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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 b. Identify and explain questions left unanswered by the text

Assessment limit: Questions and predictions about events, situations, and conflicts that might occur if the text were extended

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


What will probably happen the next time Beth visits her grandma? In your response, use details from the story that support your answer. 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 what will happen next time Beth goes to visit grandma, “Grandma probaly will not be busy the next time.”

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 responds that Grandma will not be busy the next time that Beth visits her. This answer shows limited knowledge of the text, which relates to Grandma always being involved with a variety of activities. To improve this response, the reader could provide the specific activities Grandma pursues: visiting a nursing home, making a bluebird house, and riding a bicycle. To extend the response, the reader might supply a specific activity that Grandma and Beth might try.


Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 1

Annotation, Using the Rubric: This response indicates a minimal understanding of the text. The student uses minimal information to show what will happen, [they] “will probaly bake cookies together.”


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 predict that “grandma migh still be working on something else lik taking sunny for a walk.”

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 "grandma migh still be working on something else" and then provides specifically that she could be taking her dog Sunny on a walk. This reader shows knowledge of Grandma's behavior and gives a like but alternate activity not listed in the text. To improve this response, a reader might extend this response by concluding that Beth's grandma likes active pursuits and seems to enjoy being outside of her house.


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 predicts that “Grandma makes cookies for Beth.” The student uses text-relevant information to explain this prediction, “Beth wanted cookies so long sence Beth made cookies for Grandma that they will make cookies together.”


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 predicts they “will bake cookies.” The student effectively uses text-relevant information to explain that “At first grandma did not have time to bake cookies but now she will make the time.” The student extends understanding by explaining that “Because Beth baked cookies for grandma…grandma will bake cookies for Beth.”

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 responds that Grandma will bake cookies with Beth, and because Beth baked cookies for her, Grandma will bake cookies with Beth. Grandma describes Beth's effort as "wonderful;" the reader qualifies Beth's effort as "nice." To improve this response and make a further extension, the reader might discuss baking cookies as returning a favor and then go a step further by noting that baking cookies together will allow them to know each other better.


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_065.xml