Score Level 1 Anchor Paper

This response shows evidence of a minimal understanding of the two texts. The student presents a few relevant ideas; however, the response provides no support from the poem and/or story for these general ideas.

Score Level 1 Anchor Paper

This response lists several appropriate, but general, comparisons between the poem and the story (both developed a relationship with a parent; done through a tradition involving food; plan to continue their tradition by performing the same actions with their children). Yet, no textual support for these concepts is provided.

Score Level 1 Anchor Paper

This response demonstrates a minimal understanding of the two texts. Although comparisons are presented (talks about an experience a child has with a parent; they are both family related), only a single specific text quote from "Mussels in April" is provided as support for these comparisons ('These family moments — cold outings, simmering pots, scraped fingers, salty steam, the clickclack shells'). More textual support is needed for a higher score.

Score Level 2 Anchor Paper

This response demonstrates a partial understanding of the two texts. The student uses both expressed information (lines 13 — 15 of "Mussels in April"; the narrator of "Mama's Pie" also describes her events as 'a journey back in to family history') and implied information (both build strong relationships with their families through simple experiences; the torch is being passed from one generation to the next, thus building a stronger relationship between the parents and their children). These details support the writer's conclusion that the poem and the story share a common theme - building strong relationships with family.

Score Level 2 Anchor Paper

This response demonstrates a literal understanding of the two texts. The student's basic premise is a generalization that both of the texts "deal with teaching." To support this general idea, the writer uses paraphrased accounts of events from the story and the poem (leap rocks, pick mussels, take them home, steam them to eat; pick berries, add sugar, make sweet syrup, bake the pie).

Score Level 2 Anchor Paper

This response demonstrates a partial understanding of the two texts. Several similarities are presented. The first similarity (both have a reminiscent tone as well as a happy, but not upbeat tone) lacks support. The next (their story lines show a caring for tradition) is supported only by a quote from each text and lacks clear explanation. Another similarity (they have similar charcatures) is only partially explained, and the last idea (they have children who want to pass down the things their parents taught them) lacks supporting details.

Score Level 3 Anchor Paper

This response demonstrates an understanding of the complexities of the two texts. Similarities and differences (gender of the two; having fun; pass on the family traditions) are discussed throughout the response. Ideas are well supported through both expressed information ('scraped fingers, the clickclack shells;' 'I sensed that Mama and I were somehow equals and I felt privy to some feminine world I'd never known before;' 'These rituals to [his] children [he'll] pass on') and implied information (fascination of the mussels; clearly feminine, even as a little girl; the pie itself is not the point; focus on feelings and symbolism). Both the comparison and the contrast of the emotional aspects of the speaker and the narrator show a clear and insightful interpretation of the two texts.

Score Level 4 Anchor Paper

This response demonstrates an understanding of the complexities of the two texts. The student clarifies and extends understanding through several similarities (both value family and passing family rituals down from generation to generation; this shows how sacred an act this was; these rituals are so meaningful to them that they are both going to continue them throughout the family history; simple traditions help unite the family). Each concept is accompanied by specific text support from both the poem and story. The description of the emotional characteristics of both the speaker and narrator (describes in a fascinated tone; thrilled about the experience; both narrators feel privileged; both feel just as strongly about passing down traditions) adds a thoughtful dimension to this response.