1. On-Demand Reading and Writing Assessment Collaborative Scoring Day 7 th & 8 th Grade

3. 4 Advanced Proficient The writing: Clearly addresses all parts of the writing task Demonstrates a clear purpose and maintains a consistent point of view and focus Develops the topic in well-organized paragraphs with specific, well-chosen details using precise and varied vocabulary Includes the effective use of transitions Includes an engaging lead, a satisfying conclusion, and employs a variety of sentence structures to enhance the writingengaging leadsatisfying conclusion Provides in-depth, relevant and accurate information Uses an authoritative voice which conveys expertise and demonstrates a thorough understanding of the task Hits all parts of the prompt- format, audience, purpose Stays on purpose; doesn’t go off topic Doesn’t shift from 1 st person to 3rd Fully developed; multiple paragraphs Sophisticated purposeful evidence and language Seamlessly pull paper together with genre-specific transitions Specific lead purposely chosen for prompt Conclusion goes beyond the obvious tying up the importance for the reader Chooses specific sentence structures for emphasis Writer is the expert with powerful images that show the reader that the writer is knowledgeable Evidence goes beyond the obvious, is important to the reader and is correct 88-100% “Hamburger with the Works”

4. 3 Proficient The writing: Addresses all parts of the writing task Demonstrates a general understanding of purpose and a mostly consistent point of view and focus Develops the topic in logical paragraphs with some supporting details using appropriate vocabulary Includes the effective use of some transitions Includes an appropriate lead and conclusion, and uses more than one sentence typeappropriate lead conclusion Provides adequate, relevant and accurate information Uses a knowledgeable voice that demonstrates understanding of the task 75-87% “Plain Hamburger” What do you see that is different between a 4 and a 3 score? The writing is clear and focused. Does the job;shows evidence of structure and support Predictable; language and word choice are solid, but are missing style Adequate; Gives the reader enough support, but doesn’t go beyond. Solid piece that could be shown to parents as meeting proficiency expectations

5. 2 Partially Proficient The writing: Addresses only parts of the writing task Demonstrates little understanding of purpose, point-of-view and focus Attempts to write paragraphs, but with few supporting details using limited vocabulary. Or may be a list May include ineffective or awkward transitions that do not unify important ideas Lead and conclusion may be brief or confusing, and uses simple sentencesLeadconclusion Provides limited information; may contain inaccuracies and irrelevant information Uses a voice which may show some knowledge and understanding of the task. Or reader may be unsure of voice 65-74% “Meat Only” On its way; may have structure, but is lacking enough or adequate support May contain elements that are adequate, although they may be overly broad or simplistic.

6. 1 Non-Proficient The writing: Addresses only one part of the writing task Demonstrates no understanding of purpose, and lacks point of view and focus Has little paragraph structure with few/no details using simple words No evidence of lead and conclusion, and sentence structure is simple or confusing Provides little to no information and lacks thesis Lacks voice and reveals little/no understanding of the task 64 % and below Main ideas and purpose are somewhat unclear or development is attempted but minimal

8. 4 Advanced Proficient The response has a clear and effective organizational structure creating unity and completeness:  use of a variety of transitional strategies  logical progression of ideas from beginning to end  effective introduction and conclusion for audience and purpose  strong connections among ideas, with some syntactic variety Organization

9. 3 Proficient The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected:  adequate use of transitional strategies with some variety  adequate progression of ideas from beginning to end  adequate introduction and conclusion  adequate, if slightly inconsistent, connection among ideas Organization

10. 2 Partially Proficient The response has an inconsistent organizational structure, and flaws are evident:  inconsistent use of transitional strategies with little variety  uneven progression of ideas from beginning to end  conclusion and introduction, if present, are weak  weak connection among ideas Organization

11. 1 Non-Proficient The response has little or no discernible organizational structure:  few or no transitional strategies are evident  frequent extraneous ideas may intrude Organization

13. 4 Advanced Proficient The response provides thorough and convincing support/evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response achieves substantial depth that is specific and relevant:  use of evidence from sources is smoothly integrated, comprehensive, and concrete  effective use of a variety of elaborative techniques. variety Elaboration

14. 3 Proficient The response provides adequate support/evidence for the controlling idea or main idea that includes the use of sources, facts, and details:  some evidence from sources is integrated, though citations may be general or imprecise  adequate use of some elaborative techniques Elaboration

15. 2 Partially Proficient The response provides uneven, cursory support/evidence for the controlling idea or main idea that includes partial or uneven use of sources, facts, and details:  evidence from sources is weakly integrated, and citations, if present, are uneven  weak or uneven use of elaborative techniques Elaboration

16. 1 Non-Proficient The response provides minimal support/evidence for the controlling idea or main idea that includes little or no use of sources, facts, and details:  use of evidence from the source material is minimal, absent, in error, or irrelevant Elaboration

18. Writing Standard W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.  Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.  Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.  Use precise language and domain-specific vocabulary to inform about or explain the topic.  Establish and maintain a formal style.  Provide a concluding statement or section that follows from and supports the information or explanation presented. W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

19. College and Career Readiness Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

21. College and Career Readiness Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. RL.7.5: Analyze how a drama’s or poem’s form or structure contributes to its meaning. RL.8.5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. College and Career Readiness Standard 6: Assess how point of view or purpose shapes the content and style of a text. RL.7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. RL.8.6: Analyze how differences in the points of view of the characters and the audience or reader create such effects as suspense or humor.

