Released 2014 Assessment: Language 1, Reading. Item-Specific Rubrics and Sample Student Responses with Annotations

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1 Assessment of Reading, Writing and Mathematics: Primary Division Released 2014 Assessment: Language 1, Reading Item-Specific Rubrics and Sample Student Responses with Annotations EQAO, 2 Carlton Street, Suite 1200, Toronto, ON M5B 2M Web site: Queen s Printer for Ontario EQAO, 2 Carlton Street, Suite 1200, Toronto, ON M5B 2M Web site: Queen s Printer for Ontario EQAO, 2 Carlton Street, Suite 1200, Toronto, ON M5B 2M Web site: Queen s Printer for Ontario

2 Short Narrative The In-Line Skating Lesson Section A Question 4 Q.4 Explain how Farah helps to make Aldo s skating lesson a success. Use details from the text to support your answer. Code Descriptor B Blank: nothing written or drawn in the space provided I 10 Illegible: cannot be read; completely crossed out / erased; not written in English Irrelevant content: does not attempt assigned question Off topic: no relationship of written work to the question Typical responses: do not attempt to answer the question OR restate the question (e.g., Farah helps make Aldo s lesson a success. ) Response attempts to answer how Farah helps to make Aldo s skating lesson a success. The response either: answers an aspect of the question OR does not refer to the reading selection OR provides inaccurate support 20 Response indicates a partial understanding of how Farah helps to make Aldo s skating lesson a success. The response provides: irrelevant support from the reading selection OR vague support from the reading selection OR limited support from the reading selection The response usually requires the reader to connect the support to what it is intended to prove Response indicates an understanding by explaining how Farah helps to make Aldo s skating lesson a success. The response includes: some accurate and relevant support and some vague or underdeveloped support The response requires the reader to make some connections between the support and what it is intended to prove. Response indicates an understanding by explaining fully how Farah helps to make Aldo s skating lesson a success and provides specific and relevant support.

3 Short Narrative The In-Line Skating Lesson Section A Question 4 Code 10 Response attempts to explain how Farah helps to make Aldo s skating lesson a success by answering an aspect of the question (e.g., Farah was telling Aldo step by step what to do).

4 Short Narrative The In-Line Skating Lesson Section A Question 4 Code 20 Response indicates a partial understanding of how Farah helps to make Aldo s skating lesson a success by providing vague support (e.g., reading him the steps and helping him with how to stop.) The response requires the reader to connect the support to what is intended to prove.

5 Short Narrative The In-Line Skating Lesson Section A Question 4 Code 30 Response indicates an understanding of how Farah helps to make Aldo s skating lesson a success by including some accurate and relevant support (e.g., when he is falling Farah read him relax and be a wet noodle and fall. ) and some vague support (e.g., Farah reads a book to Aldo to help him). The response requires the reader to make some connections between the support and what it is intended to prove.

6 Short Narrative The In-Line Skating Lesson Section A Question 4 Code 40 Response indicates an understanding by providing specific and relevant support (e.g., Farah teach s Aldo how to stop by falling to the ground) and explains fully how Farah helps Aldo make his skating lesson a success (e.g., At first Farah tryed to tell Aldo how to stop but Aldo didn t so at the end Aldo wants to know to stop).

7 Short Narrative The In-Line Skating Lesson Section A Question 5 Q.5 Explain how Aldo s attitude about using the book changes after he starts to skate. Use details from the text to support your answer. Code Descriptor B Blank: nothing written or drawn in the space provided I Illegible: cannot be read; completely crossed out / erased; not written in English Irrelevant content: does not attempt assigned question Off topic: no relationship of written work to the question Typical responses: do not attempt to answer the question OR restate the question (e.g., Aldo s attitude changes after he skates.) Response attempts to answer how Aldo s attitude about using the book changes after he starts to skate. The response either: answers an aspect of the question OR does not refer to the reading selection OR provides inaccurate support Response indicates a partial understanding of how Aldo s attitude about using the book changes after he starts to skate. The response provides: irrelevant support from the reading selection OR vague support from the reading selection OR limited support from the reading selection The response usually requires the reader to connect the support to what it is intended to prove. 30 Response indicates an understanding by explaining how Aldo s attitude about using the book changes after he starts to skate. The response includes: some accurate and relevant support and some vague or underdeveloped support The response requires the reader to make some connections between the support and what it is intended to prove. 40 Response indicates an understanding by explaining fully how Aldo s attitude about using the book changes after he starts to skate and provides specific and relevant support.

8 Short Narrative The In-Line Skating Lesson Section A Question 5 Code 10 Response attempts to explain how Aldo s attitude about using the book changes after he starts to skate by answering an aspect of the question (e.g., he didnt look at the book at first).

9 Short Narrative The In-Line Skating Lesson Section A Question 5 Code 20 Response indicates a partial understanding of how Aldo s attitude about using the book changes after he starts to skate by providing vague support (e.g., he thought he knew what to do but he didn t so he read the book how to skate). The response requires the reader to connect the support to what is intended to prove.

