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Sample excerpts about astronaut training illustrate varying proficiency from strong development to minimal or copied evidence, with notes on off-topic and off-purpose 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W.3. 5; W.3. 8; L.3.3  \n4-Point Informational Performance Task Writing Rubric (Grades 3–5)  \nThe response provides thorough elaboration of the support/ evidence for the controlling/main idea that includes the effective use of source material. The response clearly and effectively develops ideas, using precise language:  \n• comprehensive evidence (factsand details) from the source material is integrated, relevant, and specific  \n• clear citations or attribution to source material  \n• effective use of a variety ofelaborative techniques*  \n• vocabulary is clearly appropriate for the audience and purpose  \n• effective, appropriate style enhances content  \nThe response provides adequate elaboration of the support/ evidence for the controlling/ main idea that includes the use of source material. The response adequately develops ideas, employing a mix of precise and more general language:  \n• adequate evidence (facts and details) from the source material is integrated and relevant, yet may be general  \n• adequate use of citations or attribution to source material  \n• adequate use of some elaborative techniques*  \n• vocabulary is generally appropriate for the audience and purpose  \n• generally appropriate style is evident  \nThe response provides uneven, cursory elaboration of the support/ evidence for the controlling/ main idea that includes uneven or limited use of source material. The response develops ideas unevenly, using simplistic language:  \n• some evidence (facts and details) from the source material may be weakly integrated, imprecise, repetitive, vague, and/or copied  \n• weak use of citations or attribution to source material  \n• weak or uneven use ofelaborative techniques*; development may consist primarily of source summary  \n• vocabulary use is uneven or somewhat ineffective for the audience and purpose  \n• inconsistent or weak attempt to create appropriate style  \nThe response provides minimal elaboration of the support/ evidence for the controlling/ main idea that includes little or no use of source material. The response is vague, lacks clarity, or is confusing:  \n• evidence (facts and details) from the source material is minimal, irrelevant, absent, incorrectly used, or predominantly copied  \n• insufficient use of citations or attribution to source material  \n• minimal, if any, use ofelaborative techniques*  \n• vocabulary is limited or ineffective for the audience and purpose  \n• little or no evidence of appropriate style  \n• Insufficient (includes copied text)  \n• In a language other than English  \n• Off-topic  \n• Off-purpose  \n*Elaborative techniques may include the use of personal experiences that support the controlling/main idea  \nSCORE 4 POINTS 3 POINTS 2 POINTS 1 POINT NS  \nEVIDENCE/ELABORATION  \nPAGE 1  Understanding  \nPr ficiency   \nStudent Samples: Grade 3 GRADE 3 ✱ ELA ✱ INFORMATIONAL PERFORMANCE TASK  \nSample A In this \\#1 passage I learned a lot about astronauts and what they train to do. When they look down from the space ship they can  \nsee clouds moon and water. They can see the moon up close up. They need to study about the stars and things they see out in space. I think it would be pretty with all the stars. You have to know lots of things like first aid in case of somebody gets hert.  \nThe most important thing to know is to work together. They need to know to work together because if they do not know how then they will get in an augment. They need to learn to be a pilot. They need to learn to be a pilot because if they do not knowhow to turn the space ship then they will be in there forever.  \nDo you think the astronauts live in the space ship? They do not. They go to the international space station. (the ISS) They do not live in the space ship because the space ship can only hold 8 people tops. They have vehicles just for space. They bring food, water and fuel back to the ISS. It is as large as a p","cbCaiaH5OjoijRv2","https://ap.wps.com/l/cbCaiaH5OjoijRv2","pdf",203227,"English","# Informational Performance Task Writing Rubric (Grades 3–5)\n## Evidence and Elaboration Scoring (4, 3, 2, 1, NS)\n## Student Sample A (Astronauts)\n## Student Sample B (Training and ISS)\n## Student Sample C (Working in Microgravity)","[{\"question\":\"What does the rubric evaluate in Grade 3 informational writing responses?\",\"answer\":\"It evaluates how thoroughly students elaborate the support/evidence for a controlling/main idea, including use of source material, citations or attribution, elaborative techniques, vocabulary, and style.\"},{\"question\":\"How are responses scored at the 4-point level?\",\"answer\":\"A 4-point response provides thorough elaboration, integrates comprehensive evidence from the source, includes clear citations or attribution, uses effective elaborative techniques, and maintains appropriate vocabulary and style.\"},{\"question\":\"What qualifies a response as 1 point or NS?\",\"answer\":\"A 1-point or NS response shows minimal or no relevant source evidence, weak or insufficient citations or attribution, little use of elaborative techniques, limited vocabulary effectiveness, and may be vague, confusing, off-topic, or include copied text.\"}]","Grade 3 ELA - Informational Performance Task Writing Rubric (Grades 3-5) - Student Samples | PDF",1790991858,23]