23. College and Career Readiness Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama RL.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

25. PAPER #1

26. RHETORICAL SCORE:4  Clearly addresses all parts of the writing task  Demonstrates a clear purpose and maintains a consistent point of view and focus  Develops the topic in well-organized paragraphs with specific, well-chosen details using precise and varied vocabulary  Includes the effective use of transitions and the sentences seamlessly tie the paper together  Includes an engaging lead, a satisfying conclusion  Provides in-depth, relevant and accurate information  Uses an authoritative voice which conveys expertise and demonstrates a thorough understanding of the task Transitions Quote Explain Topic Sentences Example Quote Example Metaphor TAG and Thesis Echo the introduction Concluding Sentence Analogy Quote Lead Quote Revisits the thesis Example Explain Precise Language PAPER #1

27. ORGANIZATION/STRUCTURE SCORE: 4  The response has a clear and effective organizational structure creating unity and completeness  Logical progression of ideas from beginning to end  Effective introduction and conclusion for audience and purpose  Strong connections among ideas Transitions Quote Explain Topic Sentences Example Quote Example Metaphor TAG and Thesis Echo the introduction Concluding Sentence Analogy Quote Lead Quote Revisits the thesis Example Explain PAPER #1

28. ELABORATION SCORE:4  The response provides thorough convincing support/evidence for the controlling idea  Use of evidence from source is smoothly integrated and concrete  Effective use of a variety of elaborative techniques Quote Explain Topic Sentences Example Quote Example Metaphor Concluding Sentence Analogy Quote Example Explain PAPER #1

29. On-Demand Reading & Writing Assessment Commentary: Informative/Explanatory Van Gogh Grade 7/8 Paper No. 1  Clearly addresses all parts of the writing task  Demonstrates a clear purpose and maintains a consistent point of view and focus  Develops the topic in well- organized paragraphs with specific, well-chosen details using precise and varied vocabulary  Includes the effective use of transitions and the sentences seamlessly tie the paper together  Includes an engaging lead, a satisfying conclusion  Provides in-depth, relevant and accurate information  Uses an authoritative voice which conveys expertise and demonstrates a thorough understanding of the task  The response has a clear and effective organizational structure creating unity and completeness  Logical progression of ideas from beginning to end  Effective introduction and conclusion for audience and purpose  Strong connections among ideas  The response provides thorough convincing support/evidence for the controlling idea  Use of evidence from source is smoothly integrated and concrete  Effective use of a variety of elaborative techniques Rhetorical Score 4 Organization/Structure Score 4 Elaboration Score 4

30. PAPER #2

31. TAG with thesis and road map of paper Statement lead developed from the text Transitions Explain Example  Addresses all parts of the writing task  Demonstrates a general understanding of purpose and maintains a consistent point of view and focus  Develops the topic into logical paragraphs with some supporting details  Includes the use of some transitions  Includes an engaging lead and an appropriate conclusion  Provides relevant and accurate information  Uses a knowledgeable voice that demonstrates understanding of the task RHETORICAL SCORE: 3 Topic sentences Revisits the thesis & Reasons Quote Explain Example Clarification Statement Quote Explain

32. PAPER #2 TAG with thesis and road map of paper Statement lead developed from the text Transitions Explain Example  Adequate progression of ideas from beginning to end  Effective introduction and adequate conclusion  Strong connections among ideas  Some use of transitional strategies ORGANIZATION/STRUCTURE SCORE: 3 Topic sentences Revisits the thesis & Reasons Quote Explain Example Clarification Statement Quote Explain

33. PAPER #2 Explain Example  The response provides adequate support/evidence for the controlling idea  Support evidence from sources is integrated  Adequate use of some elaborative techniques ELABORATION SCORE: 3 Topic sentences Quote Explain Example Clarification Statement Quote Explain

34. On-Demand Reading & Writing Assessment Commentary: Informative/Explanatory Van Gogh Grade 7/8 Paper No. 2  Addresses all parts of the writing task  Demonstrates a general understanding of purpose and maintains a consistent point of view and focus  Develops the topic into logical paragraphs with some supporting details  Includes the use of some transitions  Includes an engaging lead and an appropriate conclusion  Provides relevant and accurate information  Uses a knowledgeable voice that demonstrates understanding of the task  Adequate progression of ideas from beginning to end  Effective introduction and adequate conclusion  Strong connections among ideas  Some use of transitional strategies  The response provides adequate support/evidence for the controlling idea  Support evidence from sources is integrated  Adequate use of some elaborative techniques Rhetorical Score 3 Organization/Structure Score 3 Elaboration Score 3