10 Short Narrative The In-Line Skating Lesson Section A Question 5 Code 30 Response indicates an understanding of how Aldo s attitude about using the book changes after he starts to skate by including some accurate and relevant support (e.g., at the end he wanted to start at lesson 1, leraning how to fall down) and some underdeveloped support (e.g., he did t want to practise to Fall down). The response requires the reader to connect the support to what is intended to prove.

11 Short Narrative The In-Line Skating Lesson Section A Question 5 Code 40 Response indicates an understanding by explaining fully how Aldo s attitude about using the book changes after he starts to skate using specific and relevant support of (e.g. in the beginning he didn t think he needed the book he just laughed and said, I don t want to fall down and I don t want to stop but in the end he said, Farah! Read how to stop! So in the end he realized he needed the book and he wanted to read it).

12 Poem Two Chains Section A Question 10 Q.10 Explain why the animals in the pond behave differently than the cow. Use details from the poem and your own ideas to support your answer. Code Descriptor B Blank: nothing written or drawn in the space provided I Illegible: cannot be read; completely crossed out / erased; not written in English Irrelevant content: does not attempt assigned question Off topic: no relationship of written work to the question Typical responses: do not attempt to answer the question OR restate the question (e.g., The pond animals behave differently than the cow.) Response attempts to explain why the animals in the pond behave differently than the cow. The response either: answers an aspect of the question OR does not refer to the reading selection OR provides inaccurate support Response indicates a partial understanding why the animals in the pond behave differently than the cow. The response provides: irrelevant support from the reading selection OR vague support from the reading selection OR limited support from the reading selection The response usually requires the reader to connect the support to what it is intended to prove. 30 Response indicates an understanding by explaining why the animals in the pond behave differently than the cow. The response includes: some accurate and relevant support and some vague or underdeveloped support The response requires the reader to make some connections between the support and what it is intended to prove. 40 Response indicates an understanding by explaining fully why the animals in the pond behave differently than the cow and provide specific and relevant support.

13 Poem Two Chains Section A Question 10 Code 10 Response attempts to answer why the animals in the pond behave differently than the cow by answering an aspect of the question (e.g., becouse they are carnivors).

14 Poem Two Chains Section A Question 10 Code 20 Response indicates a partial understanding of why the animals in the pond behave differently than the cow by providing limited support (e.g., cause all the animals diden t get to eat but the cow had a chance to eat). The response requires the reader to connect the support to what is intended to prove.

15 Poem Two Chains Section A Question 10 Code 30 Response indicates an understanding of why the animals in the pond behave differently than the cow by including some accurate and relevant support (e.g., the animals in the pond are carnavors and the cow just eats grass and the cow dosen t have to chase it food) and some underdeveloped support (e.g., the animals in the pond have to catch the food). The response requires the reader to connect the support to what is intended to prove.

16 Poem Two Chains Section A Question 10 Code 40 Response indicates an understanding of why the animals in the pond behave differently than the cow by providing specific and relevant support (e.g., those animals actually eat other animals; But the cow just eats grass and drinks water) and explains fully (For example, And in a tree there stood a hawk, who thought a snake would make his day. So the hawk is eating a animal, not grass like a cow).

17 Poem Two Chains Section A Question 11 Q.11 Explain how the word chains in the title Two Chains helps the reader understand the poem. Use details from the poem to support your answer. Code Descriptor B Blank: nothing written or drawn in the space provided I Illegible: cannot be read; completely crossed out / erased; not written in English Irrelevant content: does not attempt assigned question Off topic: no relationship of written work to the question Typical responses: do not attempt to answer the question OR restate the question (e.g., The word chain helps to understand the title.) Response attempts to explain how the word chains in the title Two Chains helps the reader understand the poem. The response either: answers an aspect of the question OR does not refer to the reading selection OR provides inaccurate support Response indicates a partial understanding how the word chains in the title Two Chains helps the reader understand the poem. The response provides: irrelevant support from the reading selection OR vague support from the reading selection OR limited support from the reading selection The response usually requires the reader to connect the support to what it is intended to prove. Response indicates an understanding by explaining how the word chains in the title Two Chains helps the reader understand the poem. The response includes: some accurate and relevant support and some vague or underdeveloped support The response requires the reader to make some connections between the support and what it is intended to prove. 40 Response indicates an understanding by explaining fully how the word chains in the title Two Chains helps the reader understand the poem and provide specific and relevant support.

18 Poem Two Chains Section A Question 11 Code 10 Response attempts to explain how the word chains in the title Two Chains helps the reader understand the poem by answering an aspect of the question (e.g., because there is two food chains).

19 Poem Two Chains Section A Question 11 Code 20 Response indicates a partial understanding of how the word chains in the title Two Chains helps the reader understand the poem by providing vague support (e.g., animals are trying to eat each other and the cow only wants to eat the grass). The response requires the reader to connect the support to what is intended to prove.

20 Poem Two Chains Section A Question 11 Code 30 Response indicates an understanding of how the word chains in the title Two Chains helps the reader understand the poem by including some accurate and relevant support (e.g., the bugs ar eaten by the dragon fly, the frog eat s the dragon fy, the snak it s the frog, the hock it s the snack, but at the end the cow comes in and it only it s grass) and some underdeveloped support (e.g., it is like a chaine; It is lik a chain atacht togather).

