-
base
d ex
ampl
es a
nd
deta
ils•
may
incl
ude
inac
cura
te
info
rmat
ion
Org
aniz
atio
n: T
he
exte
nt t
o w
hich
the
re
spon
se e
xhib
its
dire
ctio
n, s
hape
, and
co
here
nce
The
exte
nded
res
pons
e:•
esta
blis
hes
and
mai
ntai
ns a
cle
ar f
ocus
• sh
ows
a lo
gica
l seq
uenc
e of
idea
s th
roug
h th
e us
e of
app
ropr
iate
tran
sitio
ns
or o
ther
dev
ices
The
exte
nded
res
pons
e:•
is g
ener
ally
foc
used
, th
ough
may
incl
ude
som
e ir
rele
vant
det
ails
• sh
ows
a cl
ear
atte
mpt
at
orga
niza
tion
The
exte
nded
res
pons
e:•
show
s an
atte
mpt
to
mai
ntai
n fo
cus,
thou
gh
may
incl
ude
som
e ta
ngen
ts•
show
s an
atte
mpt
at
orga
niza
tion
The
exte
nded
res
pons
e:•
may
sho
w a
n at
tem
pt to
es
tabl
ish
a fo
cus
• m
ay in
clud
e so
me
irre
leva
nt in
form
atio
n•
show
s lit
tle a
ttem
pt a
t or
gani
zatio
n
The
exte
nded
res
pons
e:•
show
s lit
tle a
ttem
pt to
es
tabl
ish
a fo
cus
• m
ay b
e re
petit
ive,
fo
cusi
ng o
n m
inor
det
ails
or
irre
leva
nt in
form
atio
n•
show
s lit
tle a
ttem
pt a
t or
gani
zatio
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,
and
sent
ence
var
iety
The
exte
nded
res
pons
e:•
is fl
uent
and
eas
y to
re
ad, w
ith a
sen
se o
f en
gage
men
t or
voic
e•
uses
var
ied
sent
ence
st
ruct
ure
and
som
e ab
ove-
grad
e-le
vel
voca
bula
ry
The
exte
nded
res
pons
e:•
is r
eada
ble,
with
som
e se
nse
of e
ngag
emen
t or
voic
e•
prim
arily
use
s si
mpl
e se
nten
ces
and
basi
c vo
cabu
lary
The
exte
nded
res
pons
e:•
is r
eada
ble,
with
som
e se
nse
of e
ngag
emen
t or
voic
e•
prim
arily
use
s si
mpl
e se
nten
ces
and
basi
c vo
cabu
lary
The
exte
nded
res
pons
e:•
is r
eada
ble,
with
littl
e se
nse
of e
ngag
emen
t or
voic
e•
uses
min
imal
voc
abul
ary
• m
ay in
dica
te f
ragm
ente
d th
ough
ts
The
exte
nded
res
pons
e:•
is d
iffic
ult t
o re
ad, w
ith
little
or
no s
ense
of
enga
gem
ent o
r vo
ice
• us
es m
inim
al v
ocab
ular
y•
may
indi
cate
fra
gmen
ted
thou
ghts
SCO
RE
PO
INT
0 =
The
res
pons
es a
re c
ompl
etel
y in
corr
ect,
irre
leva
nt, o
r in
cohe
rent
.
Page 7Guide to the Grades 3–8 Testing Program
bxxxxx_06eSG_NYS06.indd 7 10/13/05 3:45:08 PM
Listening/Writing Specific Rubric
Each description below represents the cluster of responses typically found at that score point level. Anchor
papers (sample student responses) as well as the generic English Language Arts Rubric should be used with the
specific rubrics to help you determine the appropriate score point level for each student’s cluster of responses.
If you still have questions, please consult your scoring table leader.
Listening/Writing Task (Questions 27, 28, 29, 30) “Lydia’s Lasso”
5 Points
The 5-point responses demonstrate a thorough understanding of the story and support that understanding
with text-based details. The student understands Lydia’s desire to help out with the roundup and how she
proves her ability to do work that is thought of as too hard and dangerous for her. The graphic organizer
(Question 27) is accurate, complete, and thorough in describing how Lydia most likely feels when she
is not allowed to join the roundup and the action that supports this feeling. The first short response
(Question 28) explains how Lydia’s feelings change during the story and supports that explanation with
text-based details. The second short response (Question 29) explains the reason Mike and Uncle Carlos
throw up their hats and cheer at the end of the story, using text-based details. The extended response
(Question 30) chooses one of the lessons and explains why that lesson best fits the story, using ample
text-based details. The response is organized, focused, and addresses all parts of the task. The writing is
fluent and has a sense of engagement or voice.
4 Points
The 4-point responses are essentially logical and accurate, but may reflect a predominantly literal
understanding of the story. The responses may generalize or present facts without synthesizing them.
The graphic organizer (Question 27) is essentially correct. The first short response (Question 28) may
explain how Lydia’s feelings change during the story, but may not provide much elaboration. The second
short response (Question 29) may be somewhat general or may not include much text-based support. The
extended response (Question 30) may choose the lesson which better fits the story without fully describing
why the lesson is appropriate to the story. In addition, the response shows a clear attempt at organization,
but may occasionally introduce extraneous information.
3 Points
The 3-point responses indicate only a partial understanding of the story. The student may draw some
accurate conclusions about Lydia’s actions and behavior, but the responses may be sketchy, or reflect some
misinterpretation of the story. The graphic organizer (Question 27) may be very brief or may contain some
inaccuracies. The short responses and the extended response may contain some accurate information, but
they may be incomplete or may include unrelated, unsustained ideas. For example, the first short response
(Question 28) may only briefly describe how Lydia’s feelings change during the story. The second short
response (Question 29) may generalize why Mike and Uncle Carlos throw up their hats and cheer, without
much detail. The extended response (Question 30) may attempt to address all parts of the task, but may be
incomplete or weakly organized.
Guide to the Grades 3–8 Testing ProgramPage 8
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Page 9Guide to the Grades 3–8 Testing Program
Listening/Writing Specific Rubric (continued)
2 Points
The 2-point responses are readable but indicate a limited understanding of the story. The graphic organizer
(Question 27) is incomplete or contains inaccuracies. The short responses and the extended response may
address only parts of the tasks, show a misinterpretation of the tasks, or display gaps in understanding of
the story. The responses may contain some accurate details, but may not make meaningful connections or
draw conclusions. For example, the first short response (Question 28) may describe Lydia’s feelings but
fail to make a connection to how her feelings change in the story. The second short response (Question 29)
may show confusion in explaining why Mike and Uncle Carlos throw up their hats and how their actions
indicate a change for Lydia’s future. The extended response (Question 30) may only explain one of the
given lessons in general terms, and may be very brief or not sustain its focus.
1 Point
The 1-point responses are often very brief or repetitive, indicating that the student has understood only
sections of the story. The graphic organizer (Question 27) is incomplete or inaccurate. The short responses
(Questions 28 and 29) show confusion and misunderstanding of the story. The extended response
(Question 30) is unfocused, or focuses solely on minor details or extraneous information. The description
of which lesson better fits the story may not be based on ideas contained in the story.
0 Points
The responses are completely incorrect, irrelevant, or incoherent.
bxxxxx_06eSG_NYS06.indd 9 10/13/05 3:45:09 PM
Guide to the Grades 3–8 Testing ProgramPage 10
Lis
teni
ng/W
riti
ng S
peci
fic R
ubri
c C
hart
Lis
teni
ng/W
riti
ng T
ask:
“L
ydia
’s L
asso
” (Q
uest
ions
27,
28,
29,
30)
Poi
nts
5R
espo
nses
at
this
leve
l:4
Res
pons
es a
t th
is le
vel:
3R
espo
nses
at
this
leve
l:2
Res
pons
es a
t th
is le
vel:
1R
espo
nses
at
this
leve
l:
Ove
rall
dem
onst
rate
a th
orou
gh
unde
rsta
ndin
g of
the
stor
y an
d su
ppor
t tha
t und
erst
andi
ng
with
text
-bas
ed d
etai
ls.
Res
pons
es r
evea
l tha
t the
st
uden
t und
erst
ands
Lyd
ia’s
de
sire
to h
elp
out w
ith th
e ro
undu
p an
d ho
w s
he p
rove
s he
r ab
ility
to d
o w
ork
that
is
thou
ght o
f as
too
hard
and
da
nger
ous
for
her.
are
esse
ntia
lly lo
gica
l and
ac
cura
te, b
ut m
ay r
eflec
t a
pred
omin
antly
lite
ral
unde
rsta
ndin
g of
the
stor
y.
Res
pons
es m
ay g
ener
aliz
e or
pre
sent
fac
ts w
ithou
t sy
nthe
sizi
ng th
em.
indi
cate
onl
y a
part
ial u
nder
stan
ding
of
the
stor
y. R
espo
nses
may
dra
w
som
e ac
cura
te c
oncl
usio
ns a
bout
Ly
dia’
s ac
tions
and
beh
avio
r, bu
t the
re
spon
ses
may
be
sket
chy,
or
refle
ct
som
e m
isin
terp
reta
tion
of th
e st
ory.
are
read
able
but
indi
cate
a li
mite
d un
ders
tand
ing
of th
e st
ory.
are
ofte
n ve
ry b
rief
or
repe
titiv
e, in
dica
ting
that
the
stud
ent h
as u
nder
stoo
d on
ly
sect
ions
of
the
stor
y.
Gra
phic
O
rgan
izer
(Q
uest
ion
27)
are
accu
rate
, com
plet
e, a
nd
thor
ough
in d
escr
ibin
g ho
w
Lydi
a m
ost l
ikel
y fe
els
whe
n sh
e is
not
allo
wed
to jo
in th
e ro
undu
p an
d th
e ac
tion
that
su
ppor
ts th
is f
eelin
g.
are
esse
ntia
lly c
orre
ct.
may
be
very
bri
ef o
r m
ay c
onta
in
som
e in
accu
raci
es.
are
inco
mpl
ete
or c
onta
in in
accu
raci
es.
are
inco
mpl
ete
or in
accu
rate
.
Shor
t R
espo
nse
(Que
stio
n 28
)
expl
ain
how
Lyd
ia’s
fee
lings
ch
ange
dur
ing
the
stor
y an
d su
ppor
t tha
t exp
lana
tion
with
te
xt-b
ased
det
ails
.
may
exp
lain
how
Lyd
ia’s
fe
elin
gs c
hang
e du
ring
the
stor
y, b
ut m
ay n
ot p
rovi
de
muc
h el
abor
atio
n.
may
con
tain
som
e ac
cura
te
info
rmat
ion,
but
may
be
inco
mpl
ete
or m
ay in
clud
e un
rela
ted,
un
sust
aine
d id
eas
(e.g
., m
ay o
nly
brie
fly d
escr
ibe
how
Lyd
ia’s
fee
lings
ch
ange
dur
ing
the
stor
y).
may
add
ress
onl
y pa
rts
of th
e ta
sk, s
how
a
mis
inte
rpre
tatio
n of
the
task
, or
disp
lay
gaps
in
und
erst
andi
ng o
f th
e st
ory.
