1. DC CAS Anchor Paper Training Reading – Elementary Grades 3, 4, 5 & 6
Heidi Beeman
Assessment Specialist
Office of Assessment and Accountability

2. Session Outcomes By the end of the session participants will:
Examine various grade level anchor papers and norm their scoring practices aligned to the rubric;
Discuss ways these anchor papers can be effectively implemented into their instruction.

3. Protocol and Norms
We will review a series of anchor papers from each grade level.
We will review as a large-group, as well as independently and with elbow partners.
This is a conversation. Please feel comfortable to ask questions and be respectful of each other in order to hear those questions being asked and comments made.

4. Each Anchor Paper is supported by:
A reading passage
A writing prompt
A passage specific rubric
A score rationale
A Student Sample Response Rubric, including specific responses for each score
Each of these supports will be examined as we norm the anchor papers. Reflective questions will be asked throughout the session.

5. Grade 6
Expository, non-fiction, text will be the primary focus of the new CCSS. 50% of the text students work with will be expository.

6. Grade 6

7. Deconstructing the Writing Prompt
Grade 6
Deconstructing the Writing Prompt
Explain some of the ways in which Washington’s environment has changed over the past 200 years. In your own words, support your answer with important details from the article. Write your answer on the lines in the answer booklet.
What is the prompt asking of the student?

8. Grade 6
Student Response Rubric – Scoring Notes

9. What score would you give this response?
Grade 6 – Student Work Sample A
What score would you give this response?

10. Grade 6
Scoring Rationale and Student Response Rubric

11. Why did this student score a “2”?
Grade 6 Student Work Sample Analysis – Score of 2
Why did this student score a “2”?
-Did the student provide text-based details? How many?
-Does incorrect grammar and spelling penalize a response?

12. What score would you give this response?
Grade 6 – Student Work Sample B
What score would you give this response?

13. Grade 6
Scoring Rationale and Student Response Rubric

14. Why did this student score a “0”? What did this student do right?
Grade 6
Student Work Sample Analysis – Score of 0
Let’s ask ourselves the same questions we asked of the student response that scored a 1.
Why did this student score a “0”?
What did this student do right?

15. What score would you give this response?
Grade 6 – Student Work Sample C
What score would you give this response?

16. Grade 6
Scoring Rationale and Student Response Rubric

17. What did this student do right? -Why did this student score a “1”?
Grade 6 Student Work Sample Analysis – Score of 1
What did this student do right?
-Why did this student score a “1”?
-What writing techniques were taught
to this student?

18. What score would you give this response?
Grade 6 – Student Work Sample D
What score would you give this response?

19. Grade 6
Scoring Rationale

20. Grade 6
Student Response Rubric

21. Why did this student score a “3”?
Grade 6
Student Work Sample Analysis – Score of 3
Why did this student score a “3”?
-Was the student able to manage the grade-level passage?
-Did the student carefully read and respond to the writing prompt?

22. Grade 5

23. Grade 5

24. Deconstructing the Writing Prompt
Grade 5
Deconstructing the Writing Prompt
Based on the article, identify the goal in making a collage. Then use your own words to describe how to make a collage. Use important details from the article in your answer. Write your answer on the lines in the answer booklet.

25. Deconstructing the Reading Passage
Grade 5
Deconstructing the Reading Passage
Use a “think aloud” and writing models to demonstrate the difference between supporting details and the main idea
Point out textual meaning “clues” in the title and sub-titles
Teach students to use images and captions in text to derive and support understanding
Show students examples of embedded text boxes and text features
Make sure students can independently identify the genre of a text based its organizational structure
Walk students through the way text (and test passages) are organized
Make sure students understand how to find and read footnotes

26. Grade 5
RI 5.1:
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

27. Grade 5
Student Response Rubric

28. What score would you give this response?
Grade 5 – Student Work Sample A
What score would you give this response?

29. Grade 5
Scoring Rationale

30. Grade 5 Student Work Sample Analysis – Score of 0
Why did this student score a “0”?
-What did this student do right?
-Why do you think this student misread the prompt?
-What response technique was this student taught?

31. What score would you give this response?
Grade 5 – Student Work Sample B
What score would you give this response?

32. Grade 5
Student Response Rubric

33. Grade 5 Student Work Sample Analysis – Score of 3
What did this student do right?
-Does good writing just happen?

34. What score would you give this response?
Grade 5 – Student Work Sample C
What score would you give this response?

35. Grade 5
Scoring Rationale and Student Response Rubric

36. What did this student do right?
Grade 5 Student Work Sample Analysis – Score of 2
What did this student do right?
-Would reviewing, then attaching the rubric and scoring notes for a subsequent revision help?

37. What score would you give this response?
Grade 5 – Student Work Sample D
What score would you give this response?

38. Grade 5
Scoring Rationale and Student Response Rubric

39. What did this student do right?
Grade 5
Student Work Sample Analysis – Score of 1
What did this student do right?
-What can this student add to increase their score?
-How can we best support this student?
The student knows how to identify details and was able to read at least the first part of the passage. These skills can built upon to enhance both writing and reading abilities.

40. Grade 4

41. Grade 4

42. Student Response Rubric – Scoring Notes
Grade 4
Student Response Rubric – Scoring Notes
Compare and Contrast are important skills for all students to master and articulate.

