MI-Access Spring 2019 Grade 7 ELA Expressing ... - MichiganNeeds additional details and/or examples relevant to prompt topic to obtain the highest ... (And thats all the stuff I do

RMI-Access Spring 2019 Grade 7 ELA: Expressing Ideas

Scoring Guide

ELA: Expressing Ideas - Grade 7 Prompt Released Items Spring 2019

EXPRESSING IDEAS

DIRECTIONS: Read the prompt. Complete your response to the

prompt on the student answer document. Then, use the checklist to

review and proofread your response.

MDE/MI-Access RELEASED ITEMS

____ Did I answer each part of the prompt?

____ Did I support my ideas with details?

____ Did I organize my ideas and details clearly?

____ Did I review my response one more time to make sure it is

just the way I want it?

____ Did I put my response on the student answer document?

ELA: Expressing Ideas - Grade 7 Prompt Released Items Spring 2019

Prompt: Tell about a time when you helped someone. Who did you

help and what did you do? Be sure to use details and examples in your

response.

CHECKLIST

DIRECTIONS: Use this checklist as you review and proofread your

response to the prompt.


ELA: Expressing Ideas - Grade 7 Rubric Released Items Spring 2019


ELA: Expressing Ideas - Grade 7 Comment Codes Released Items Spring 2019

Expressing Ideas Comment Codes

Score 4

1 Shows strong focus on the prompt topic

2 Supports ideas with appropriate details and/or examples

3 Contains clear organization of ideas and/or arrangement of figures

4 Demonstrates adequate control of word choice and language/visual conventions

Score 3

5 Needs additional details and/or examples relevant to prompt topic to obtain the highest

score point

6 Needs stronger organization and connections among ideas to obtain the highest score point

7 Needs greater variety in vocabulary and sentence structure to obtain the highest score

point

8 Needs tighter control of language/visual conventions to obtain the highest score point

Score 2

9 Lacks clear focus on the prompt topic

10 Shows limited development with insufficient details and/or examples

11 Lacks clear organization of ideas and/or arrangement of figures

12 Contains errors in language/visual conventions that interfere with understanding

Score 1

13 Shows little focus and development of the prompt topic

14 Lacks organization and/or arrangement of figures

15 Demonstrates little or no control over vocabulary or sentence formation

16 Contains errors in language/visual conventions that make understanding nearly impossible


ELA: Expressing Ideas Grade 7 Released Items Spring 2019

ANCHOR PAPER 1

Score Point: 1 This brief, one-sentence response shows evidence of an attempt to respond to the prompt, but provides

little development of the topic (I hep my mom), and little direction.

MDE/MI-Access RELEASED ITEMS 1


ANCHOR PAPER 2

Score Point: 1

This drawing-only response shows evidence of an attempt to respond to the prompt, but there is little

development of the topic and it is not supported with any written explanation. Errors in visual conventions

make understanding nearly impossible, due to being unable to determine who is helping or how someone

is helping.



ANCHOR PAPER 3

Score Point: 1

This brief, one-sentence response shows evidence of an attempt to respond to the prompt by presenting a

detail (gave a homeless man some money), but provides no further development of the topic.



ANCHOR PAPER 4

Score Point: 1

This one-sentence response shows evidence of an attempt to respond to the prompt by presenting a single

detail (I help my friend do her homework), but provides no further development of the topic. It includes a

transition (because) which is used to repeat the same detail (I wanted to help my friend with her

homework).



ANCHOR PAPER 5

Score Point: 2

This response about helping a friend shows limited development with simplistic details (In math class, my

frend emma, Help Doing her Homewark). It includes a short introduction (One Time In), along with a

transition (So).


ANCHOR PAPER 6

Score Point: 2


This drawing-only response is somewhat on topic and developed with simplistic details and examples

present in the drawing. The visual text attempts an arrangement of figures, which is made evident by

separating each helping activity into a different square. Some of the activities themselves are difficult to

understand due to lack of labels or clearer visual conventions. In one square, it appears the figure could

be setting the table or making dinner.



ANCHOR PAPER 7

Score Point: 2

This response consists mainly of a list of ways the student helps grandma. Details and examples are

simplistic and development is limited. An introduction and a couple of transitions are included (Firrst,

after that), but the writing lacks a clear organizational structure as the response becomes a list repeating

the simplistic details (I will clean is the dishes, I would clean the talble, I will clean the leaving room)

already provided in the introduction (do the dishes, clean table, clean leaving room).