Res
pons
es
may
con
tain
som
e ac
cura
te d
etai
ls, b
ut m
ay
not m
ake
mea
ning
ful c
onne
ctio
ns o
r dr
aw
conc
lusi
ons
(e.g
., m
ay d
escr
ibe
Lydi
a’s
feel
ings
but
fai
l to
mak
e a
conn
ectio
n to
how
he
r fe
elin
gs c
hang
e in
the
stor
y).
show
con
fusi
on a
nd
mis
unde
rsta
ndin
g of
the
stor
y.
Shor
t R
espo
nse
(Que
stio
n 29
)
expl
ain
the
reas
on M
ike
and
Unc
le C
arlo
s th
row
up
thei
r ha
ts a
nd c
heer
at t
he e
nd o
f th
e st
ory,
usi
ng te
xt-b
ased
det
ails
.
may
be
som
ewha
t gen
eral
or
may
not
incl
ude
muc
h te
xt-
base
d su
ppor
t.
may
con
tain
som
e ac
cura
te
info
rmat
ion,
but
may
be
inco
mpl
ete
or m
ay in
clud
e un
rela
ted,
un
sust
aine
d id
eas
(e.g
., m
ay
gene
raliz
e w
hy M
ike
and
Unc
le
Car
los
thro
w u
p th
eir
hats
and
che
er,
with
out m
uch
deta
il).
may
add
ress
onl
y pa
rts
of th
e ta
sk, s
how
a
mis
inte
rpre
tatio
n of
the
task
, or
disp
lay
gaps
in
und
erst
andi
ng o
f th
e st
ory.
Res
pons
es
may
con
tain
som
e ac
cura
te d
etai
ls, b
ut m
ay
not m
ake
mea
ning
ful c
onne
ctio
ns o
r dr
aw
conc
lusi
ons
(e.g
., m
ay s
how
con
fusi
on in
ex
plai
ning
why
Mik
e an
d U
ncle
Car
los
thro
w u
p th
eir
hats
and
how
thei
r ac
tions
in
dica
te a
cha
nge
for
Lydi
a’s
futu
re).
show
con
fusi
on a
nd
mis
unde
rsta
ndin
g of
the
stor
y.
Ext
ende
d R
espo
nse
(Que
stio
n 30
)
choo
se o
ne o
f th
e le
sson
s an
d ex
plai
n w
hy th
at le
sson
bes
t fit
s th
e st
ory,
usi
ng a
mpl
e te
xt-b
ased
det
ails
. Res
pons
es
are
orga
nize
d, f
ocus
ed, a
nd
addr
ess
all p
arts
of
the
task
; w
ritin
g is
flue
nt a
nd h
as a
se
nse
of e
ngag
emen
t or
voic
e.
may
cho
ose
the
less
on w
hich
be
tter
fits
the
stor
y w
ithou
t fu
lly d
escr
ibin
g w
hy th
e le
sson
is a
ppro
pria
te to
the
stor
y. R
espo
nses
sho
w a
cle
ar
atte
mpt
at o
rgan
izat
ion,
but
m
ay o
ccas
iona
lly in
trod
uce
extr
aneo
us in
form
atio
n.
may
con
tain
som
e ac
cura
te
info
rmat
ion,
but
may
be
inco
mpl
ete
or m
ay in
clud
e un
rela
ted,
un
sust
aine
d id
eas
(e.g
., m
ay a
ttem
pt
to a
ddre
ss a
ll pa
rts
of th
e ta
sk,
but m
ay b
e in
com
plet
e or
wea
kly
orga
nize
d).
may
add
ress
onl
y pa
rts
of th
e ta
sk, s
how
a
mis
inte
rpre
tatio
n of
the
task
, or
disp
lay
gaps
in
und
erst
andi
ng o
f th
e st
ory.
Res
pons
es
may
con
tain
som
e ac
cura
te d
etai
ls, b
ut m
ay
not m
ake
mea
ning
ful c
onne
ctio
ns o
r dr
aw
conc
lusi
ons
(e.g
., m
ay o
nly
expl
ain
one
of
the
give
n le
sson
s in
gen
eral
term
s, a
nd th
e re
spon
se m
ay b
e ve
ry b
rief
or
not s
usta
in it
s fo
cus)
.
are
unfo
cuse
d, o
r fo
cus
sole
ly
on m
inor
det
ails
or
extr
aneo
us
info
rmat
ion;
the
desc
ript
ion
of w
hich
less
on b
ette
r fit
s th
e st
ory
may
not
be
base
d on
id
eas
cont
aine
d in
the
stor
y.
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
.
bxxxxx_06eSG_NYS06.indd 10 10/13/05 3:45:09 PM
Listening/Writing Rubric Key Points
Listening/Writing Task: “Lydia’s Lasso”
Question 27Complete the chart below by giving one word to describe how Lydia most likely feels when she is not
allowed to join the roundup. Then, describe an action from the story that supports this feeling.
Possible Exemplary Responses:How Lydia most likely feels/Action from story that supports this feeling
• upset/she drags her feet
• upset/she pleads with Mike to let her help
• left out/excluded/she pleads with Mike to let her help
• angry/she drags her feet
• bored/she lassos a bush/fence post/log
• sad/she drags her feet
• disappointed/she drags her feet
• lonely/unwanted/goes by herself to the pond
• other relevant text-based feeling (e.g., frustrated/ignored/rejected/unimportant/useless) and
corresponding action (e.g., pleads with Mike to let her help/drags her feet/goes by herself to the pond)
Question 28Explain how Lydia’s feelings change during the story. Support your answer with details from the story.
Possible Exemplary Response:At first, Lydia is disappointed because she cannot help with the roundup. She drags her feet all the way
to the pond where she is bored just lassoing objects. By the end of the story, she is happy because she has
rescued the calf.
Possible details to include in answer:• Lydia pleads with Mike to let her join the roundup./Mike won’t let Lydia join the roundup.
• Lydia drags her feet all the way to the pond./Mike sends her to the pond.
• Lydia lassos a bush and fence post, but doesn’t feel it is the same as joining the roundup.
• Lydia feels she could lasso cattle if given a chance.
• Lydia lassos a log in the frozen pond, but thinks it is boring.
• Lydia is concerned when she hears the crack in the ice.
• Lydia tells herself to relax when she tries to lasso the calf.
• Lydia’s heart pounds as she reaches down to pull the calf out of the water.
• Lydia smiles when she sees Mike and Uncle Carlos cheering for her.
• Lydia feels confident/proud.
• other relevant text-based detail
Page 11Guide to the Grades 3–8 Testing Program
bxxxxx_06eSG_NYS06.indd 11 10/13/05 3:45:09 PM
Listening/Writing Rubric Key Points (continued)
Listening/Writing Task: “Lydia’s Lasso”
Question 29At the end of the story, Mike and Uncle Carlos throw up their hats and cheer. Explain why they do this.
What do their actions most likely mean for Lydia’s future? Use details from the story to support your
answer.
Possible Exemplary Response:Mike and Uncle Carlos are happy that Lydia saved the calf’s life by using her lasso. Now that Lydia has
proven she can use the lasso and do hard work, they will probably let her go with them the next time they
round up cattle.
Possible details to include in answer:• Mike tells Lydia that rounding up cattle is hard work and can be dangerous.
• Lydia’s lasso draped perfectly around the calf’s neck.
• Lydia pulls the calf through the icy water.
• Mike and Uncle Carlos cheer for her.
• Mike and Uncle Carlos needed her help after all.
• other relevant text-based detail
Question 30Study the two lessons below.
If at first you don’t succeed, try, try again.
Do not be too quick to judge others.
Write an essay in which you tell which lesson better fits the story “Lydia’s Lasso.” Use details from the
story to support your answer.
In your answer, be sure to
• choose one of the two lessons
• explain why this lesson is appropriate to the story
• use details from the story to support your answer
Possible Exemplary Response:If at first you don’t succeed: Lydia is told she cannot help her cousin and uncle in the roundup,
so she practices with her lasso at the pond. While practicing, she hears the ice crack and sees a calf in the
icy water.
Lydia first tries to save the calf by throwing her lasso around its neck, but it doesn’t reach the calf.
She tells herself to relax and tries again. She still doesn’t throw it far enough. Finally, on her third try, she
successfully lassos the calf and pulls it out of the water. If Lydia hadn’t kept trying, she would never have
been successful and the calf may not have survived.
Guide to the Grades 3–8 Testing ProgramPage 12
bxxxxx_06eSG_NYS06.indd 12 10/13/05 3:45:09 PM
Page 13Guide to the Grades 3–8 Testing Program
Listening/Writing Rubric Key Points (continued)
Listening/Writing Task: “Lydia’s Lasso”
Possible details to include in answer:• Lydia throws the lasso at the calf’s head, but the lasso falls short.
• On Lydia’s second try to lasso the calf, the lasso bounces off the calf’s nose.
• On Lydia’s third attempt, the loop drapes perfectly around the calf’s neck.
• Lydia pulls the calf from the water and saves its life.
• other relevant text-based detail
Possible Exemplary Response:Do not be too quick to judge others: Mike teaches Lydia how to tie a lasso and gives it to her. This
makes her think she is going to join him on the roundup. Lydia is disappointed when Mike tells her she
cannot go along because the work is hard and can be dangerous. He doesn’t think she will be a help to him
or Uncle Carlos.
While Lydia is by the pond she sees a calf has fallen into the icy water. Lydia uses her lasso to
safely pull the calf from the water. When Mike and Uncle Carlos see what Lydia has done they are very
happy and excited. Lydia proved to them that they had misjudged what she could do.
Possible details to include in answer:• Mike tells Lydia she cannot join the roundup because it is hard work and can be dangerous.
• Mike tells Lydia it is best if she watches from by the pond.
• Lydia successfully throws a lasso around the neck of the calf in the pond.
• Lydia pulls the calf from the water and saves its life.
• Mike and Uncle Carlos are happy Lydia saved the life of the calf.
• Mike and Uncle Carlos needed Lydia’s help after all.
• other relevant text-based detail
bxxxxx_06eSG_NYS06.indd 13 10/13/05 3:45:09 PM
This response provides an accurate feeling (sad) and action (drags her feet) that correctly supports the feeling.
This response includes two correct feelings (disappointed, excited) and a middle transition feeling (bored). The supporting details (not allowed to help, lassoed a fence post, and saved a calf’s life) are accurate.
Guide to the Grades 3–8 Testing ProgramPage 14
27 Complete the chart below by giving one word to describe how Lydia most likely feels when she is not allowed to join the roundup. Then, describe an action from the story that supports this feeling.
How Lydia most likely feels Action from story that supports this feeling
28 Explain how Lydia’s feelings change during the story. Support your answer with details from the story.
Sad She dragged her feet all the way to the Pond
Lydia’s feelings change in the story because, in the begining she was
dissapointed that she was not aloud to go help round up cattle.
I think she’s sad because she dragged her feet all the way to
the pond. In the middle she was bored because all she could lasso
was a bush and a fence post. She wanted to lasso cattle from on top
of a horse. In the end she was excited because she saved a cave’s life.
