Score for Sample Student Response #1: Rubric Score 0

Annotation, Using the Rubric: This response is irrelevant to the question. The student simply describes a chameleon.

Score for Sample Student Response #2: Rubric Score 0

Annotation, Using the Rubric: This response is completely incorrect. The author does reflect an opinion of chameleons.

Score for Sample Student Response #3: Rubric Score 1

Annotation, Using the Rubric: This response demonstrates a minimal understanding of the text. The student uses minimal information, “he knows a lot about them…want to know more” to explain the author’s “fascinated” opinion of chameleons.

Instructional Annotation: (While the Annotation, Using the Rubric describes the scorer’s explanation for the rubric score, the Instructional Annotation describes how the response might be improved.)
The reader answers that the author's opinion is "fasinated" based upon the author's knowledge about chameleons and interest in learning more. The reader chooses a good word to describe the author's opinion, but to improve the response the reader needs to provide text support for "fasinated." More specific support could include the qualities of the chameleon's tongue or the way a chameleon eats.

Score for Sample Student Response #4: Rubric Score 1

Annotation, Using the Rubric: This response demonstrates a minimal understanding of the text. The student states the author’s opinion, “…he thinks the chameleons are interesting,” and uses minimal information to explain this opinion, “because of the unusual way they catch their food with their tongue.”

Score for Sample Student Response #5: Rubric Score 2

Annotation, Using the Rubric: This response demonstrates a general understanding of the text. The student states the author’s opinion, “he thinks they are really interesting,” and uses text-relevant words and details to explain this opinion, “because all through the text he is saying things about the lizards…’Chameleons can perform this amazing trick because they have an extraordinary tongue.’”

Instructional Annotation: (While the Annotation, Using the Rubric describes the scorer’s explanation for the rubric score, the Instructional Annotation describes how the response might be improved.)
The reader answers that the author's opinion is a real interest in chameleons and offers text support for this interest from paragraph 6 of the article. To improve this response, the reader might be more specific about the trick which is detailed in paragraph 5. And to further clarify the reader's statement that the author's comment "things about the lizards that not many people would care about" the reader could note that these things do capture the attention of the author.

Score for Sample Student Response #6: Rubric Score 2

Annotation, Using the Rubric: This response demonstrates a general understanding of the text. The student states the author’s opinion, “they are fascinating,” and uses text-relevant information to explain the opinion, “the way the chameleons use their tongue to catch prey is amazing…’Because the chameleons are such interesting creatures.’”

Score for Sample Student Response #7: Rubric Score 3

Annotation, Using the Rubric: This response demonstrates an understanding of the complexities of the text. The student identifies the author’s opinion of the chameleon, “amused.” The student effectively uses text-relevant words and details to explain how the author uses vivid details to express her opinion, “…undergo striking color changes…’from reds to blues to greens.’” The student extends this idea by explaining, “…she has a interest in these stupendous creatures or, it wouldn’t be as well descripted.”

Instructional Annotation: (While the Annotation, Using the Rubric describes the scorer’s explanation for the rubric score, the Instructional Annotation describes how the response might be improved.)
The reader answers that "The author is really amused by chameleons." The reader continues by telling what is amusing: the color change, the sticky tongue, and the speed of the tongue and concludes that the great description of the chameleon is an indication of the author's interest. To improve this response, the reader might create a more specific link between the author's amusement and interest by indicating that amusement first attracts attention which can grow into a real interest.

Score for Sample Student Response #8: Rubric Score 3

Annotation, Using the Rubric: This response demonstrates an understanding of the complexities of the text. The student states the author’s opinion, “amazed by chameleons,” and effectively uses text-relevant details to explain why the author has this opinion, “tells of all of the extraordinary parts…uses the comparison of the 80 lb. kid…” The student extends understanding by explaining how the author, “uses repetition of the word ‘amazing’…to get his point across.”

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