21 Poem Two Chains Section A Question 11 Code 40 Response indicates an understanding of how the word chains in the title Two Chains helps the reader understand the poem by providing specific and relevant support (e.g., it is like a food chain; The dragon fly wanted bugs, the frog wanted the dragonfly, the snake wanted the frog and the hawlk wanted the snake) and explains fully (e.g., Now when the cow that just eats grass. That is the second chain. First is the meat chain and the cow is the plant chain).

22 Informational Ryan s Well Section B Question 5 Q.5 Explain how a well is helpful to communities. Use details from the text to support your answer. Code Descriptor B Blank: nothing written or drawn in the space provided I 10 Illegible: cannot be read; completely crossed out / erased; not written in English Irrelevant content: does not attempt assigned question Off topic: no relationship of written work to the question Typical responses: do not attempt to answer the question OR restate the question (e.g., A well is helpful to communities.) Response attempts to answer explain how a well is helpful to communities. The response either: answers an aspect of the question OR does not refer to the reading selection OR provides inaccurate support 20 Response indicates a partial understanding of how a well is helpful to communities. The response provides: irrelevant support from the reading selection OR vague support from the reading selection OR limited support from the reading selection The response usually requires the reader to connect the support to what it is intended to prove. 30 Response indicates an understanding by explaining how a well is helpful to communities. The response includes: some accurate and relevant support and some vague or underdeveloped support The response requires the reader to make some connections between the support and what it is intended to prove. 40 Response indicates an understanding by explaining fully how a well is helpful to communities and provides specific and relevant support.

23 Informational Ryan s Well - Section B Question 5 Code 10 Response attempts to explain how a well is helpful by answering an aspect of the question (e.g., because they provide clean water).

24 Informational Ryan s Well - Section B Question 5 Code 20 Response indicates a partial understanding of how a well is helpful by providing limited support (e.g., they give us clean water and if we don t have clean water we can get sick). The response requires the reader to connect the support to what it s intended to prove.

25 Informational Ryan s Well - Section B Question 5 Code 30 Response indicates an understanding of how a well is helpful by providing some accurate and relevant support (e.g., The text says: people in other contries don t have indoor sinks. The havc to walk for hours to get clean water) and some vague support (e.g., it provieds clean water). The response requires the reader to connect the support to what is intended to prove.

26 Informational Ryan s Well - Section B Question 5 Code 40 Response indicates an understanding of how a well is helpful by providing specific and relevant support (e.g., because in the text it said that people could get sick if they didn t have clean water to drink) and explains fully (e.g., it said that people in some countries do not have indoor sinks and have to walk for hours to get clean water).

27 Informational Ryan s Well Section B Question 6 Q.6 Explain how Ryan is making a difference in the world. Use details from the text and your own ideas to support your answer. Code Descriptor B Blank: nothing written or drawn in the space provided I 10 Illegible: cannot be read; completely crossed out / erased; not written in English Irrelevant content: does not attempt assigned question Off topic: no relationship of written work to the question Typical responses: do not attempt to answer the question OR restate the question (e.g., Ryan is making a difference in the world.) Response attempts to answer how Ryan is making a difference in the world. The response either: answers an aspect of the question OR does not refer to the reading selection OR provides inaccurate support 20 Response indicates a partial understanding of how Ryan is making a difference in the world. The response provides: irrelevant support from the reading selection OR vague support from the reading selection OR limited support from the reading selection The response usually requires the reader to connect the support to what it is intended to prove. 30 Response indicates an understanding by how Ryan is making a difference in the world. The response includes: some accurate and relevant support and some vague or underdeveloped support The response requires the reader to make some connections between the support and what it is intended to prove. 40 Response indicates an understanding by explaining fully how Ryan is making a difference in the world and provides specific and relevant support.

28 Informational Ryan s Well Section B Question 6 Code 10 Response attempts to explain why how Ryan is making a difference in the world by answering an aspect of the question (e.g., his building wells).

29 Informational Ryan s Well Section B Question 6 Code 20 Response indicates a partial understanding of how Ryan is making a difference in the world by providing vague support (e.g., he is raising money to buy a well in other contries so they can have clean water to drink). The response requires the reader to connect the support to what it s intended to prove.

30 Informational Ryan s Well Section B Question 6 Code 30 Response indicates an understanding of how Ryan is making a difference in the world by including some accurate support (e.g., Ryan s frist well was built in 1999 in Africa, when he was 7 years old) and some underdeveloped support (e.g., because he did chores to gave a well to Africa). The response requires the reader to connect the support to what is intended to prove.

31 Informational Ryan s Well Section B Question 6 Code 40 Response indicates an understanding of how Ryan is making a difference in the world by providing specific and relevant support (e.g., he also changes the world by going to 2 dozen countries to tell people about the need for clean water) and explains fully (e.g., he is making wells so people that do not have clean water get s clean water).