Score Point - 5
correct text detail
text detail
text detail
text detail
bxxxxx_06eSG_NYS06.indd 14 10/13/05 3:45:11 PM
Go On
Page 5Book 2
29 At the end of the story, Mike and Uncle Carlos throw up their hats and cheer. Explain why they do this. What do their actions most likely mean for Lydia’s future? Use details from the story to support your answer.
Mike and Uncle Carlos throw up their hats because the’re happy
Lydia saved the calve’s life, and the’re proud of Lydia.
Uncle Carlos’ actions and Mike’s are probably to let Lydia herd
cattle instead of just making her watch them by the pond.
This response contains a correct explanation (happy Lydia saved the calf) and a supporting detail (probably let Lydia herd cattle).
Page 15Guide to the Grades 3–8 Testing Program
text detail
Score Point - 5
text detail
bxxxxx_06eSG_NYS06.indd 15 10/13/05 3:45:12 PM
Go On
Page 7Book 2
Check your writing for correct spelling, grammar, and punctuation.
30 Study the two lessons below.
If at first you don’t succeed, try, try again.
Do not be too quick to judge others.
Write an essay in which you tell which lesson better fits the story “Lydia’s Lasso.” Use details from the story to support your answer.
In your answer, be sure to• choose one of the two lessons• explain why this lesson is appropriate to the story• use details from the story to support your answer
The lesson I believe is most appropriate is the second one,
do not be too quick to judge others. This lesson fits the story
because, Lydia wanted to help round up cattle, but Uncle Carlos
and Mike don’t let he because she’s a girl and is too young.
One thing they do to judge her is they make Lydia sit by the pond,
and watch them round up cattle. Another reason Uncle Carlos and
Mike were too quick to judge Lydia is she is a girl and too young,
but she could lasso a bush and fence post. In the end of the story
Lydia saved a young calf’s life and Uncle Carlos’ opinion changed
toward Lydia. I think they’ll let Lydia help round up cattle next time.
This extended response chooses the second lesson from the story. The response tells why that lesson best fits the story and includes text-based details. The writing maintains a clear focus and is fluent, with a sense of voice.
Cluster Score = 5Taken as a whole, the responses fulfill the requirement of the tasks and show a thorough understanding of the text. The response addresses the key elements of the text. The ideas are fully developed, and accurate examples from the text are included.
Guide to the Grades 3–8 Testing ProgramPage 16
Score Point - 5
shows a logical
sequence of ideas
text detail
text detail
text detail
bxxxxx_06eSG_NYS06.indd 16 10/13/05 3:45:13 PM
Page 4 Book 2
27 Complete the chart below by giving one word to describe how Lydia most likely feels when she is not allowed to join the roundup. Then, describe an action from the story that supports this feeling.
How Lydia most likely feels Action from story that supports this feeling
28 Explain how Lydia’s feelings change during the story. Support your answer with details from the story.
useless Mike and Uncle Carlos didn’t want Lydia to help round up cattle.
Lydia’s feelings in the story change from unwanted to helpful
because near the begining they didn’t want her to help herd the cattle
because it was dangerous. Then she saves a caffs life and Carlos,
and Mike are happy she was around.
This response provides a correct feeling (useless) and a supporting action from the story.
This response provides two accurate feelings (unwanted/helpful) and relevant support (didn’t want her to help/saves a calf’s life).
Page 17Guide to the Grades 3–8 Testing Program
text detail
correct
correct
text detail
text detail
Score Point - 4
bxxxxx_06eSG_NYS06.indd 17 10/13/05 3:45:15 PM
Go On
Page 5Book 2
29 At the end of the story, Mike and Uncle Carlos throw up their hats and cheer. Explain why they do this. What do their actions most likely mean for Lydia’s future? Use details from the story to support your answer.
Mike and Uncle Carlos throw up their hats and cheer because
they saw Lydia save a caffs life. I think their actions mean that
Lydia can help herd cattle the next time. I figure this because Carlos
and Mike cheered with delight when they saw that Lydia didn’t give
up to save the caff.
This response provides an accurate explanation (Lydia saved a calf’s life) and a correct prediction (can help herd cattle next time).
Guide to the Grades 3–8 Testing ProgramPage 18
Score Point - 4
text detail
text detail
bxxxxx_06eSG_NYS06.indd 18 10/13/05 3:45:16 PM
Go On
Page 7Book 2
Check your writing for correct spelling, grammar, and punctuation.
30 Study the two lessons below.
If at first you don’t succeed, try, try again.
Do not be too quick to judge others.
Write an essay in which you tell which lesson better fits the story “Lydia’s Lasso.” Use details from the story to support your answer.
In your answer, be sure to• choose one of the two lessons• explain why this lesson is appropriate to the story• use details from the story to support your answer
I think the lesson that best fits the story “Lydia’s Lasso” would be
if at first you don’t succeed, try, try again. This lesson is appropriate
because Lydia doesn’t give up when she misses the caff the first two
times she throws her lasso. Some details that support this are that
Lydia tries to help Carlos and Mike herd the cattle but they don’t
let her. Also Lydia doesn’t give up trying to save the caff that fell in
the pond. The first couple of tries missed the caff but Lydia was
deturmined to lasso the caff and pull it to safety. After Lydia saved
the caff Carlos and Mike were glad that Lydia was there to save it.
This extended response is generally focused. The first lesson is chosen as better fitting the story. There are some details and examples from the text to support this choice. The response is readable and shows some sense of engagement.
Cluster Score = 4The responses, taken as a whole, fulfill some requirements of the tasks and show an understanding of the text. Some key elements of the text are addressed. The answers provide some details and examples from the text.
Page 19Guide to the Grades 3–8 Testing Program
Score Point - 4
lesson cited
text detail
bxxxxx_06eSG_NYS06.indd 19 10/13/05 3:45:18 PM
Page 4 Book 2
27 Complete the chart below by giving one word to describe how Lydia most likely feels when she is not allowed to join the roundup. Then, describe an action from the story that supports this feeling.
How Lydia most likely feels Action from story that supports this feeling
28 Explain how Lydia’s feelings change during the story. Support your answer with details from the story.
upsetboard
She dragged her feet to the pondShe said she was
At first when Mike told her she couldnt do the round up
She was sad and upset so she dragged her feet to the pond.
At the end when she saved the calf she was really happy because
when she saw the guys watching her she let out a big smile.
This response gives two acceptable words (upset, bored) for the feeling. The action (dragged her feet) is accurate.
This response contains accurate feelings (sad/happy) and correct support (couldn’t go to the roundup/drags her feet/saved the calf).
Guide to the Grades 3–8 Testing ProgramPage 20
Score Point - 3
correct
correct
correct
text detail
bxxxxx_06eSG_NYS06.indd 20 10/13/05 3:45:19 PM
Go On
Page 5Book 2
29 At the end of the story, Mike and Uncle Carlos throw up their hats and cheer. Explain why they do this. What do their actions most likely mean for Lydia’s future? Use details from the story to support your answer.
They threw there hats in the air showing that they were happy
for her and excited. There actions most likely mean that Lydia will be
joining the roundups. Because they said we did need your help after all.
This response provides an accurate explanation (happy for her and excited) and a correct prediction (joining the roundup). The supporting details are brief.
Page 21Guide to the Grades 3–8 Testing Program
Score Point - 3
correct
correct
bxxxxx_06eSG_NYS06.indd 21 10/13/05 3:45:20 PM
Go On
Page 7Book 2
Check your writing for correct spelling, grammar, and punctuation.
30 Study the two lessons below.
If at first you don’t succeed, try, try again.
Do not be too quick to judge others.
Write an essay in which you tell which lesson better fits the story “Lydia’s Lasso.” Use details from the story to support your answer.
In your answer, be sure to• choose one of the two lessons• explain why this lesson is appropriate to the story• use details from the story to support your answer
I think the story uses the If at first you don’t succeed try again.
I think this lesson is apropriate for this story because Lydia kept on
wanting to join the round up when they said no she asked again.
Another example Is when she tried to save the calf she missed the first
and second time but the third time she pulled it out of the water.
This extended response does cite the chosen lesson in the introduction, but the supporting details are brief. The response lacks connection and elaboration.
Cluster Score = 3The responses as a whole address a few elements of the text. The short responses contain accurate information, but are brief, with little development.
Guide to the Grades 3–8 Testing ProgramPage 22
Score Point - 3
lesson cited
lacks elaboration
and connection
text detail
bxxxxx_06eSG_NYS06.indd 22 10/13/05 3:45:22 PM
Page 4 Book 2
27 Complete the chart below by giving one word to describe how Lydia most likely feels when she is not allowed to join the roundup. Then, describe an action from the story that supports this feeling.
How Lydia most likely feels Action from story that supports this feeling
28 Explain how Lydia’s feelings change during the story. Support your answer with details from the story.
Dissapointed When she had to sit from sides and watch her cousin and uncle.
Lydia’s feelings changed at the end of the story when she saves
the baby calf.
This response states a feeling (disappointed). The action given, however, is done “to” her and not “by” her.
This response does not explain how Lydia’s feelings changed, nor does it indicate what the feelings were.
Page 23Guide to the Grades 3–8 Testing Program
Score Point - 2
correct
lacks connection
text detail
bxxxxx_06eSG_NYS06.indd 23 10/13/05 3:45:23 PM
Go On
Page 5Book 2
29 At the end of the story, Mike and Uncle Carlos throw up their hats and cheer. Explain why they do this. What do their actions most likely mean for Lydia’s future? Use details from the story to support your answer.
Mike and Uncle Carlos throw up their hats and cheer Because
Lydia saved a Baby calf and they might let her in the round up.
This response gives an accurate explanation (Lydia saved a baby calf) and an accurate prediction (they might let her in the roundup).
Guide to the Grades 3–8 Testing ProgramPage 24
Score Point - 2
text detail
bxxxxx_06eSG_NYS06.indd 24 10/13/05 3:45:24 PM
Go On
Page 7Book 2
Check your writing for correct spelling, grammar, and punctuation.
30 Study the two lessons below.
If at first you don’t succeed, try, try again.
Do not be too quick to judge others.
Write an essay in which you tell which lesson better fits the story “Lydia’s Lasso.” Use details from the story to support your answer.
In your answer, be sure to• choose one of the two lessons• explain why this lesson is appropriate to the story• use details from the story to support your answer
I think that Do not be to quick to Judge others is the best lesson
because Mike thought that Lydia was to young to join the roundup
until she herodd the ice crack and saw a Baby calf on thin ice. Lydia
lasoed the cows neck and got it off The Thin ice.
This extended response cites the lesson, but does not provide any supporting detail. The story is retold without making any connections. The response also contains an inaccuracy (off the ice). The response is readable, but is brief, with little sense of engagement.
Cluster Score = 2The responses as a whole address basic elements of the text. The short and extended responses provide very few text-based details. Few connections are made in these responses.
Page 25Guide to the Grades 3–8 Testing Program
Score Point - 2
incorrect
lesson cited
incorrect
bxxxxx_06eSG_NYS06.indd 25 10/13/05 3:45:26 PM
Page 4 Book 2
27 Complete the chart below by giving one word to describe how Lydia most likely feels when she is not allowed to join the roundup. Then, describe an action from the story that supports this feeling.
