Grade 6

Explanatory

Writing Extended Response

Compose Full Texts

World's Fair

Conventions

Evidence/Elaboration

Organization/Purpose

There is a pattern of errors with subject/verb agreement (“There was activities;” “There was 7000 seats,” etc.). There are errors with clear pronoun references (“Those two had a big rivalry from light. It also came from electricity. It was about setting lights up too.”). There is an error with frequently confused words (“then” for &#8220;than&#8221;).
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There are many errors with missing capital letters for proper nouns and at the beginning of some sentences.
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There are no errors with punctuation or sentence structure.

There are a few spelling errors (“invetions,” “rivalarys,” “ytook”).

This response provides some details from the sources, but they are mostly listed rather than integrated or developed (e.g., “There was about 7000 seats. The fair grounds is 600 acres of land. There are only the best activities there”). There are no attributions to sources, but it appears that the response is primarily based on source #1 only.

The few examples of attempted elaboration are not necessarily text-supported (e.g., “There was probably evan more invetions than activities”).

The language is vague and repetitive (“There was,” “great,” “things,” “good,” “best”) with little sense of style.

This response has a discernable structure that is somewhat sustained. The controlling idea is general (“fantastic and amazing things happening”), and the introductory paragraph outlines the upcoming progression of ideas: great activities, lots of inventions, and a rivalry. The ineffective conclusion restates these three areas.

Overall the progression of ideas is mostly through the repetition of general ideas.

There are nearly no transitions other than “something else” and “the last thing.”

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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: 828

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