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Brief Constructed Response Item for Grade 3

Standard 3.0 Comprehension of Literary Text

Topic A. Comprehension of Literary Text

Indicator 8. Read critically to evaluate literary texts

Objective a. Identify and explain the believability of the characters' actions and the story's events

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

Read this story titled "A Real Grandma." Then answer the question below.


Explain how the author makes this story seem real. In your response, use details from the story that support 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 irrelevant to the question, as the information given is too vague to show how the author makes the story seem real.


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, as it is too vague to show how the author made the story seem real.


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. A relevant detail from the story is provided “to bake” that shows how the author makes the story seem real.


Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 1

Annotation, Using the Rubric: This response shows minimal understanding of the text. A relevant idea from the text is provided “grandmaws are very busy” that shows how the author makes the story seem real.

Instructional Annotation: (While the Annotation, Using the Rubric describes the scorerís explanation for the rubric score, the Instructional Annotation describes how the response might be improved.)
The reader answers that “Because grandmaws are very busy,” which appears to derive directly from paragraph 14 of the story where Beth’s mother explains that Beth’s grandmother is real but very busy. This response does show interaction with the text, and the reader evolves the answer into a general statement about grandmothers. To improve this response, the reader should supply support from the story about Beth’s grandmother’s activities to show that she is a busy woman.


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 made the story seem real, “…everybody visits there grandma and…make cookies with there grandma.”


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 events in the story are made to seem real, “Most grandmas…always working…fun…bake and eat…build stuff…hug and kiss…go to nursing homes.”

Instructional Annotation: (While the Annotation, Using the Rubric describes the scorerís explanation for the rubric score, the Instructional Annotation describes how the response might be improved.)
The reader answers that “Most grandmas are always working” and continues with a personal reference about his/her own grandma being fun. Next, the reader gives general examples about what kinds of work grandmothers do, which are all found in the story. To improve this response, the reader might offer as a clarification that Beth’s grandmother’s work is involved with helping others and then elaborate upon the examples that have already been given. Any one of the following elaborations would be sufficient. When grandmother eats the cookies or hugs and kisses Beth, those actions help make Beth feel good about herself. When grandmother builds the birdhouse, she is helping the bluebirds find a home or when grandmother takes her dog to visit the nursing home, she is helping the elderly have a happy day.


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 identifies how events are made to seem real “they have problems…grandma is bussy…characters seem really nice.” The student effectively uses text-relevant information to clarify these ideas “Beth…isn’t mad at he grandma for not having enough time to bake cookies…her and her mom bake cookies for her grandma.”

Instructional Annotation: (While the Annotation, Using the Rubric describes the scorerís explanation for the rubric score, the Instructional Annotation describes how the response might be improved.)
The reader answers that the “story seems real because they have problems that need to be solved.” The response continues that “the charecters seem real” because the grandmother is “bussy” and specifically the granddaughter “Beth is nice.” The reader further explains that Beth’s kindness is noted “because she isn’t mad at he grandma for not having enough time to bake cookies with her” and continues that Beth chooses to bake cookies for grandma instead. In essence, the reader states that the story is real because the characters have problems like real people and find a way to solve those problems like real people. To improve what is already a good response; the reader might draw the conclusion that even though grandma is very busy, she always makes time for Beth in her activities.


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 identifies events in the story that can occur in real life and effectively uses text-relevant information to clarify each event, “Beth and Grandma made a bluebird house. Lots of people make a bird house’s also…made oatmeal cookies. My mom has made oatmeal cookies…visit her grandma. I hear friends say they visit their family…”


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_062.xml