How Lydia most likely feels Action from story that supports this feeling
28 Explain how Lydia’s feelings change during the story. Support your answer with details from the story.
Deprested because she really wanted to lasso a cattle only if they would give her a chance
Her feelings change during the story when she lassoed the animal
out of the pond and when Mike and her uncle needed her after all.
This response provides a feeling (depressed), but lacks a correct action. The action stated (wanted to lasso cattle) is more of a feeling.
This response fails to state any feelings. The brief detail lacks connection to how Lydia’s feelings changed.
Guide to the Grades 3–8 Testing ProgramPage 26
Score Point - 1
correctincomplete
no feeling stated
lacks connection
bxxxxx_06eSG_NYS06.indd 26 10/13/05 3:45:27 PM
Go On
Page 5Book 2
29 At the end of the story, Mike and Uncle Carlos throw up their hats and cheer. Explain why they do this. What do their actions most likely mean for Lydia’s future? Use details from the story to support your answer.
Mike and uncle carlos threw up their hats because she saved
the animal from the water. The actions most likely mean for her
future is that she can help them with the cattle.
This response provides a correct explanation (she saved the animal from the water) and an accurate prediction (she can help them with cattle).
Page 27Guide to the Grades 3–8 Testing Program
Score Point - 1
text detail
text detail
bxxxxx_06eSG_NYS06.indd 27 10/13/05 3:45:28 PM
Go On
Page 7Book 2
Check your writing for correct spelling, grammar, and punctuation.
30 Study the two lessons below
If at first you don’t succeed, try, try again.
Do not be too quick to judge others.
Write an essay in which you tell which lesson better fits the story “Lydia’s Lasso.” Use details from the story to support your answer.
In your answer, be sure to• choose one of the two lessons• explain why this lesson is appropriate to the story• use details from the story to support your answer
The lesson I chose is if you don’t succeed, try, try again.
This lesson is appropriate to the story because, like lassoing the
cattle and you don’t succeed keep trying until you get it right.
.
This extended response cites the lesson and includes only one detail (lassoing the cattle) from the story. The response is too brief to establish a focus and shows little attempt at organization.
Cluster Score = 1Taken as a whole, the responses fulfill very few requirements of the tasks. There is little evidence the student understood more than sections of the text.
Guide to the Grades 3–8 Testing ProgramPage 28
Score Point - 1
no explanation
verybrief
lesson cited
bxxxxx_06eSG_NYS06.indd 28 10/13/05 3:45:30 PM
Reading/Writing Specific Rubric
Each description below represents the cluster of responses typically found at that score point level. Anchor
papers (sample student responses) as well as the generic English Language Arts Rubric should be used with the
specific rubrics to help you determine the appropriate score point level for each student’s cluster of responses. If
you still have questions, please consult your scoring table leader.
Reading/Writing Task (Questions 31, 32, 33, 34) “Flights of Fancy” and “A Fish with Whiskers”
5 Points
The 5-point responses demonstrate a thorough understanding of the articles and support that understanding
with text-based details. The student understands how birds and catfish are adaptable and the associations
the authors make in the articles. The graphic organizer (Question 31) is accurate, complete, and thorough,
citing one type of bird, a specific trait it possesses, and how that trait provides protection. The first short
response (Question 32) explains how airplane designers have been influenced by the study of birds and
supports that explanation with text-based details. The second short response (Question 33) compares the
coloring of catfish living in two different environments and explains how their environments affect their
coloring, using text-based details. In the extended response (Question 34), students describe which animal
they would rather be, a catfish or a bird, and explain their choice using ample text-based details. The
response is organized, focused, and addresses all parts of the task. The writing is fluent and has a sense of
engagement or voice.
4 Points
The 4-point responses are essentially logical and accurate, but may reflect a predominantly literal
understanding of the articles. The responses may generalize or present facts without synthesizing them.
The graphic organizer (Question 31) is essentially correct. The first short response (Question 32) may
explain how airplane designers have been influenced by the study of birds but may not provide many
details. The second short response (Question 33) may be somewhat general or may not include much text-
based support. In the extended response (Question 34), students may describe which animal they would
rather be without fully supporting their choice with many text-based details. In addition, the response
shows a clear attempt at organization, but may occasionally introduce extraneous information.
3 Points
The 3-point responses indicate only a partial understanding of the articles. The student may draw
some accurate conclusions about the information, but the responses may be sketchy, or reflect some
misinterpretation of the texts. The graphic organizer (Question 31) may be very brief or may contain some
inaccuracies. The short responses and the extended response may contain some accurate information, but
they may be incomplete or may include unrelated, unsustained ideas. For example, the first short response
(Question 32) may only briefly describe how airplane designers have been influenced by the study of birds.
The second short response (Question 33) may generalize the comparison of the catfish living in different
environments and the effect it has had on their coloring, without much detail. The extended response
(Question 34) may attempt to address all parts of the task, but may be incomplete or weakly organized.
Page 29Guide to the Grades 3–8 Testing Program
bxxxxx_06eSG_NYS06.indd 29 10/13/05 3:45:31 PM
Reading/Writing Specific Rubric (continued)
2 Points
The 2-point responses are readable but indicate a limited understanding of the articles. The graphic
organizer (Question 31) is incomplete or contains inaccuracies. The short responses and the extended
response may address only parts of the tasks, show a misinterpretation of the tasks, or display gaps
in understanding of the texts. They may contain some accurate details, but may not make meaningful
connections or draw conclusions. For example, the first short response (Question 32) may describe some
features of an airplane but fail to make the connection to how the feature was influenced by the study of
birds. The second short response (Question 33) may show difficulty in describing how the environment
affects the coloring of catfish. In the extended response (Question 34), students may only explain in
general terms which animal they would rather be, and may be very brief or not sustain their focus.
1 Point
The 1-point responses are often very brief or repetitive, indicating that the student has understood only
sections of the articles. The graphic organizer (Question 31) is incomplete or inaccurate. The short
responses (Questions 32 and 33) show confusion and misunderstanding of the texts. The extended response
(Question 34) is unfocused, or focuses solely on minor details or extraneous information. The explanation
of which animal the student would rather be may not be based on ideas contained in the articles.
0 Points
The responses are completely incorrect, irrelevant, or incoherent.
Guide to the Grades 3–8 Testing ProgramPage 30
bxxxxx_06eSG_NYS06.indd 30 10/13/05 3:45:31 PM
Rea
ding
/Wri
ting
Spe
cific
Rub
ric
Cha
rtR
eadi
ng/W
riti
ng T
ask:
“F
light
s of
Fan
cy”
and
“A F
ish
wit
h W
hisk
ers”
(Q
uest
ions
31,
32,
33,
34)
Poi
nts
5 R
espo
nses
at
this
leve
l:4
Res
pons
es a
t th
is le
vel:
3 R
espo
nses
at
this
leve
l:2
Res
pons
es a
t th
is le
vel:
1 R
espo
nses
at
this
leve
l:
Ove
rall
dem
onst
rate
a th
orou
gh
unde
rsta
ndin
g of
the
artic
les
and
supp
ort t
hat u
nder
stan
ding
w
ith te
xt-b
ased
det
ails
. R
espo
nses
rev
eal t
hat t
he
stud
ent u
nder
stan
ds h
ow b
irds
an
d ca
tfish
are
ada
ptab
le a
nd
the
asso
ciat
ions
the
auth
ors
mak
e in
the
artic
les.
are
esse
ntia
lly lo
gica
l and
ac
cura
te, b
ut m
ay r
eflec
t a
pred
omin
antly
lite
ral
unde
rsta
ndin
g of
the
artic
les.
R
espo
nses
may
gen
eral
ize
or p
rese
nt f
acts
with
out
synt
hesi
zing
them
.
indi
cate
onl
y a
part
ial u
nder
stan
ding
of
the
artic
les.
Res
pons
es m
ay d
raw
so
me
accu
rate
con
clus
ions
abo
ut
the
info
rmat
ion,
but
the
resp
onse
s m
ay b
e sk
etch
y, o
r re
flect
som
e m
isin
terp
reta
tion
of th
e te
xts.
are
read
able
but
indi
cate
a li
mite
d un
ders
tand
ing
of th
e ar
ticle
s.ar
e of
ten
very
bri
ef o
r re
petit
ive,
indi
catin
g th
at th
e st
uden
t has
und
erst
ood
only
se
ctio
ns o
f th
e ar
ticle
s.
Gra
phic
O
rgan
izer
(Q
uest
ion
31)
are
accu
rate
, com
plet
e, a
nd
thor
ough
, citi
ng o
ne ty
pe
of b
ird,
a s
peci
fic tr
ait i
t po
sses
ses,
and
how
that
trai
t pr
ovid
es p
rote
ctio
n.
are
esse
ntia
lly c
orre
ct.
may
be
very
bri
ef o
r m
ay c
onta
in
som
e in
accu
raci
es.
are
inco
mpl
ete
or c
onta
in in
accu
raci
es.
are
inco
mpl
ete
or in
accu
rate
.
Shor
t R
espo
nse
(Que
stio
n 32
)
expl
ain
how
air
plan
e de
sign
ers
have
bee
n in
fluen
ced
by th
e st
udy
of b
irds
and
sup
port
that
ex
plan
atio
n w
ith te
xt-b
ased
de
tails
.
may
exp
lain
how
air
plan
e de
sign
ers
have
bee
n in
fluen
ced
by th
e st
udy
of b
irds
but
may
no
t pro
vide
man
y de
tails
.
may
con
tain
som
e ac
cura
te
info
rmat
ion,
but
may
be
inco
mpl
ete
or m
ay in
clud
e un
rela
ted,
un
sust
aine
d id
eas
(e.g
., m
ay o
nly
brie
fly d
escr
ibe
how
air
plan
e de
sign
ers
have
bee
n in
fluen
ced
by
the
stud
y of
bir
ds).
may
add
ress
onl
y pa
rts
of th
e ta
sk, s
how
a
mis
inte
rpre
tatio
n of
the
task
, or
disp
lay
gaps
in
und
erst
andi
ng o
f th
e te
xts.
Res
pons
es
may
con
tain
som
e ac
cura
te d
etai
ls, b
ut m
ay
not m
ake
mea
ning
ful c
onne
ctio
ns o
r dr
aw
conc
lusi
ons
(e.g
., m
ay d
escr
ibe
som
e fe
atur
es
of a
n ai
rpla
ne b
ut f
ail t
o m
ake
the
conn
ectio
n to
how
the
feat
ure
was
influ
ence
d by
the
stud
y of
bir
ds).
show
con
fusi
on a
nd
mis
unde
rsta
ndin
g of
the
text
s.
