Grade 6

Explanatory

Writing Extended Response

Compose Full Texts

World's Fair

Conventions

Evidence/Elaboration

Organization/Purpose

Although not technically an error, the first of the essay&#8217;s three sentences is &#8220;run-together.&#8221;

There are errors with verb tense (e.g., got for get; come for came, build for built), and “world fair” and “worlds fair” should be possessives.

There are errors with commas after introductory elements (“in history if students and parents were going to the worlds fair of 1893 I would first review…”).
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No capital letters are used (e.g., sentence beginnings, personal pronoun I, proper nouns).
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There are relatively few spelling errors (e.g., “tecnogly”).

There are some relevant references to the source materials, but most of these are vague (“electrical building,” “inventors,” “technology”) or somewhat  inaccurate (“chocolate bar factory”). There is no attribution of source materials.

There is no relevant elaboration of the details (e.g., asking parents questions is neither relevant nor logical).

Much of the language is vague (e.g., “lots of” and “look how”), and there is no evidence of appropriate style.

This brief response demonstrates little organization relevant to the task (writing an explanatory essay). There is a very vague controlling idea stated in the last sentence (“the article…talks about how they brought new inventions to the world fair”), but there is no conclusion, and there are no transitions with the possible exceptions of the words “first” and “then.”

The progression of ideas is unclear, and details such as “if students and parents were going to the worlds fair of 1893…” and “I will got with my parents and ask them questions…” demonstrate confusion about the task. There is nothing in the response that explains the “impact of the fair,” further confirming a misunderstanding of the task.

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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.

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 6: Explanatory – World's Fair - ID: 821

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