ANCHOR PAPER 8

Score Point: 2

This response about saving a frog from a pool has simplistic details (frog got in the clorine pool, I got the

frog out of the pool) and limited development (I was swimming, Before He drown). The response shows

some elements of organization including an introduction (I saved a frog's Life), and a simple conclusion

(Well that's the story).



ANCHOR PAPER 9

Score Point: 3

This response about helping with a puzzle is mostly on topic and shows some development with

appropriate details (She was confused, I went to help her, she found the piece to it). There is an

introduction (I helped Jordyn with puzzle), transitions between ideas (So, and when) that somewhat

progress the story forward, and a simple conclusion (so she didn't help anymore), reflecting a mostly

organized structure. Errors in language conventions slightly interfere with understanding (confused with

the most pieces of the puzzle, so she didn't help anymore).



ANCHOR PAPER 10

Score Point: 3

This drawing-only response is mostly on topic and includes some details and examples. The response

creates a scene with emergency professionals helping in various ways, such as a fireman putting out a

fire, a medic resuscitating a victim, and police arresting an arsonist. The visual text presents an attempt

at logical organization by illustrating a fire was started, then responders arriving to help. Errors in visual

conventions slightly interfere with understanding.



MDE/MI-Access RELEASED ITEMS 11a


ANCHOR PAPER 11

Score Point: 3

This response is focused on helping mom and includes some development of the topic with appropriate

details (clean the dishes, get the groceries out, take out the trash). The text reflects a mostly organized

structure with an introduction (I help my mom all the time), transitions between ideas (First, Second, Last),

and a conclusion (And thats all the stuff I do to help my mom). The included drawing shows an effort to

plan and organize, but does not add additional details or development of the topic.

MDE/MI-Access RELEASED ITEMS 11b


ANCHOR PAPER 12

Score Point: 3

This response about helping a fellow student is mostly on topic. There is some development of how the

writer helped by using dialogue (I said “Hey”, he said yeah) and appropriate details (I came over there, I

help him). The text reflects a mostly organized structure with an introduction (Last time I help someone),

transitions between ideas (the person I help is, He was… so I, the only reson I help him Because), and a

conclusion (that's the last time I help someone). Some attention to word choice and syntax is apparent (He

was struggling with his work).



ANCHOR PAPER 13

Score Point: 4

This response about helping classmates focuses on the topic. The text includes appropriate details and

examples (in math class, with study guides) based on the student's prior experience (it's The nice thing to

do for others, they help Me when I need help). There is a clear organizational structure with an

introduction (I sometimes help people), transitions between ideas (because, Sometimes), and a conclusion

(When you help… your teacher will be proud of you) resulting in a unified whole. Errors in language

conventions (scince, socil, all ways) do not interfere with understanding.



MDE/MI-Access RELEASED ITEMS 14a


ANCHOR PAPER 14

Score Point: 4

This response about helping dad with house chores focuses on the topic. Appropriate details and

examples based on the student's prior experience are presented in the written explanation (one time he

told me to wash his car and I all most forgot) and further supported through the drawing. There is a clear

organizational structure with an introduction (I help my dad around the house), transitions between ideas

(one time he, it was all most time), and a conclusion (So. I hurryd up and wash it) resulting in a unified

whole. Errors in language conventions (tack, trish, dishis) do not interfere with understanding.

MDE/MI-Access RELEASED ITEMS 14b


ANCHOR PAPER 15

Score Point: 4

This response about helping dad change the carpet focuses on the topic. The text includes appropriate

details and examples (put down carpet in my room, pull out the old carpet, vaccumed) based on the

student's prior experience. There is a clear organizational structure with an introduction (One of the

people that I helped), transitions between ideas (How I helped, What I did is, After), and a conclusion

(These are the things I did to help my dad out) resulting in a unified whole. Errors in language

conventions (sweped, vaccumed, freash) do not interfere with understanding.



ANCHOR PAPER 16

Score Point: 4

This response about helping mom take care of seniors focuses on the topic. The text includes appropriate

details and examples (passing out water, take they trash out) based on the student's prior knowledge and

experience (she works late nights, seinor's got problem's drinking water). There is a clear organizational

structure with an introduction (I remember this one time when), transitions between ideas (while they,

she wasn't done yet), and a conclusion (It was fun helping… a seinor soon) resulting in a unified whole.

The writing demonstrates use of mostly precise word choice and syntax (about nine something, putting

ice in water). Errors in language conventions (remeber, seinor's, differne) do not interfere with

understanding.


Documents

MI-Access Spring 2019 Grade 7 ELA Expressing ... - MichiganNeeds additional details and/or examples relevant to prompt topic to obtain the highest ... (And thats all the stuff I do