Shor
t R
espo
nse
(Que
stio
n 33
)
com
pare
the
colo
ring
of
catfi
sh li
ving
in tw
o di
ffer
ent
envi
ronm
ents
and
exp
lain
how
th
eir
envi
ronm
ents
aff
ect t
heir
co
lori
ng, u
sing
text
-bas
ed
deta
ils.
may
be
som
ewha
t gen
eral
or
may
not
incl
ude
muc
h te
xt-
base
d su
ppor
t.
may
con
tain
som
e ac
cura
te
info
rmat
ion,
but
may
be
inco
mpl
ete
or m
ay in
clud
e un
rela
ted,
uns
usta
ined
id
eas
(e.g
., m
ay g
ener
aliz
e th
e co
mpa
riso
n of
the
catfi
sh li
ving
in
diff
eren
t env
iron
men
ts a
nd th
e ef
fect
it
has
had
on th
eir
colo
ring
, with
out
muc
h de
tail)
.
may
add
ress
onl
y pa
rts
of th
e ta
sk, s
how
a
mis
inte
rpre
tatio
n of
the
task
, or
disp
lay
gaps
in
und
erst
andi
ng o
f th
e te
xts.
Res
pons
es
may
con
tain
som
e ac
cura
te d
etai
ls, b
ut m
ay
not m
ake
mea
ning
ful c
onne
ctio
ns o
r dr
aw
conc
lusi
ons
(e.g
., m
ay s
how
dif
ficul
ty in
de
scri
bing
how
the
envi
ronm
ent a
ffec
ts th
e co
lori
ng o
f th
e ca
tfish
).
show
con
fusi
on a
nd
mis
unde
rsta
ndin
g of
the
text
s.
Ext
ende
d R
espo
nse
(Que
stio
n 34
)
desc
ribe
whi
ch a
nim
al th
e st
uden
t wou
ld r
athe
r be
, a
catfi
sh o
r a
bird
, and
exp
lain
th
eir
choi
ce u
sing
am
ple
text
-bas
ed d
etai
ls. R
espo
nses
ar
e or
gani
zed,
foc
used
, and
ad
dres
s al
l par
ts o
f th
e ta
sk;
wri
ting
is fl
uent
and
has
a
sens
e of
eng
agem
ent o
r vo
ice.
may
des
crib
e w
hich
ani
mal
th
ey w
ould
rat
her
be w
ithou
t fu
lly s
uppo
rtin
g th
eir
choi
ce
with
man
y te
xt-b
ased
det
ails
. R
espo
nses
sho
w a
cle
ar
atte
mpt
at o
rgan
izat
ion,
but
m
ay o
ccas
iona
lly in
trod
uce
extr
aneo
us in
form
atio
n.
may
con
tain
som
e ac
cura
te
info
rmat
ion,
but
may
be
inco
mpl
ete
or m
ay in
clud
e un
rela
ted,
un
sust
aine
d id
eas
(e.g
., m
ay a
ttem
pt
to a
ddre
ss a
ll pa
rts
of th
e ta
sk,
but m
ay b
e in
com
plet
e or
wea
kly
orga
nize
d).
may
add
ress
onl
y pa
rts
of th
e ta
sk, s
how
a
mis
inte
rpre
tatio
n of
the
task
, or
disp
lay
gaps
in
und
erst
andi
ng o
f th
e te
xts.
Res
pons
es
may
con
tain
som
e ac
cura
te d
etai
ls, b
ut m
ay
not m
ake
mea
ning
ful c
onne
ctio
ns o
r dr
aw
conc
lusi
ons
(e.g
., st
uden
ts m
ay o
nly
expl
ain
in g
ener
al te
rms
whi
ch a
nim
al th
ey w
ould
ra
ther
be,
and
the
resp
onse
may
be
very
bri
ef
or n
ot s
usta
in th
eir
focu
s).
are
unfo
cuse
d, o
r fo
cus
sole
ly
on m
inor
det
ails
or
extr
aneo
us
info
rmat
ion;
the
expl
anat
ion
of w
hich
ani
mal
the
stud
ent
wou
ld r
athe
r be
may
not
be
base
d on
idea
s co
ntai
ned
in th
e ar
ticle
s.
SCO
RE
PO
INT
0 =
The
res
pons
es a
re c
ompl
etel
y in
corr
ect,
irre
leva
nt, o
r in
cohe
rent
.
Page 31Guide to the Grades 3–8 Testing Program
bxxxxx_06eSG_NYS06.indd 31 10/13/05 3:45:31 PM
Reading/Writing Rubric Key Points
Reading/Writing Task: “Flights of Fancy” and “A Fish with Whiskers”
Question 31The author of “Flights of Fancy” describes several different traits of birds. Complete the chart below by
identifying one bird discussed in the article and a specific trait that helps protect it from enemies. Then
explain how this trait helps to provide protection. Use details from the article in your answer.
Possible Exemplary Responses:Type of Bird / Protective Trait / How the Trait Protects
• swift / speed / can outfly its enemies
• pheasant / short, broad wings / can fly straight up to avoid enemies
• albatross / long wings / can stay aloft for months
• other relevant text-based response
Question 32Using details from “Flights of Fancy,” explain how airplane designers have been influenced by the study
of birds in flight.
Possible Exemplary Response:Airplane designers have used many features of birds to design airplanes. They gave airplanes curved wings
to help the plane lift off just like curved wings help birds to take flight. They built rudders and elevators on
airplanes that help steer and stop the way birds use their tails to do the same thing.
Possible details to include in answer:• Inventors used birds as models for the first successful airplanes.
• Birds have curved wings that give birds their lift.
• Inventors copied the curved wings of birds when building wings on planes.
• Birds use their tails for steering and braking.
• Airplane designers added rudders and elevators on the airplane tail for balance and steering.
• Birds use feathers at their wingtips to keep from rolling.
• Airplanes have ailerons on their wings to prevent rolling.
• other relevant text-based detail
Guide to the Grades 3–8 Testing ProgramPage 32
bxxxxx_06eSG_NYS06.indd 32 10/13/05 3:45:31 PM
Reading/Writing Rubric Key Points (continued)
Reading/Writing Task: “Flights of Fancy” and “A Fish with Whiskers”
Question 33Using information from “A Fish with Whiskers,” compare the coloring of the catfish that live in the Texas
caves with the coloring of the upside-down catfish. Explain how the environment around them has affected
their coloring. Use details from the article to support your answer.
Possible Exemplary Response:The Texas catfish is white all over and the upside-down catfish is dark on its stomach and white on its
back. Color does not matter to the Texas catfish since it lives underground and does not need a dark color
for protection. The upside-down catfish relies on its colors to help it hide from predators.
Possible details to include in answer:• Catfish living in Texas caves have no light and live in total darkness.
• The catfish living in caves do not need a dark color to help it hide.
• The upside-down catfish has a white back and a dark belly.
• The coloring of the upside down catfish helps it hide from predators.
• other relevant text-based detail
Page 33Guide to the Grades 3–8 Testing Program
bxxxxx_06eSG_NYS06.indd 33 10/13/05 3:45:31 PM
Reading/Writing Rubric Key Points (continued)
Reading/Writing Task: “Flights of Fancy” and “A Fish with Whiskers”
Question 34If you were an animal, would you rather be a catfish or a bird? Write an essay in which you explain your
choice. Use details from both “Flights of Fancy” and “A Fish with Whiskers” to support your explanation.
In your answer, be sure to
• describe which animal you would be
• explain your choice
• use details from both articles as support
Possible Exemplary Response:I would rather be a bird than a catfish. Catfish seem to live a boring life. For example, a catfish that
lives in Africa may bury itself in mud for years waiting for enough water for it to swim. It would be much
more fun to be a bird like a swift.
Swifts can fly very fast because their wings are long and pointed. They also do acrobatics in the
air like a stunt pilot. It would be fun to zoom through the air and do fancy tricks; it would be a much more
exciting life than living in the bottom of a pond.
Possible Exemplary Response:I would rather be a catfish than a bird. There are over 2000 different kinds, so I would not be just
like every other catfish in the water! Besides, many birds are easily seen so they must always be on the
lookout for predators. For example, pheasants have short, broad wings to help them take off quickly in the
air when they are threatened.
A catfish has a much more relaxed life. It would be fun to be a tiny madtom catfish and swim in the
streams in the Ozark Mountains. Fisherman would not want to waste their time catching such a tiny fish
and it would be a nice life swimming all day.
Possible details to include in answer:• Birds are streamlined creatures made for flying.
• Flying allows a bird’s eye view of the world.
• Swifts, known for their speed, can do acrobatics in the air.
• The albatross can stay aloft for months at a time.
• A hummingbird can maneuver like a helicopter.
• There are over 2000 different kinds of catfish.
• The upside-down catfish swims upside down.
• An African catfish can sleep for several years in the mud.
• Catfish can live in different kinds of environments all over the world.
• other relevant text-based detail
Guide to the Grades 3–8 Testing ProgramPage 34
bxxxxx_06eSG_NYS06.indd 34 10/13/05 3:45:31 PM
Page 4 Book 3
Or perhaps you are a hummingbird. You have a short wingspan in relation to your weight, so you must beat your wings sixty to seventy times a second just to stay in the air. You are the helicopter of the bird world, able to hover and fly backwards.
Look at the birds around you. How are they similar to airplanes? If you could be a bird, what bird would you be?
31 The author of “Flights of Fancy” describes several different traits of birds. Complete the chart below by identifying one bird discussed in the article and a specific trait that helps protect it from enemies. Then explain how this trait helps to provide protection. Use details from the article in your answer.
Type of Bird Protective Trait How the Trait Protects
Albatross Can fly for a long time The albatross can stay in the air and when the predator gets tired of waiting for a meal, he moves off and you come down.
This response is complete and accurate. The type of bird chosen is an albatross, for its endurance in flight, which helps it escape enemies.
Page 35Guide to the Grades 3–8 Testing Program
Score Point - 5
text details
bxxxxx_06eSG_NYS06.indd 35 10/13/05 3:45:32 PM
Go On
Page 5Book 3
32 Using details from “Flights of Fancy,” explain how airplane designers have been influenced by the study of birds in flight.
Airplane designers have been influenced by the study of birds in flight
because when a bird flies, the air moves over and under its wings. The
top of a bird’s wing is curved and is longer than the bottom surface, the
air moves faster over the top of the wing. This movement reduces the air
pressure above the wing and a greater pressure below the wing pushes
it up giving the bird its lift. Birds use its tail for steering and breaking.
Birds also use the feathers at their wingtips to keep from rolling as
they fly.
This response is complete and accurate, using appropriate details from the story (airplane inventors copied birds’ curved wings for lift; birds use their tail for steering and stopping, while planes have rudders and elevators; birds use feathers to keep from rolling, while planes have ailerons on their wings).
Guide to the Grades 3–8 Testing ProgramPage 36
Score Point - 5
text detail
bxxxxx_06eSG_NYS06.indd 36 10/13/05 3:45:33 PM
This response is complete and accurate, using appropriate details from the story (the Texas catfish is white because there is no light in the cave; it doesn’t need to blend into its surroundings; the upside-down catfish has a white back and black belly, which helps it blend in).
Go On
Page 7Book 3
33 Using information from “A Fish with Whiskers,” compare the coloring of the catfish that live in the Texas caves with the coloring of the upside-down catfish. Explain how the environment around them has affected their coloring. Use details from the article to support your answer.