43. Deconstructing the Rubric
Grade 4
Deconstructing the Rubric
Score
Description 3
The response demonstrates a complete understanding of what is the same about Rica’s actions in the story and the message in her poem and includes support that
is clear and complete
provides relevant and specific details/information from the text 2
The response demonstrates a partial understanding of what is the same about Rica’s actions in the story and the message in her poem and includes support that
is partially clear and/or partially complete
provides mostly relevant but somewhat general and/or inaccurate details/information from the text 1
The response demonstrates a minimal understanding of what is the same about Rica’s actions in the story and the message in her poem and includes support that
is minimally correct or incomplete
provides inadequate, incorrect, or not relevant details/information from the text
The response demonstrates no understanding of what is the same about Rica’s actions in the story and the message in her poem. Any details/information that is included is incorrect or irrelevant.
How do rubrics help students improve their writing skills?
How does a rubric clarify a writing assignment?

44. What score would you give this response?
Grade 4 – Student Work Sample A
What score would you give this response?

45. Grade 4
Scoring Rationale and Student Response Rubric

46. -What about Constructive Feedback including “next steps”?
Grade 4
Student Response Analysis – Score of 2
Excellent work identifying the main idea of the passage “just try”!
Good job accurately quoting from the text and making an inference comparing Rica’s actions at the beginning of the passage to what she does and feels at the end.
Look at the rubric again and study the posted responses that scored “3”.
Revise and edit your response, adding more detail demonstrating how else Rica and the message of her poem compare.
-Would teacher modeling of an analysis of the passage and the subsequent written response help?
-What about Constructive Feedback including “next steps”?

47. What score would you give this response?
Grade 4 – Student Work Sample B
What score would you give this response?

48. Grade 4
Scoring Rationale and Student Response Rubric

49. Excellent textual examples supporting Rica’s actions and comparing them to the message of her poem .
Good work accurately quoting from the text!
May I share your work with the class as a proficient response to the writing prompt?
Grade 4
Student Response Analysis – Score of 3
Would sharing this sample response with students help them understand the expectations of the writing task?

50. “1” and “0” responses are easier to score.
Grade 4
Scoring Rationale
“1” and “0” responses are easier to score.
Our challenge: How do we help these students improve?

51. Grade 4
Sample C
Sample D
Which sample is a “1”?

52. -Why did this student score a “1”?
Grade 4
Scoring Rationale – Sample C
Good comparison of Rita’s actions and her poem! She does make mistakes.
Reread the passage and identify explicit details showing how Rita’s actions and her poem compare.
Revise and edit your response while adding the additional details that support your answer. Remember to quote accurately from the text.
-Why did this student score a “1”?
-How do you move a student from a “0” or “1” to a “2” or “3”?

53. -What constructive feedback can we offer this student?
Grade 4
Scoring Rationale – Sample D
Good analysis of Rita’s feelings! She does lose her jacket and seem to feel like a loser.
Please reread the passage. Pay careful attention to Rita’s actions and compare them to the poem she recites at the audition. Discuss your findings with your partner, then share them with me.
Look at the prompt and rubric again, then revise and edit your response.
-What constructive feedback can we offer this student?

54. Grade 3

55. Grade 3

56. Deconstructing the Scoring Notes
Grade 3
Deconstructing the Scoring Notes
Scoring Notes help you, and your students, hone in on important details from the passage.

57. Which of these samples is a “3”?
Grade 3 – Student Work Samples A & B
Which of these samples is a “3”?
Sample A
Sample B
Send your response to:
Polleverywhere.com

58. Grade 3 – Scoring Rationale
Sample A
Sample B

59. Grade 3 – Scoring Rationale
The difference between a “3” and a “2” includes how many sections of the chart a student uses in their response!

60. What score would you give this response?
Grade 3
Student Work Sample C
What score would you give this response?

61. Grade 3
Scoring Rationale – Score of 2

62. Grade 3
Student Work Sample Analysis – Score of 2
Good start! You correctly identified facts about both a Zebra and a Rhinoceros .
Check the passage again and find more details, in different sections of the chart, supporting how the two animals contrast.
Revise and edit your response while adding the additional details. Blend your details into one cohesive paragraph.
Again, what writing instruction and support would best benefit this student?

63. What score would you give these responses?
Grade 3
Student Work Samples D & E
What score would you give these responses?

64. Grade 3
Student Work Sample Analysis – Score of 2
The more items you score, the better you become at identifying proficient papers and, more importantly, assisting students in becoming solid writers!

65. Closure
Thoughts and Comments
Survey Monkey
PD Certificates

66. Released Test Item Location
Reading items are located via the link below. Please note, the passages may not be posted on a public website, but can be used by teachers in the classroom. You will need to login with this information to access the released items: Login ID: NCLB_User2 Password: items2 (Scroll to the bottom of the page and look for the folder titled: test items) Math and Science items are located on the OSSE NCLB website (the link is on the top right side). Composition Prompt Samples (Grades 4, 7, and 10)

67. Contacts: Tamara Reavis tamara.reavis@dc.gov
Director, Standards, Assessment and Accountability
Heidi Beeman
Assessment Specialist – English Language Arts
John Neral
Assessment Specialist – Mathematics