Annotation: The reader responds that Hugh and his mother are like real people "because they are acting like mother and son" and clarifies that statement by pointing out "the mother is telling the son what to do and he has to do it." To improve this response, the reader should support his/her ideas with text. For example, the reader should use text where the mother demands that Hugh come in from the beach or clean off the sand or requests his being quicker about his response. Then the reader can extend this idea by showing that both Hugh and his mother have ideas about what they wish to have done and that like real people or a real mother and son neither one wants to give in.

Annotation: The reader responds that both Hugh and his mother are like real people. Hugh seems real "because they put in details. Such as 'Sweat trickled down his face. His eyes burned, but he kept his eyes on the black speck.' " Hugh's mother seems real "because of the wording. When she said 'Hugh, time to come in!' or 'Right this minute!' " The reader does answer the questions and provides text support. To improve this response, the reader should draw a conclusion about the details provided about Hugh. For example, the reader could conclude that in a tense situation, Hugh, like a real person experiences physical symptoms that show his stress. In the case of Hugh's mother, her words show that like a real mother she makes demands upon her child and wants him to obey her in a timely manner.

Annotation: The reader responds that Hugh and his mother are "like real people because they are feeling emotions…and supports this idea "because he is nervous when he see's something in the lake" and "the mom seems kind of angry because Hugh had been outside, looking through his binoculars for almost 2 hr." The reader does answer the question and provide text support for his/her idea about emotions. To improve this response, the reader should show that the situations in which both characters find themselves are normal ones and just like real people their reactions are in line with the situations. For example, seeing something mysterious in the water can be nerve wracking and being disturbed because one's son is spending hours looking through binoculars are expected human emotions that make fictional characters lifelike.

Annotation: The reader answers by providing a list of those things that real people have: names, house, and a story that occurs during a real event: World War II. The reader has provided a literal response with only the thinnest of text support: World War II. To improve this response, the student could focus on the setting World War II and explain how that time period sets the stage for Hugh's behavior. In light of the time period, Hugh's behavior, spending hours trying to determine what the mysterious object in the water is, becomes plausible.

Annotation: The reader responds "the author makes Hugh and his mother lifelike because of the emotion." The reader supports this claim by referencing Hugh's fearful and then angry reaction when he is called to dinner and his mother's concerned request that Hugh take a shower. To improve this response, the reader should review the emotions cited to determine if they may be more intense than the text will support. Next the reader should show that the emotional responses are like those of real people when one character wants the other character to respond to a request.

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