In caves beneath San Antonio, Texas, lives another catfish that has adapted to its unusual home. The dark caves have no light, so this fish has no eyes. It doesn’t need any. It is also white because it does not need a dark color to help it hide since its home is in total darkness.
Many more kinds of catfish live in the rivers, ponds, and lakes of North America, South America, Europe, Africa, Asia, and Australia. They have adapted to their homes in many different ways. As a result, catfish can live in many kinds of climates and conditions.
The catfish that lives in the Texas caves and the upside–down catfish
both have white backs but the upside–down catfish has a black belly.
The catfish that lives in the Texas caves is completly white because its
home has no light so it doesn’t need to blend in. The upside–down
catfish has a white back and black belly because it swims upside–down
and since the water has some light, the catfish needs to blend in.
Page 37Guide to the Grades 3–8 Testing Program
Score Point - 5
text detail
bxxxxx_06eSG_NYS06.indd 37 10/13/05 3:45:34 PM
Go On
Page 9Book 3
Check your writing for correct spelling, grammar, and punctuation.
If I were an animal, I would be a bird because birds can travel further
than fish. The walking catfish in Asia can move from pond to pond or
come on shore at night to find food whereas the albatross bird can
stay in flight for months at a time, far from land. Certain birds, like the
swift, can do cool acrobatic tricks but the electric catfish can only
shock those who try to harm it. The swifts acrobatic tricks make it
hard for a hunter to shoot him down or catch him. In “Flights of Fancy”
the birds it talked about flew at day in the pure sunlight but the catfish
in “A Fish with Wiskers” swam mainly in the dark. The upside-down catfish
boringly swims upside down but when a pheasant is threatened by an
enemy, it can fly almost straight up. A hummingbird can fly backwards
and hover but an African catfish just burrows into the mud in a dry
season. That is why if I could be any animal I would be a bird.
34 If you were an animal, would you rather be a catfish or a bird? Write an essay in which you explain your choice. Use details from both “Flights of Fancy” and “A Fish with Whiskers” to support your explanation.
In your answer, be sure to• describe which animal you would be• explain your choice• use details from both articles as support
This extended response fulfills the task. The student chooses to be a bird, and gives ample text-based details from both articles for support. The essay is fluent, with a good sense of voice.
Cluster Score = 5The responses as a whole demonstrate a thorough understanding of the articles. The writer addresses key elements of the texts. There is good use of text-based details to develop ideas fully, with thorough elaboration.
Guide to the Grades 3–8 Testing ProgramPage 38
good sense of
voice
animal chosen
ample details
Score Point - 5
bxxxxx_06eSG_NYS06.indd 38 10/13/05 3:45:36 PM
This response is complete and accurate. The type of bird chosen is a pheasant. It has short, broad wings and can fly straight up for protection.
Page 4 Book 3
Or perhaps you are a hummingbird. You have a short wingspan in relation to your weight, so you must beat your wings sixty to seventy times a second just to stay in the air. You are the helicopter of the bird world, able to hover and fly backwards.
Look at the birds around you. How are they similar to airplanes? If you could be a bird, what bird would you be?
31 The author of “Flights of Fancy” describes several different traits of birds. Complete the chart below by identifying one bird discussed in the article and a specific trait that helps protect it from enemies. Then explain how this trait helps to provide protection. Use details from the article in your answer.
Type of Bird Protective Trait How the Trait Protects
I would be a pheasant.
short broad wings With short, broad wings, if a preditor (something who wants to feed on another animal) approaches a pheasant can fly straight up to avoid getting eaten.
Page 39Guide to the Grades 3–8 Testing Program
Score Point - 4
text details
bxxxxx_06eSG_NYS06.indd 39 10/13/05 3:45:37 PM
This response is general but correct. Airplane designers have studied birds’ curved wing structure as well as their whole bodies.
Go On
Page 5Book 3
32 Using details from “Flights of Fancy,” explain how airplane designers have been influenced by the study of birds in flight.
Birds have influenced airplane designers because, people want to get
up in the air, so humans have studied birds wing structure, and they have
successfully made airplanes that fly! Airplane designers are also
influenced by how birds can fly, so they study their whole body and
figure out that birds have curved wings and hollow bones.
That is how airplane designers are influenced by the study of
birds in flight.
Guide to the Grades 3–8 Testing ProgramPage 40
Score Point - 4
text detail
bxxxxx_06eSG_NYS06.indd 40 10/13/05 3:45:38 PM
This response is general. It must be inferred that the Texas catfish is white because it lives in a cave. The upside-down catfish has a dark belly to hide itself.
Go On
Page 7Book 3
33 Using information from “A Fish with Whiskers,” compare the coloring of the catfish that live in the Texas caves with the coloring of the upside-down catfish. Explain how the environment around them has affected their coloring. Use details from the article to support your answer.
In caves beneath San Antonio, Texas, lives another catfish that has adapted to its unusual home. The dark caves have no light, so this fish has no eyes. It doesn’t need any. It is also white because it does not need a dark color to help it hide since its home is in total darkness.
Many more kinds of catfish live in the rivers, ponds, and lakes of North America, South America, Europe, Africa, Asia, and Australia. They have adapted to their homes in many different ways. As a result, catfish can live in many kinds of climates and conditions.
In San Antonio, Texas and in upside-down catfish are very different,
such as color. In San Antonio the fish lives in a cave, has no eyes, and is
white. In Asia the upside-down catfish swims upside down, and its belly
is dark to match its surroundings, but its back is white! Since it swims
upside down it needs the camoflage on its belly, not its back.
Page 41Guide to the Grades 3–8 Testing Program
Score Point - 4
general
text detail
bxxxxx_06eSG_NYS06.indd 41 10/13/05 3:45:39 PM
Go On
Page 9Book 3
Check your writing for correct spelling, grammar, and punctuation.
If I were to pick, a catfish or a bird, I think I would rather be a bird.
A bird can fly and a catfish can’t. In the winter if a bird gets cold it can
migrate, the most a catfish could do was burry itself under the mud.
I would also like to be a bird because a bird lays eggs up in a tree, and
a catfish lays eggs in the water so when animals come to get a drink or
a snack, the catfish eggs aren’t very protected. I would also like to be a
bird because if I was a albatross I could stay in the air for months at a
time, far from land. If I were a catfish the most I could do is maybe go
on land. To escape preditors I could fly away, the most a catfish could
do is give the preditors a shock up to 450 volts.
That is why I would rather be a bird than a catfish.
34 If you were an animal, would you rather be a catfish or a bird? Write an essay in which you explain your choice. Use details from both “Flights of Fancy” and “A Fish with Whiskers” to support your explanation.
In your answer, be sure to• describe which animal you would be• explain your choice• use details from both articles as support
This extended response fulfills the task. The student chooses a bird and gives some general examples from both articles. The essay is mostly focused but does include some irrelevant details. A clear attempt at organization is shown.
Cluster Score = 4As a whole, the responses fulfill some requirements of the tasks. The short and extended responses address some key elements of the texts and provide some general examples from the texts. There are some connections made in the responses.
Guide to the Grades 3–8 Testing ProgramPage 42
Score Point - 4
animal chosen
vague detail
text detail
bxxxxx_06eSG_NYS06.indd 42 10/13/05 3:45:41 PM
The information in the first two boxes is accurate. The pheasant is chosen because it can fly straight up. The information in the third box, however, is too vague.
Page 4 Book 3
Or perhaps you are a hummingbird. You have a short wingspan in relation to your weight, so you must beat your wings sixty to seventy times a second just to stay in the air. You are the helicopter of the bird world, able to hover and fly backwards.
Look at the birds around you. How are they similar to airplanes? If you could be a bird, what bird would you be?
31 The author of “Flights of Fancy” describes several different traits of birds. Complete the chart below by identifying one bird discussed in the article and a specific trait that helps protect it from enemies. Then explain how this trait helps to provide protection. Use details from the article in your answer.
Type of Bird Protective Trait How the Trait Protects
Pheasant They fly almost strait up just like a jet airplane.
You can fly far away.
Page 43Guide to the Grades 3–8 Testing Program
Score Point - 3
correctvague detail
bxxxxx_06eSG_NYS06.indd 43 10/13/05 3:45:42 PM
This response is general and contains some inaccuracies. However, the student correctly identifies that the birds’ wings are curved for lift, and the tail helps keep balance.
Go On
Page 5Book 3
32 Using details from “Flights of Fancy,” explain how airplane designers have been influenced by the study of birds in flight.
They got the wing from the baird because the baird wing are curved
so the are can go under neath it so it could go high. The tail so it could
keep balance. And the beek so they can see like a baird.
Guide to the Grades 3–8 Testing ProgramPage 44
Score Point - 3
incorrect
text detail
text detail
bxxxxx_06eSG_NYS06.indd 44 10/13/05 3:45:43 PM
This response correctly identifies how the environment affects the colors of both catfish. It does not, however, provide a detailed comparison of the coloring of the two fish.
Go On
Page 7Book 3
33 Using information from “A Fish with Whiskers,” compare the coloring of the catfish that live in the Texas caves with the coloring of the upside-down catfish. Explain how the environment around them has affected their coloring. Use details from the article to support your answer.
In caves beneath San Antonio, Texas, lives another catfish that has adapted to its unusual home. The dark caves have no light, so this fish has no eyes. It doesn’t need any. It is also white because it does not need a dark color to help it hide since its home is in total darkness.
Many more kinds of catfish live in the rivers, ponds, and lakes of North America, South America, Europe, Africa, Asia, and Australia. They have adapted to their homes in many different ways. As a result, catfish can live in many kinds of climates and conditions.
Well the up side down fish has a dark stomic so it can blend in with
dark water. Its stomic looks the same as the water. And the cat fish
that lives in the caves can be any color it wont cause it to dark to
see any fish or any thing elts.
Page 45Guide to the Grades 3–8 Testing Program
Score Point - 3
text detail
text detail
bxxxxx_06eSG_NYS06.indd 45 10/13/05 3:45:44 PM
Go On
Page 9Book 3
Check your writing for correct spelling, grammar, and punctuation.
If I was to pick an animal to be I would pick a bird. I would love
to fly a way far. Always go to nice places in the winter like a Pheasant.
But I wouldn’t like to live in a dark place in a caves like a cat fish in texas.
Or, barie my self in mud because all the water dryed up in the summer.
I would like to be in the sky or up in the trees not on the ground in side
the water. I don’t won’t to walk to pond to Pond like some catfish do.
I want to be free and fly and walk ware ever I wont. Un like the fish has
to swim in one place all the time. When I’m eating I can fly straight up so
I can get away from my enime that’s why I wont to be a bird.
34 If you were an animal, would you rather be a catfish or a bird? Write an essay in which you explain your choice. Use details from both “Flights of Fancy” and “A Fish with Whiskers” to support your explanation.
In your answer, be sure to• describe which animal you would be• explain your choice• use details from both articles as support
This extended response shows an attempt at organization. An animal is chosen, and a few details from the text are given. The response is readable and uses basic vocabulary.
Cluster Score = 3Taken as a whole, the responses fulfill some requirements of the tasks. The responses show some gaps in understanding of the texts and are brief, with little elaboration. There are few examples given from the texts.