35. PAPER #3

36. RHETORICAL SCORE: Quote Lead Topic Sentences Quote Clarify Explain Quote Explain Quote Explain Redundant Explanation Explain Redundant Explanation Explain Revisits important idea Revisits thesis TAG & thesis copied from prompt  Addresses all parts of the writing task  Demonstrates a general understanding of purpose  Provides redundant information  Lead and conclusion need work (copied from prompt) Explain (not clear) Explain Quote Explain 2 Transitions PAPER #3

37. ORGANIZATION/STRUCTURE SCORE: Quote Lead Topic Sentences Quote Clarify Explain Quote Explain Quote Explain Redundant Explanation Explain Redundant Explanation Explain Revisits important idea Revisits thesis TAG & thesis copied from prompt  Conclusion and introduction are weak  Weak connection of ideas because of the redundancy/unclear explanations and examples  Simple transitions used Explain (not clear) Explain Quote Explain 2 Transitions PAPER #3

38. ELABORATION SCORE: Topic Sentences Quote Clarify Explain Quote Explain Quote Explain Redundant Explanation Explain Redundant Explanation Explain  The response provides uneven, cursory support/evidence for the controlling idea  Explanations are redundant/unclear Explain (not clear) Explain Quote Explain 2 PAPER #3

39. On-Demand Reading & Writing Assessment Commentary: Informative/Explanatory Van Gogh Grade 7/8 Paper No. 3  Addresses all parts of the writing task  Demonstrates a general understanding of purpose  Provides redundant/unclear information  Lead and conclusion need work (copied from prompt)  Conclusion and introduction are weak  Weak connection of ideas because of the redundancy or unclear explanations  Simple transitions used  The response provides uneven, cursory support/evidence for the controlling idea  Explanations are redundant Rhetorical Score 2 Organization/Structure Score 2 Elaboration Score 2

40. PAPER #4

41. Quote lead that doesn’t seem to tie to the paper Big ideas do not match the prompt Tries to use TAG, but there is no thesis and genre is incorrect RHETORICAL SCORE: Conclusion is missing 1  Addresses only one part of the writing task  Demonstrates no understandings of purpose, and lacks point of view and focus  Has little paragraph structure with few/no details  No evidence of conclusion  Lacks voice and reveals little/no understanding of the task Short fragmented thoughts, awkward; Attempted to cite evidence Simple Transitions No explanation of the quotes and how they tie to answering the prompt. “How did the authors use tone and perspective to explain how Van Gogh’s early life shaped his character? Attempted to cite evidence with no explanation Topic Sentences are not focused on prompt PAPER #4

42. Big ideas do not match the prompt Tries to use TAG, but there is not thesis and genre is incorrect ORGANIZATION/STRUCTURE SCORE: Conclusion is missing 1  Weak introduction  Missing Conclusion  Uneven progression of ideas from beginning to end Short fragmented thoughts, awkward; Attempted to cite evidence Simple Transitions No explanation of the quotes and how they tie to answering the prompt. “How did the authors use tone and perspective to explain how Van Gogh’s early life shaped his character? Attempted to cite evidence with no explanation Topic Sentences are not focused on prompt PAPER #4

43. ELABORATION SCORE: Conclusion is missing 1  Use of evidence from the source material is minimal and irrelevant Short fragmented thoughts, awkward; Attempted to cite evidence Simple Transitions No explanation of the quotes and how they tie to answering the prompt. “How did the authors use tone and perspective to explain how Van Gogh’s early life shaped his character? Attempted to cite evidence with no explanation Topic Sentences are not focused on prompt PAPER #4

44. On-Demand Reading & Writing Assessment Commentary: Informative/Explanatory Van Gogh Grade 7/8 Paper No. 4  Addresses only one part of the writing task  Demonstrates no understandings of purpose, and lacks point of view and focus  Has little paragraph structure with few/no details  No evidence of conclusion  Lacks voice and reveals little/no understanding of the task  Weak introduction  Missing Conclusion  Uneven progression of ideas from beginning to end  Use of evidence from the source material is minimal and irrelevant Rhetorical Score 1 Organization/Structure Score 1 Elaboration Score 1

46. Engaging Lead

47. Satisfying Conclusion

48. Appropriate Lead

49. Appropriate Conclusion

50. Inadequate Lead

51. Inadequate Conclusion

52. Ways to Support Others’ experiences Facts & Statistics Expert opinion Analogies Ways to Support Explain: Tell what you mean Exemplify: Give an example Describe: (with concrete nouns, specific adj, strong verbs) Describe: (use figurative language) Quotes Anecdotes Compare and Contrast Cause and Effect Clarification Statements Ways to Support Personal Experiences Definition