Annotation: The reader answers the question "he feels confidint in reading" and supports the answer with text "…you can go from Kalamazoo to Idaho…" Then the reader continues, "sometimes you have to depend on reading…" Finally the reader reasserts the idea of confidence in reading. The reader does answer the question, does support the answer with text, and does draw a conclusion about a dependence on reading. To improve this response, a firmer connection between the text support and the conclusion needs to drawn. For example the reader could clarify the connection by stating that to travel between Kalamazoo and Idaho a reader would need to read to follow directions or to purchase a ticket which would clarify in a literal way. To clarify in a figurative way, the reader could discuss travel through the experience of books.

Annotation: The reader answers "The speaker feels good about reading" and continues with text-related support stating that reading allows you to "travel, read instructins and recipes…build a lot of stuff…read maps and letters…and learn how to do stuff properly." The reader does answer the question and does offer extensive text-related support. To improve this response, the reader needs to avoid the list-like text support and explain certain or all text references. For example, the reader could reference that reading helps you to build a model plane and that accomplishing something like the building of a model plane makes you feel good which supports and clarifies the reader's idea.

Annotation: The reader answers that reading makes the author feel "happy" and then draws the conclusion that the poem "speak proudly about reading." The reader does answer the questions and does draw a logical conclusion about the words and ideas in the poem. To improve this response, the reader needs to supply text support about the kinds of accomplishments that are possible through reading. Then the reader could clarify the idea by showing that doing something like baking a cake, which is made possible through reading, would make a person proud.

Annotation: The reader answers, "He probably felt happy" and provides text support "when you are happy you feel like rhyming." Also the use of the exclamation point indicates " like he was yelling and sometimes when you are happy you yell." The reader reasserts the speaker "must be happy." The reader does answer the question and taking a different but valid approach to the question offers text support. To improve this response, the reader needs to strengthen the clarifications that rhyming and/or exclamation points show happiness. For example, the reader could explain that the exclamation point occurs after the words "The words will tell you what to do!" and that the things to do in the poem are activities that are fun and that fun indicates happiness.

Score 3

The response demonstrates an understanding of the complexities of the text.

• Addresses the demands of the question
• Effectively uses text-relevant¹ information to clarify or extend understanding

Score 2

The response demonstrates a general understanding of the text.

• Partially addresses the demands of the question
• Uses text-relevant¹ information to show understanding

Score 1

The response demonstrates a minimal understanding of the text.

• Minimally addresses the demands of the question
• Uses minimal information to show some understanding of the text in relation to the question

Score 0

The response is completely incorrect, irrelevant to the question, or missing.²

Note 1:

Text-relevant: This information may or may not be an exact copy (quote) of the text but is clearly related to the text and often shows an analysis and/or interpretation of important ideas. Students may incorporate information to show connections to relevant prior experience as appropriate.

Note 2:

An exact copy (quote) or paraphrase of the question that provides no new relevant information will receive a score of "0".

Rubric Document Date: June 2003