Guide to the Grades 3–8 Testing ProgramPage 46
Score Point - 3
animal chosen
general detail
from both articles
bxxxxx_06eSG_NYS06.indd 46 10/13/05 3:45:46 PM
This response is complete, identifying the pheasant, with its broad wings and ability to fly straight up.
Page 4 Book 3
Or perhaps you are a hummingbird. You have a short wingspan in relation to your weight, so you must beat your wings sixty to seventy times a second just to stay in the air. You are the helicopter of the bird world, able to hover and fly backwards.
Look at the birds around you. How are they similar to airplanes? If you could be a bird, what bird would you be?
31 The author of “Flights of Fancy” describes several different traits of birds. Complete the chart below by identifying one bird discussed in the article and a specific trait that helps protect it from enemies. Then explain how this trait helps to provide protection. Use details from the article in your answer.
Type of Bird Protective Trait How the Trait Protects
Pheasant Broad, short wings Able to fly straight up
Page 47Guide to the Grades 3–8 Testing Program
Score Point - 2
correct
bxxxxx_06eSG_NYS06.indd 47 10/13/05 3:45:47 PM
Go On
Page 5Book 3
32 Using details from “Flights of Fancy,” explain how airplane designers have been influenced by the study of birds in flight.
Birds have helped us create the airplane by the way they fly
and use there bodies.
This response gives a vague explanation of how birds in flight have helped in the design of airplanes. The student’s phrase “the way they fly and use there bodies” implies the designers studied their movement to design the airplane.
Guide to the Grades 3–8 Testing ProgramPage 48
Score Point - 2
vague
bxxxxx_06eSG_NYS06.indd 48 10/13/05 3:45:48 PM
This response correctly identifies the color of both catfish, but does not describe how the environment affects the color of either one.
Go On
Page 7Book 3
33 Using information from “A Fish with Whiskers,” compare the coloring of the catfish that live in the Texas caves with the coloring of the upside-down catfish. Explain how the environment around them has affected their coloring. Use details from the article to support your answer.
In caves beneath San Antonio, Texas, lives another catfish that has adapted to its unusual home. The dark caves have no light, so this fish has no eyes. It doesn’t need any. It is also white because it does not need a dark color to help it hide since its home is in total darkness.
Many more kinds of catfish live in the rivers, ponds, and lakes of North America, South America, Europe, Africa, Asia, and Australia. They have adapted to their homes in many different ways. As a result, catfish can live in many kinds of climates and conditions.
The cave cat fish color is different from the upside catfish
because one is blackand white, and the cave catfish is white.
Page 49Guide to the Grades 3–8 Testing Program
Score Point - 2
incomplete
text detail
bxxxxx_06eSG_NYS06.indd 49 10/13/05 3:45:49 PM
Go On
Page 9Book 3
Check your writing for correct spelling, grammar, and punctuation.
In the following paragraphs I will explain why I would rather be
a bird. then a cat fish.
First things first, if I were a cat fish, the bird might get a chance
to eat me. There is only a slite problem with that. If I were a bird and
tried to eat an electric catfish, I would get shocked.
Second, if I were a bird I could spread my wings and soar. I could
loop, turn, and even perch on mountains. tops.
These are the reasons I would rather be bird then a cat fish.
34 If you were an animal, would you rather be a catfish or a bird? Write an essay in which you explain your choice. Use details from both “Flights of Fancy” and “A Fish with Whiskers” to support your explanation.
In your answer, be sure to• describe which animal you would be• explain your choice• use details from both articles as support
In this extended response, the student chooses a bird and gives very vague references to both articles. The response is readable but uses minimal vocabulary. There is an attempt to establish focus but little attempt at organization.
Cluster Score = 2Taken as a whole, the responses fulfill some requirements of the tasks. There are very few text-based examples given. The responses show understanding of just parts of the texts.
Guide to the Grades 3–8 Testing ProgramPage 50
Score Point - 2
animal chosen
attempts to focus
vague
vague
bxxxxx_06eSG_NYS06.indd 50 10/13/05 3:45:51 PM
This response does not contain any accurate information.
Page 4 Book 3
Or perhaps you are a hummingbird. You have a short wingspan in relation to your weight, so you must beat your wings sixty to seventy times a second just to stay in the air. You are the helicopter of the bird world, able to hover and fly backwards.
Look at the birds around you. How are they similar to airplanes? If you could be a bird, what bird would you be?
31 The author of “Flights of Fancy” describes several different traits of birds. Complete the chart below by identifying one bird discussed in the article and a specific trait that helps protect it from enemies. Then explain how this trait helps to provide protection. Use details from the article in your answer.
Type of Bird Protective Trait How the Trait Protects
a big one with big wings and that can fly fast
airplane’s go faster then birds some times some birds can go fast like a airplane.
It helps at flying away from a airplane the wings can go faster.
Page 51Guide to the Grades 3–8 Testing Program
Score Point - 1
incorrect
bxxxxx_06eSG_NYS06.indd 51 10/13/05 3:45:52 PM
This response does not address the task.
Go On
Page 5Book 3
32 Using details from “Flights of Fancy,” explain how airplane designers have been influenced by the study of birds in flight.
airplane’s are a lot mor biger then a bird and faster
Guide to the Grades 3–8 Testing ProgramPage 52
Score Point - 1
irrelevant
bxxxxx_06eSG_NYS06.indd 52 10/13/05 3:45:53 PM
This response does not contain any accurate information.Go On
Page 7Book 3
33 Using information from “A Fish with Whiskers,” compare the coloring of the catfish that live in the Texas caves with the coloring of the upside-down catfish. Explain how the environment around them has affected their coloring. Use details from the article to support your answer.
In caves beneath San Antonio, Texas, lives another catfish that has adapted to its unusual home. The dark caves have no light, so this fish has no eyes. It doesn’t need any. It is also white because it does not need a dark color to help it hide since its home is in total darkness.
Many more kinds of catfish live in the rivers, ponds, and lakes of North America, South America, Europe, Africa, Asia, and Australia. They have adapted to their homes in many different ways. As a result, catfish can live in many kinds of climates and conditions.
the water and light the sun
Page 53Guide to the Grades 3–8 Testing Program
Score Point - 1
irrelevant
bxxxxx_06eSG_NYS06.indd 53 10/13/05 3:45:55 PM
Go On
Page 9Book 3
Check your writing for correct spelling, grammar, and punctuation.
a bird. They are nice looking They have good eyes to see
They can fly good and they are big and you can do what you
want up in the sky.
34 If you were an animal, would you rather be a catfish or a bird? Write an essay in which you explain your choice. Use details from both “Flights of Fancy” and “A Fish with Whiskers” to support your explanation.
In your answer, be sure to• describe which animal you would be• explain your choice• use details from both articles as support
In this extended response, the student chooses an animal to discuss, but the response is difficult to read and includes fragmented thoughts.
Cluster Score = 1Taken as a whole, the responses fulfill very few requirements of the tasks. Almost no text-based examples or details are provided. The responses show little evidence of understanding of the texts.
Guide to the Grades 3–8 Testing ProgramPage 54
Score Point - 1
animal chosen
no text details
bxxxxx_06eSG_NYS06.indd 54 10/13/05 3:45:56 PM
Writing Mechanics Rubric(Questions 30 and 34)
3 pointsThe writing demonstrates control of the conventions of written English. There are few, if any, errors
and none that interfere with comprehension. Grammar, syntax, capitalization, punctuation, and
paragraphing are essentially correct. Any misspellings are minor or repetitive; they occur primarily
when a student takes risks with sophisticated vocabulary.
2 pointsThe writing demonstrates partial control of the conventions of written English. It contains errors
that may interfere somewhat with readability but do not substantially interfere with comprehension.
There may be some errors of grammar, syntax, capitalization, punctuation, or spelling.
1 pointThe writing demonstrates minimal control of the conventions of written English. There may be many
errors of grammar, syntax, capitalization, punctuation, and spelling that interfere with readability and
comprehension.
0 pointsThe writing demonstrates a lack of control of the conventions of written English. The errors make the
writing incomprehensible.
Page 55Guide to the Grades 3–8 Testing Program
bxxxxx_06eSG_NYS06.indd 55 10/13/05 3:45:57 PM
Wri
ting
Mec
hani
cs R
ubri
c C
hart
(Que
stio
ns 3
0 an
d 34
)
Qua
lity
3 P
oint
s2
Poi
nts
1 P
oint
Con
vent
ions
: The
ext
ent
to
whi
ch t
he r
espo
nse
exhi
bits
co
nven
tion
al s
pelli
ng,
punc
tuat
ion,
par
agra
phin
g,
capi
taliz
atio
n, g
ram
mar
, and
us
age
The
wri
ting
dem
onst
rate
s co
ntro
l of
the
conv
entio
ns o
f w
ritte
n E
nglis
h. T
here
are
few
, if
any,
er
rors
and
non
e th
at in
terf
ere
with
co
mpr
ehen
sion
. Gra
mm
ar, s
ynta
x,
capi
taliz
atio
n, p
unct
uatio
n, a
nd
para
grap
hing
are
ess
entia
lly
corr
ect.
Any
mis
spel
lings
ar
e m
inor
or
repe
titiv
e; th
ey
occu
r pr
imar
ily w
hen
a st
uden
t ta
kes
risk
s w
ith s
ophi
stic
ated
vo
cabu
lary
.
The
wri
ting
dem
onst
rate
s pa
rtia
l co
ntro
l of
the
conv
entio
ns o
f w
ritte
n E
nglis
h. I
t con
tain
s er
rors
th
at m
ay in
terf
ere
som
ewha
t w
ith r
eada
bilit
y bu
t do
not
subs
tant
ially
inte
rfer
e w
ith
com
preh
ensi
on. T
here
may
be
som
e er
rors
of
gram
mar
, syn
tax,
ca
pita
lizat
ion,
pun
ctua
tion,
or
spel
ling.
The
wri
ting
dem
onst
rate
s m
inim
al c
ontr
ol o
f th
e co
nven
tions
of
wri
tten
Eng
lish.
T
here
may
be
man
y er
rors
of
gram
mar
, syn
tax,
cap
italiz
atio
n,
punc
tuat
ion,
and
spe
lling
that
in
terf
ere
with
rea
dabi
lity
and
com
preh
ensi
on.
SCO
RE
PO
INT
0 =
The
wri
ting
dem
onst
rate
s a
lack
of
cont
rol o
f th
e co
nven
tions
of
wri
tten
Eng
lish.
The
err
ors
mak
e th
e w
ritin
g in
com
preh
ensi
ble.
Guide to the Grades 3–8 Testing ProgramPage 56
bxxxxx_06eSG_NYS06.indd 56 10/13/05 3:45:57 PM
Annotation Key
Abbreviations
cap faulty capitalization
lc lowercase
lu language usage
ow omitted word
p faulty punctuation
r-o run-on sentence
sf sentence fragment
sp error in spelling
Page 57Guide to the Grades 3–8 Testing Program
bxxxxx_06eSG_NYS06.indd 57 10/13/05 3:45:57 PM
Go On
Page 7Book 2
Check your writing for correct spelling, grammar, and punctuation.
