School Improvement in Maryland
Sample Item Scoring Information Return

Standard 3.0 Comprehension of Literary Text

Indicator 2. Use text features to facilitate understanding of literary texts

Objective b. Identify and explain how graphic aids such as pictures and illustrations, punctuation, print features contribute to meaning

Brief Constructed Response (BCR) Item

Read this story about two girls named Molly and Miracle, 'Root Beer and Banana'. Then answer the following.
Does the illustration help a reader better understand important ideas in the story? In your response, use events and details from the story that support your ideas. Write your response on the lines below.
Sample Student Response #1

Student Response

Annotation: The reader answers that the illustration does help and offers text support that Molly "fond a nickel and in the picture it shows Molly with a riped and pecth up dress." Next the reader concludes that "schuld tell every body she is poor and does not have a lot of money." To improve this response, the reader can state the important idea that this particular observation of the illustration helps with. Additionally the link between finding the nickel and the patched dress, which is made, can be strengthened by offering that Molly believed the money would purchase her an ice pop, which it would not, and this indicates that Molly probably is not used to having money to purchase anything. This additional detail and observation combined with the patched dress adds significantly to the response.


Sample Student Response #2

Student Response

Annotation: The reader answers that the illustration does not help and offers "because Mr. Mac's dog is not an important event. He does not do anything important in the story." The student does acknowledge that the dog does not comprise an important idea in the story. To improve this response, the reader can state an important idea in the story and explain how the dog is not significant to this idea.


Sample Student Response #3

Student Response

Annotation: The reader answers that the illustration does help and offers text support that both Molly and Miracle are pictured "and it looks they Miracle likes the dog because she is petting it." which is a slight misinterpretation of the illustration since it is Molly petting the dog. Additionally, "the backgrond it has their saddows and that proves that it was a hot day that day." To improve this response, the reader can state an important idea in the story. For example, the reader can state that the day's heat is important because it is part of the reason Molly and Granddaddy go to Mr. Mac's store, which creates the opportunity for Miracle and Molly to meet. In that way, noting the shadows in the illustration, which shows bright sunlight and heat, can help a reader understand an important idea in the story.


Sample Student Response #4

Student Response

Annotation: The reader answers that the illustration does help and offers text support "That would help you to see that the were two nice girls not bad." and continues that the reader "can see a lot of there character traits." To improve this response, the reader can expand the idea of "nice girls" since the story is about the beginning of Molly's and Miracle's friendship, which is an important idea in the story. For example, the reader can state the expressions on the girls' faces are pleasant and that they are paying attention to the dog who appears to respond to their kindness.


Sample Student Response #5

Student Response

Annotation: The reader answers that the illustration does help and provides a list of ways that help is offered. To improve this response, the reader needs to focus the response and provide text support for the selected area of help. For example, the reader states the illustration "shows what kind of person they are." The reader could provide support that the girls are kind based upon their facial expressions and attention to the dog. Kindness is an important idea in the story. The reader also says "You can tell, just by the clothes they wear, what kind of time it is" which addresses the light clothing worn in the warm weather which is also an important idea in the story since the heat provides the reason for Molly and Granddaddy going to Mr. Mac's store which provides the opportunity for Molly and Miracle to meet.


Brief Constructed Response (BCR) Rubric

Print: Scoring Rubric

Score 3

The response demonstrates an understanding of the complexities of the text.

  • Addresses the demands of the question
  • Effectively uses text-relevant1 information to clarify or extend understanding

Score 2

The response demonstrates a general understanding of the text.

  • Partially addresses the demands of the question
  • Uses text-relevant1 information to show understanding

Score 1

The response demonstrates a minimal understanding of the text.

  • Minimally addresses the demands of the question
  • Uses minimal information to show some understanding of the text in relation to the question

Score 0

The response is completely incorrect, irrelevant to the question, or missing.2

Note 1:

Text-relevant: This information may or may not be an exact copy (quote) of the text but is clearly related to the text and often shows an analysis and/or interpretation of important ideas. Students may incorporate information to show connections to relevant prior experience as appropriate.

Note 2:

An exact copy (quote) or paraphrase of the question that provides no new relevant information will receive a score of "0".

Rubric Document Date: June 2003

/share/rubrics/msa/reading/xml/bcr.xml
/toolkit/vsc/assessment_items/msa_ela_4_039.xml