Grade 5

Narrative

Writing Extended Response

Compose Full Texts

Whales

Conventions

Development/Elaboration

Organization/Purpose

There are no errors with sentence formation. However, given the brevity of the response, no more than partial control of sentence structure can be assumed.

There are several punctuation errors in this very brief response, including commas missing to separate independent clauses (e.g., “so me and me family went on a oat ride and we saw whales” and “they came up again to the surfaces and we got a lot of pictures of them”) and a missing comma after introductory elements (“When we got to the shore we shared…”).

The first word of the first sentence needs a capital letter.

There are several kinds of errors with grammar usage, including incorrect pronoun use (e.g., “me family”) and repeated errors with subject pronoun case (“…me and me family went…”; “Me and my dad…”). There are also errors with frequently confused words [e.g., &#8220;are/our&#8221;; &#8220;off/of&#8221; (likely a typo); &#8220;where/were&#8221;].

There are several spelling errors [e.g., “oat” (boat); “pf (of &#8211; although this is likely a typo)].

Most details are irrelevant as stated (e.g. camera), and the details about whales lack clarity.

There are no clear references to the source materials. The vague reference to whales could have come from the prompt.

The response is too brief to demonstrate an appropriate use of narrative techniques relevant to the task. There is no dialogue, and the few brief details are focused on the camera/pictures rather than describing an experience with whales.

There is no figurative or sensory language. The response is too brief, and the vocabulary is too vague and repetitive (e.g. “happy,” “amazed/amazing,” and “pictures/photos”).

The response is too brief to demonstrate any understanding of narrative style.

There is no plot but rather a brief series of fleeting and largely irrelevant events.

There is a narrator and references to “dad” and “family,” but none of the characters is established. There is no information about the setting other than “boat ride” and “shore.”

The few transitions (e.g. “But” and “When”) fail to provide cohesion in this very brief response.

While the sequence of events is clear (boat ride, saw whales, took pictures, returned to shore, shared pictures), it is inadequate for the task.

The first line tells about the boat ride and seeing whales; however, most of the rest of the response is about taking pictures, and the final line (“It was an amazing trip”) is unsatisfying given the brevity of the response.

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An annotation is the educator’s explanation of how a portion of the student’s response relates to the rubric and contributes to that trait’s score. For example, the educator might explain how the response meets the expectations of a specific score point. An annotation can also describe aspects of a student response that relate to multiple score points on the rubric to demonstrate nuance when determining a score.

Annotation

One of three traits scored for the ELA performance task full write, this trait measures a student’s ability to demonstrate command of grade-level conventions of standard English: grammar usage (including sentence formation), capitalization, punctuation, and spelling.

This trait measures students’ ability to select and integrate details that support, explain, illustrate, or develop ideas. Students should elaborate these details—that is, explain and connect them, guided by the writing purpose and audience needs.
For informative/explanatory and opinion/argumentative writing purposes, these details come from source materials.
For narrative writing, this trait is called Development/Elaboration, and students are expected to integrate and develop grade-appropriate story elements such as descriptive details and dialogue. For these tasks, events and experiences are inspired by source materials.

Evidence/Elaboration

This trait measures students’ ability to establish and sustain a focus for the writing. This focus should be consistent with the task’s designated purpose and the intended audience. Strong introductions and conclusions (or, for narrative writing, beginnings and endings) and transitions help to create coherence.

Performance tasks measure a student’s ability to demonstrate critical-thinking and problem-solving skills by challenging students to apply their knowledge and skills to complex, real-world problems. In the performance task, students are presented with a collection of questions and activities connected to a single theme or scenario. These activities ask students to demonstrate capacities such as depth of understanding, writing and research skills, and complex analysis, which cannot be adequately assessed with traditional assessment questions. Performance tasks are taken on a computer (but are not computer adaptive) and take students one to two class periods to complete.

Performance Task

The prompt is the text provided to the student that requests their response. It includes some contextual information, but also includes a specific task that students complete in their writing response.

Prompt

For a deeper dive into the content behind this student response, navigate to the Sample Items Website to access the writing prompt or visit the Content Explorer to learn more about this content area.

Prompt & Target

“Purpose” is the context for a piece of writing, or what the writer intends to accomplish. Students write texts with the following purposes:
<ul>
<li>Narrative (grades 3–8): tell a story</li>
<li>Informational (grades 3–5): present facts or data using source material</li>
<li>Explanatory (grades 6–11): explain a topic or concept by analyzing source materials</li>
<li>Opinion (grades 3–5): present and defend a position</li>
<li>Argumentative (grades 6–11): present an argument using research to form and support claims</li>
</ul>
Purposes have subtle differences depending on grade, and each writing purpose has its own scoring rubric.

Purpose

This text was written by a student in response to a Performance Task writing prompt.

Response

A rubric is a set framework for scorers to reference when determining the quality of student writing. Each trait has its own rubric, and every point value is defined in detail with examples of what to expect from student writing at each level.

Rubric

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Sample Term One

Sample Term Two

Traits are different dimensions of a student response that educators evaluate when scoring. For example, an educator will assess grammar and spelling as part of the Conventions trait (maximum of two score points) but not take grammar or spelling into account when assessing the other traits. This approach ensures that scorers evaluate student writing from multiple angles.

Example for Grade 5: Narrative – Whales - ID: 5515

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