Study the two lessons below.
If at first you don’t succeed, try, try again.
Do not be too quick to judge others.
Write an essay in which you tell which lesson better fits the story “Lydia’s Lasso.” Use details from the story to support your answer.
In your answer, be sure to• choose one of the two lessons• explain why this lesson is appropriate to the story• use details from the story to support your answer
If at first you don’t succeed, try, try again. A simple but
meaningful phrase that was important to this story.
Had Lydia not followed the instruction of this phrase, a calf
would have lost its life. When Lydia first heard the crack in the ice,
she rushed to see what it was. When she realized it was a calf,
she threw her lasso.
The first time, it fell short, the second time, it bounced off
the calf’s soft pink nose. The third time, it looped perfectly around
the calf’s neck. Lydia gently pulled the rope, as if pulling a tugboat
through icy waters.
If Lydia had given up on the first or second time, the poor calf
30
Guide to the Grades 3–8 Testing ProgramPage 58
Score Point - 3
missing quotation marks
r-o
sf
bxxxxx_06eSG_NYS06.indd 58 10/13/05 3:45:58 PM
Page 8 Book 2
would have died.
Since she did not give up, she was able to rescue the calf, and
convince Mike and Uncle Carlos that she could really use her lasso well.
I have learned to never give up from that story.
Page 59Guide to the Grades 3–8 Testing Program
Score Point - 3
bxxxxx_06eSG_NYS06.indd 59 10/13/05 3:45:59 PM
Go On
Page 9Book 3
Check your writing for correct spelling, grammar, and punctuation.
If I had to pick to be either a catfish or a bird I would choose
to be a bird.
Just imagine. I can fly & soar above anything & get to feel
so free! I think it would feel like magic to dip & dive. I would get a
wonderful view of the whole world! I could be named for my speed,
just like a swift. Or I could be an albatross with the longest of all
bird wings.
I would rather be a bird because I do not really like the idea
of being a catfish underwater all day & night, not knowing what is
lurking for you next. I also would not want to have whiskers!
For example I would not want to be an upside down fish, because
than I would have to swim around upside down! I would also not
want to be the fish that lived in Texas, because than I would have
If you were an animal, would you rather be a catfish or a bird? Write an essay in which you explain your choice. Use details from both “Flights of Fancy” and “A Fish with Whiskers” to support your explanation.
In your answer, be sure to• describe which animal you would be• explain your choice• use details from both articles as support
34
Guide to the Grades 3–8 Testing ProgramPage 60
Score Point - 3
lu
lu
p
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Page 10 Book 3
no eyes & not be able to see!
As you can see I would much rather be a bird soaring in the sky
than a catfish upside down, or with no eyes! What about you?
Cluster Score = 3The responses as a whole show a control of the conventions of written English. The first paper has a punctuation error, a sentence fragment, and a run-on sentence. The second paper has a minor punctuation error and a language usage error. The errors do not interfere with comprehension or readability.
Page 61Guide to the Grades 3–8 Testing Program
Score Point - 3
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Go On
Page 7Book 2
Check your writing for correct spelling, grammar, and punctuation.
Study the two lessons below.
If at first you don’t succeed, try, try again.
Do not be too quick to judge others.
Write an essay in which you tell which lesson better fits the story “Lydia’s Lasso.” Use details from the story to support your answer.
In your answer, be sure to• choose one of the two lessons• explain why this lesson is appropriate to the story• use details from the story to support your answer
The lesson, “don’t be too Quick to judge others,” fits more into
the story then the lesson,” If at first you don’t succed, try, try again.”
Even though the lesson, “If at first you don’t succeed, try,
try again,” was a little bit to do with the story, the lesson, “Do not
be too Quick to judge others” fits more.
It fits more because in the beging they dident trust Lydia,
but in the end they knew they could trust her.
30
Guide to the Grades 3–8 Testing ProgramPage 62
Score Point - 2
cap lc
lu
plc
sp
sp
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Go On
Page 9Book 3
Check your writing for correct spelling, grammar, and punctuation.
If I were an animal I would be a catfish because they are like
humans, and I also like being a human.
I chose catfish because some can walk, some can breath on
land, some can also electricate.
All a bird can do that is amazing is fly but I can go on an
airplane for that.
Catfish also get better food choses. I love to eat fish. I just
wouldn’t want to be eaten as a fish.
Thats why I would chose catfish.
If you were an animal, would you rather be a catfish or a bird? Write an essay in which you explain your choice. Use details from both “Flights of Fancy” and “A Fish with Whiskers” to support your explanation.
In your answer, be sure to• describe which animal you would be• explain your choice• use details from both articles as support
34
Cluster Score = 2The responses as a whole demonstrate partial control of the conventions of written English. In both papers, there are several errors in spelling, language usage, capitalization, and punctuation. The errors cause some difficulty in readability, but do not interfere with comprehension.
Page 63Guide to the Grades 3–8 Testing Program
Score Point - 2
p
lu
r-o
psp
sp
lu
p
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Go On
Page 7Book 2
Check your writing for correct spelling, grammar, and punctuation.
Study the two lessons below.
If at first you don’t succeed, try, try again.
Do not be too quick to judge others.
Write an essay in which you tell which lesson better fits the story “Lydia’s Lasso.” Use details from the story to support your answer.
In your answer, be sure to• choose one of the two lessons• explain why this lesson is appropriate to the story• use details from the story to support your answer
Don’t be too quick to judge others. Like in the story when Mike
said that Lidia could not lasio cows or cattle. So he told her to
stay next to the pond. She started to hear the ice crack. there was
a calf on the ice she tried to lasio the calf 3 times. The 3d time she got
the calfs head. And pulled it to saftey. Mike and Uncle Carlos were
very happy for her, and now she will probly be in the round up
with them.
The
End
30
Guide to the Grades 3–8 Testing ProgramPage 64
Score Point - 1
sp
missing quotation markssf
r-o
capsp
sf sp
p
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Go On
Page 9Book 3
Check your writing for correct spelling, grammar, and punctuation.
If I were an animal I would be a bird I would be a phesant
becaus it’s wings are broad and short so it can like a jet airplane
to escape from it’s enemies. I wouln’t want to be a cat fish because
a cat fish has smooth slippery skin A sharp, bony spines and don’t
have scales. I would soar in the sky like a albatross. I would flap
sixty to seventy times like a hummingbird. I also wouldn’t want to be
a cat fish because they electricute people like the electric cat fish.
These are all reasons why I would prefer to be a bird rather than
a catfish because I think it would be more intruigueing to be a bird
If you were an animal, would you rather be a catfish or a bird? Write an essay in which you explain your choice. Use details from both “Flights of Fancy” and “A Fish with Whiskers” to support your explanation.
In your answer, be sure to• describe which animal you would be• explain your choice• use details from both articles as support
34
Cluster Score = 1The responses as a whole demonstrate minimal control of the conventions of written English. Both papers have many errors in spelling, syntax, and punctuation. The errors impede the reader’s ability to comprehend.
Page 65Guide to the Grades 3–8 Testing Program
Score Point - 1
p sp
sp
r-o
p
ow
p
sp
sp
sp
p
awkward sentence
ow
lu
ow ow
lu
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Go On
Page 7Book 2
Check your writing for correct spelling, grammar, and punctuation.
Study the two lessons below.
If at first you don’t succeed, try, try again.
Do not be too quick to judge others.
Write an essay in which you tell which lesson better fits the story “Lydia’s Lasso.” Use details from the story to support your answer.
In your answer, be sure to• choose one of the two lessons• explain why this lesson is appropriate to the story• use details from the story to support your answer
Do Not beToo quickTe
SudoeoThere she raaa
caw.
30
Guide to the Grades 3–8 Testing ProgramPage 66
Score Point - 0
bxxxxx_06eSG_NYS06.indd 66 10/13/05 3:46:10 PM
Go On
Page 9Book 3
Check your writing for correct spelling, grammar, and punctuation.
And Bird have
wi lne sing toon the
bold and fly in the
sky.
If you were an animal, would you rather be a catfish or a bird? Write an essay in which you explain your choice. Use details from both “Flights of Fancy” and “A Fish with Whiskers” to support your explanation.
In your answer, be sure to• describe which animal you would be• explain your choice• use details from both articles as support
34
Cluster Score = 0The responses as a whole demonstrate a lack of control of the conventions of written English. Both papers have errors that make the writing incomprehensible.
Page 67Guide to the Grades 3–8 Testing Program
Score Point - 0
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English Language Arts Grade 6 Scoring Considerations
Reading/Multiple Choice (Questions 1–26)• In the multiple-choice segment of the test, a student receives credit only for those questions that are
answered correctly. An answer left blank receives no credit. There is no additional penalty for not
answering questions.
For the Listening/Writing and Reading/Writing sections of the test, first apply the English Language
Arts scoring rubric. Then apply the following rules as appropriate. The lowest score a student can
receive is zero.
Listening/Writing (Questions 27, 28, 29, 30)• Deduct one point if any two short-response questions (27 and 28 or 28 and 29 or 27 and 29) are not
answered.
• If none of the short-response questions (27, 28, 29) are answered, the total maximum Listening/
Writing score possible is 2.
• If Question 30 (the extended-response question) is not answered or is not responsive to the task, the
total maximum Listening/Writing score possible is 2.
• If the student answers only one question, and that question is not the extended response (Question 30),
the score is zero.
• If none of the questions are answered, condition code A (blank) should be applied.
Reading/Writing (Questions 31, 32, 33, 34)• Deduct one point if any two short-response questions (31 and 32 or 32 and 33 or 31 and 33) are not
answered.
• If none of the short-response questions (31, 32, 33) are answered, the total maximum Reading/Writing
score possible is 2.
• If Question 34 (the extended-response question) is not answered or is not responsive to the task, the
total maximum Reading/Writing score possible is 2.
• If the student answers only one question, and that question is not the extended response (Question 34),
the score is zero.
• If none of the questions are answered, condition code A (blank) should be applied.
For Writing Mechanics score, check for sufficient response before applying the appropriate rubric.
Writing Mechanics (Questions 30 and 34)• Students must answer both extended-response questions for the responses to be scored for Writing
Mechanics. If the student answers only one extended-response question, the score is zero.
Guide to the Grades 3–8 Testing ProgramPage 68
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New York State Testing ProgramEnglish Language Arts Condition Codes
Score of ZeroResponses to the Listening/Writing cluster, Reading/Writing cluster, or Writing Mechanics cluster are
scored a zero if the entire response:
• is illegible or may be only scribbling, or
• consists of an indication of the student’s refusal to respond, or
• is written in a language other than English, or
• corresponds to a description of a score of zero in the English Language Arts Scoring Considerations, or
• corresponds to a description of a score of zero in the English Language Arts scoring rubrics.
Condition Code ACondition Code A is applied to the Listening/Writing cluster, Reading/Writing cluster, or the Writing
Mechanics cluster when a student who is present for a test session leaves all of the questions in that section
blank.
Page 69Guide to the Grades 3–8 Testing Program
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Grade 6English Language ArtsScoring GuideSample Test 2005
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