Read this article titled "This Tongue Gets a Grip." Then answer the question below.

What other title would help a reader understand an important idea in this article? In your response, use information from the article that explains why this title would help a reader understand an important idea. Write your answer in the box below.

Score for Sample Student Response #1: Rubric Score 0

Annotation, Using the Rubric: This response is irrelevant to the question. The student asks an additional question about the chameleon rather than suggesting a new title.

Score for Sample Student Response #2: Rubric Score 0

Annotation, Using the Rubric: This response is completely incorrect.

Score for Sample Student Response #3: Rubric Score 1

Annotation, Using the Rubric: This response demonstrates a minimal understanding of the text. The student suggests a relevant title for the article, “How chameleons chach [search] there food.”

Score for Sample Student Response #4: Rubric Score 1

Annotation, Using the Rubric: This response demonstrates a minimal understanding of the text. The student proposes a title, “How do Chameleons Catch so Fast,” and uses minimal information to explain this title, “…extremely strong ‘super muscle’ in its tongue. Also the sticky goo on its 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 proposes a title, “Chameleons and Their Ways of Survival,” and uses text-relevant information to explain “Survival” in this title, “…the main idea…how chameleons caught their food…they changed colors to blend with the environment.”

Score for Sample Student Response #6: Rubric Score 2

Annotation, Using the Rubric: This response demonstrates a general understanding of the text. The student suggests a title, “Attack of the Goo,” and uses text-relevant information to explain this title, “’the lizards tongue shoots out, catches the prey, and snaps back into the mouth’ so I basically thought it as an attack.”

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 suggest a title, “An extraordinary tongue for an extraordinary creature.” The student effectively uses text-relevant information to explain “extraordinary” in the title, “…tongue is one and one half times as long…extremely fast.” The student extends understanding by further explaining, “…can change colors…to escape an enemy…eyes can look in two separate directions for when they hunt.”

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 suggests a title, “The Chameleons Tongue-Now You See it, Now You Don’t,” and effectively uses text-relevant information to explain how this title helps a reader understand an important idea, “…emphasize the speed of the chameleons tongues.” The student extends understanding by comparing the meaning of the new title to the meaning of the original title, “…just like the stickiness…the speed of it is also an important factor.”

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