The following 20 Sample Student Responses represent a range of score points.

Score for Sample Student Response #1: Rubric Score 2

Annotation: This paraphrased account of events demonstrates a literal understanding of the two texts. A comparison is made (in both the story and the poem, the speakers are passing on the childhood rituals that have been in their families for generations), and the details are supported with appropriate textual information. Compare to Anchor Paper #5.

Score for Sample Student Response #2: Rubric Score 1

Annotation: This response demonstrates a minimal understanding of the two texts. A few appropriate, but general, similarities are listed (both stories they are remembering there childhood; both enjoyed it and will remember it forever), along with a difference (one was about finding treasures and the other was baking pies). Although the writer attempts to support the first idea (when they were growing up what they used to do and how it feels know that they are adults that they can remember a good thing about growing up), this explanation lacks the specific details and information needed for a higher score. Compare to Anchor Paper #2.

Score for Sample Student Response #3: Rubric Score 3

Annotation: This response demonstrates an understanding of the complexities of the two texts. The theme (both appreciate the connection they build with a parent and apply it in the future) is interwoven throughout the response, and appropriate text quotes from both the poem and the story provide support. Understanding is shown in several ideas. (This excerpt emphasizes the boy's understanding of the connection built; Because he understands this connection, he vows to pass it on to his children; the narrator recognizes the connection she builds with her mother; The narrator illustrates her understanding of the unique relationship built with her mother; She also passes this relationship on in the future; Both speakers build an important relationship with a parent through a unique family tradition).

Score for Sample Student Response #4: Rubric Score 2

Annotation: This response demonstrates a partial understanding of the two texts. Some insight is apparent (those special experiences provide opportunities for developing pure family relationships; both experiences savor the connection and the beauty of family love), and an evaluation is supplied (No matter how many friends you have, or how rich you are, nothing is more comfortable than coming home, sharing joy, peace, and happiness with your family). However, for a higher score, specific support is needed to connect the student's ideas to the texts.

Score for Sample Student Response #5: Rubric Score 1

Annotation: This response demonstrates a minimal understanding of the two texts. Several general ideas are provided (both were children that were taught by their parents something that they'll never forget; both parents thought their childrens something usefull; which each childrens past to their children; something especial), but the ideas lack specific supporting details from the poem and/or story. Compare to Anchor Paper #2.

Score for Sample Student Response #6: Rubric Score 2

Annotation: This response demonstrates a partial understanding of the two texts. Several valid comparisons are presented (both bonding with a parent over a family tradition; skills that are being passed down from one generation to the next; the two children are learning the same lesson of bonding and tradition through two different lessons). These ideas are supported with appropriate text examples. (For the speaker in the poem the situation is gather mussels and for the narrator in the story the situation is baking a pie; In lines 15 and 16 in the poem the speaker expresses a want to teach her children). However, more development of the ideas is needed for a higher score. Compare to Anchor Paper #4.

Score for Sample Student Response #7: Rubric Score 3

Annotation: Through an insightful interpretation of both the poem and story (are reflective works and embrace a sense of wonder about life; describe fond memories that the authors had with their families; both writers seem to incorporate the idea of preserving family tradition), similarities are presented, and an understanding of the complexities of the two texts is demonstrated. The student moves beyond the literal by supplying conclusions (implying that the speaker is unfamiliar with them, but curious and inquisitive; describes the wonderment of learning to bake and the narrator's pleasant surprise to all of its interesting foreign ingredients; the writer mentions in a melancholy note) and linking them to specific text quotes. Compare to Anchor Paper #8.

Score for Sample Student Response #8: Rubric Score 1

Annotation: This response demonstrates a minimal understanding of the two texts. Several similarities between the poem and story are presented (talk about family traditions; family history; these traditions will go on for generations). Although "hunting for clams" and "making pie" are ideas from the texts, all of the other evidence is vague and unsupported (a mother telling the story of how she learned it and now she taught it to her daughter; in the other the hole family just cooks and eats clams).

Score for Sample Student Response #9: Rubric Score 2

Annotation: Based on a single premise (both of them are reflecting on past memories), this response demonstrates a partial understanding of the two texts by using paraphrased accounts of the poem (family rituals; the speaker is remembering more of an experience than a time to spend with your child; the speaker went to catch mussels with his/her dad) and the story (the narrator reflects on how she used to bake pies with her mother and how she will teach her own daughter to bake pies). Compare to Anchor Paper #5.

Score for Sample Student Response #10: Rubric Score 3

Annotation: This response demonstrates an understanding of the complexities of the two texts. A thematic and layered discussion (both use lessons they were taught by their parents and pass these lessons on to their children) is supported by paraphrased textual support from both "Mussels in April" and "Mama's Pie." The student moves beyond the literal (the trying process; the tenuous process) and provides further insights. (Yet by the end of the poem, the author concedes that he too will pass that ritual on to his children; By the end of the story, the author is grown up and decides to call her own daughter in to teach her how to bake a pie, just as her mother did; they both value passing lessons on to their children that they were taught by their parents; the practice of passing on traditions is very important to both authors.)

