The following 6 Anchor Papers represent a range of score points and are used in conjunction with the rubrics to assess student responses.

Score for Anchor Paper #1: Rubric Score 1

Annotation: This response shows evidence of a minimal understanding of the text. The student makes a correct statement to show some meaning has been derived from the text (if she fails the test again something will be there to cheer her up) and briefly provides additional information about that idea (if she took the test and failed it the next week nothing would cheer her up).

Score for Anchor Paper #2: Rubric Score 1

Annotation: This response shows evidence of a minimal understanding of the text. The student gives several reasons why the author concludes the story the way she does (because the little girld fail the test and she want to retake it; her mother is maybe angry with her; maybe if she pass this test she would able to ask her mom for something). However, only the first reason is accurate. The rest of the response indicates a misreading of the text (she failed that class; it would be important for her carrer).

Score for Anchor Paper #3: Rubric Score 2

Annotation: This response shows evidence of a partial understanding of the text. The student states that the last paragraph was written to let the reader know of a change. This assertion is supported by some expressed (‘not like the kind we had before;’ ‘but where was the fine-toothed comb?’) and some implied (the girl is going to consider the change; she will overcome that) information from the text.

Score for Anchor Paper #4: Rubric Score 2

Annotation: This response shows evidence of a partial understanding. Using implied information from the text (Saeng will rise above her obstacle and start fresh in the spring; the plant is rising above its obstacles), the student discusses the idea that the hibiscus plant symbolizes Saeng. However, more explanation to clarify this concept is needed for a higher score.

Score for Anchor Paper #5: Rubric Score 3

Annotation: This response demonstrates an understanding of the complexities of the text. The student focuses on the idea of the hibiscus plant as a motivator to Saeng. Both expressed information (‘Saeng felt a shock of recognition…’) and implied information (her faith was restored; she yearns for what this plant represents) provide support for this idea. The student concludes the response with an insightful statement (when that hope blooms in the spring, Saeng will have the inner strength to take that test again) that further clarifies and extends understanding beyond the literal.

Score for Anchor Paper #6: Rubric Score 3

Annotation: This response demonstrates an understanding of the complexities of the text. The student draws a parallel between Saeng and the hibiscus (as the hibiscus is just strong enough to make it through the cold months and bloom in the spring, Saeng will also make it through the cold months). This insightful idea is supported by a detailed summary of the text which skillfully weaves together expressed (when she went into the flowershop and spotted the different flowers, it brought back old memories; her mother told her ‘it’s strong enough to make it through the cold months’) and implied information (she lost hope; [the mother] empathized with her daughter, knowing the flower will consolidate her disappointment) in order to clarify and extend understanding beyond the literal.