School Improvement in Maryland

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Brief Constructed Response Item for Grade 3

Standard 2.0 Comprehension of Informational Text

Topic A. Comprehension of Informational Text

Indicator 2. Identify and use text features to facilitate understanding of informational texts

Objective f. Identify and explain the contributions of text features to meaning

Assessment limit: In the text or a portion of the text

Read this invitation to a special party. Then answer the question below.


Explain how the author makes this invitation interesting to read. In your response, use information from the invitation that supports your explanation. Write your answer in the box below.


Sample Student Response #1

image of student response

Score for Sample Student Response #1: Rubric Score 0

Annotation, Using the Rubric: This response is completely incorrect.


Sample Student Response #2

image of student response

Score for Sample Student Response #2: Rubric Score 0

Annotation, Using the Rubric: This response is irrelevant to the question.


Sample Student Response #3

image of student response

Score for Sample Student Response #3: Rubric Score 1

Annotation, Using the Rubric: This response demonstrates a minimal understanding of the text. The student minimally explains how the author makes this invitation interesting to read “…when you put exlamashon points and amazing it sonds interesting.”


Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 1

Annotation, Using the Rubric: This response demonstrates a minimal understanding of the text. The student minimally explains how the author makes this invitation interesting to read by mentioning “…the corer (color) print…stands out and gets your eation (attention).” and “…it gets me more exsieded about the party.”


Sample Student Response #5

image of student response

Score for Sample Student Response #5: Rubric Score 2

Annotation, Using the Rubric: This response demonstrates a general understanding of the text. The student uses text-relevant information to explain how the author makes this invitation interesting to read “…because of all the bold print and all of the color. Also because of all the examples it gives about different collectors.”


Sample Student Response #6

image of student response

Score for Sample Student Response #6: Rubric Score 2

Annotation, Using the Rubric: This response demonstrates a general understanding of the text. The student uses text-relevant information to explain how the author makes this invitation interesting to read by stating “…he is showing how the reader can start a collection…show you those two boys started collections and he wants the reader start one too…come on over and see all the collections.”


Sample Student Response #7

image of student response

Score for Sample Student Response #7: Rubric Score 3

Annotation, Using the Rubric: This response demonstrates an understanding of the complexities of the text. The student effectively uses text-relevant information to explain how the author makes this interesting to read by noting all the text features such as “…diffrent colors, Bold print … colorful border.” The student further clarifies understanding by explaining how the speech in the candy wrapper “made it cool.”


Sample Student Response #8

image of student response

Score for Sample Student Response #8: Rubric Score 3

Annotation, Using the Rubric: This response demonstrates an understanding of the complexities of the text. The student effectively uses text-relevant information to explain how the author makes this invitation interesting to read “…by listing different collections that will be there.” and then giving an example “…someone is bringing shoelaces.” The student also states the author makes it interesting “…by saying how some people started their collection.” and then clarifies this by telling about how Michelle started her napkin collection.


Brief Constructed Response (BCR) Rubric

Print: Scoring Rubric

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

/share/rubrics/msa/reading/xml/bcr.xml
/toolkit/vsc/assessment_items/msa_ela_3_058.xml