Score for Sample Student Response #11: Rubric Score 3

Annotation: This response demonstrates an understanding of the complexities of the two texts. Several comparisons from both the poem and story are discussed (speak from a first person point of view; illustrate a bond that they feel; both want to share such a feeling of closeness; both have vivid images of the effort they put into catching mussels and picking berries). These ideas are fully supported through appropriate textual evidence and insightful conclusions (to demonstrate how personal their experiences are; showing how fondly both regard memories of their family experiences). The final sentence (The vivid memories of both emphasize the impact and closeness of their family experiences overall, both had personal family experiences that forged a bond with their family) helps to clarify and extend understanding beyond the literal.

Score for Sample Student Response #12: Rubric Score 1

Annotation: This response demonstrates a minimal understanding of the two texts. The student lists appropriate, but general, comparisons between the poem and the story (both dealing with family and enjoying life; both following triditions in thare family; both passing down knowledge from each other). However, these ideas are not supported with specific details from either of the texts. Compare to Anchor Paper #2.

Score for Sample Student Response #13: Rubric Score 2

Annotation: This response demonstrates a partial understanding of the two texts. A basic premise concerning both the poem and the story is provided (both shared family experiences which bonded them greater with a loved one), and expressed and implied information from both texts is used as support. Although the student supplies some insight (they both found joyful experiences in their memories of the past; they were also able to spend heart-filled moments with a parent), more textual support is needed for a higher score.

Score for Sample Student Response #14: Rubric Score 1

Annotation: This response demonstrates a minimal understanding of the two texts. The student attempts to support the first idea (the speakers used the same tone) through a brief, but vague, explanation. (The speakers tone told me that they enjoyed doing those things with their parents.) The other idea is extremely general (It just goes to show that their parents did things to connect with their children) and is not supported with any specific details from the poem and/or the story.

Score for Sample Student Response #15: Rubric Score 2

Annotation: Developing a basic premise (both have strong family relations and connections due to past experiences), this response demonstrates a partial understanding of the two texts. The student supplies paraphrased accounts of events from both works as support. The last sentence (pie baking will be carried down through the generations in that family as well) helps to connect this textual information to the stated premise. Compare to Anchor Paper #5.

Score for Sample Student Response #16: Rubric Score 3

Annotation: This response demonstrates an understanding of the complexities of the two texts. Interwoven throughout the response is the idea (both experience events with their families that they'd like to pass on to their children). The student uses specific expressed and implied information and frequent pauses to move beyond the literal (both illustrate the importance of family & the significance it has on developing relationships with their children; she is disappointed when the trip is over, but comforts herself that the ritual will be passed down; now a mother who is ready to follow her mother's tradition; both illustrate the importance of carrying on family traditions with their children in order to develop personal relationships with each and every one of them). Compare to Anchor Paper #7.

Score for Sample Student Response #17: Rubric Score 2

Annotation: This response demonstrates a partial understanding of the two texts. A similarity (they both felt a closer connection with their parents as they did family activities and shared experiences) is discussed, and expressed information from both the poem and the story is given as support. To receive a higher score, the student needs to further elaborate these ideas. Compare to Anchor Paper #6.

Score for Sample Student Response #18: Rubric Score 1

Annotation: This response demonstrates a minimal understanding of the two texts. The student provides a similarity (Both of them had a special experience with one of their parents that they passed on to their own children); however, the response lacks information from the texts to support this similarity. Compare to Anchor Paper #1.

Score for Sample Student Response #19: Rubric Score 2

Annotation: This response demonstrates a partial understanding of the two texts. A few similarities (the children have a close relationship with their parents; The parents teach them something from their childhood) are provided. Expressed information (These rituals of my children I'll pass on; tell her how her great-grandmother used to bake a pie), as well as implied information (Passing a tradition down through the family is a very important thing; to keep something alive for so long shows that its important) helps to support the student's ideas.

Score for Sample Student Response #20: Rubric Score 3

Annotation: This response demonstrates an understanding of the complexities of the two texts. The student thoughtfully discusses an idea that is the basis for both the poem and the story (both convey the idea that simple family rituals are an opportunity to develop strong and lasting relationships). The student clarifies this theme through expressed and implied information from both texts. By pausing to reflect on the provided textual support (the speaker bonds with her/his mother/father; show a desire to pass on these rituals; he believes it is an important bonding experience; she believes it is an important rite of passage and an opportunity to grow), the student provides insight. The final sentences (Both authors value and learn from their family traditions. They will pass on these traditions to future generations to come) assist in extending the understanding and moving this response beyond a literal interpretation of the text and question.

Anchor Papers used in scoring