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The narrative explains planning steps, assembling parts such as doors, bottom, trunk, and battery, and estimating costs before materials are purchased. The document also includes a CAASPP narrative performance task writing rubric for Grades 3–8, detailing scoring criteria for purpose/organization and development/elaboration across score 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an effective plot, maintains setting and point of view, uses varied transitional strategies, follows a logical event sequence, and has an effective opening and 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and I was like whyDon't we built a solar car.\"because I don't have aCar anymore so let's make the solar car lets startWith the solar panel's”.  \nSo let's make the solar car we already put the solarPanels so now the doors,bottom,trunk,baterie.  \nSo now we need to pay for the materials so l only have 4,000Dollars.I don't know how much it cost.so let's get out I alreadyPaid for the materials.  \nSo now we are finished the solar car so know we just waitFor sofie she was in the restroom she is coming back soIt's time to show her she is coming out now soShe came out she didn't help me do the last part soI basically.  \nCAASPP Writing Rubric-Narrative  \nNarrative  \nPerformance Task Writing Rubric(Grades 3-8)  \n\n| Score   | 4   | 3   | 2   | 1   | NS   |\n| --- | --- | --- | --- | --- | --- |\n| Purpose/Organizatlon   | The organization of the narrative,  \u003Cbr>real or imagined,is fully sustained  \u003Cbr>and the foaus is dear and  \u003Cbr>maintained throughout:  \u003Cbr>·an effective plot helps to create a  \u003Cbr>sense of unity and completeness  \u003Cbr>·effectively establishes and  \u003Cbr>maintains setting,develops  \u003Cbr>narrator/characters,and maintains  \u003Cbr>point of view  \u003Cbr>·consistent use of a variety of  \u003Cbr>transitional strategies to clarify the  \u003Cbr>relationships between and among  \u003Cbr>ideas;strong connection between  \u003Cbr>and among ideas  \u003Cbr>·natural,logical sequence of events  \u003Cbr>from beginning to end  \u003Cbr>·effective opening and closure for  \u003Cbr>audience and purpose   | The organization of the narrative,  \u003Cbr>real or imagined,ls adequately  \u003Cbr>sustained,and the focus is adequate  \u003Cbr>and generally maintained:  \u003Cbr>·an evident plot helps to create a  \u003Cbr>sense of unity and completeness,  \u003Cbr>though there may be minor flaws  \u003Cbr>and some ideas may be loosely  \u003Cbr>connected  \u003Cbr>·adequately maintains a setting,  \u003Cbr>develops narrator/characters,  \u003Cbr>and/or maintains point of view  \u003Cbr>·adequate use of a variety of  \u003Cbr>transitional strategies to clarify the  \u003Cbr>relationships between and among  \u003Cbr>ideas  \u003Cbr>·adequate sequence of events from  \u003Cbr>beginning to end  \u003Cbr>·adequate opening and closure for  \u003Cbr>audlence and purpose   | The organlzation of the narrative,  \u003Cbr>real or Imagined,Is somewhat  \u003Cbr>sustained and may have an uneven  \u003Cbr>focus:  \u003Cbr>·there may be an inconsistent plot,  \u003Cbr>and/or fiaws may be evident  \u003Cbr>·unevenly or minimally maintains a  \u003Cbr>setting,develops narrator and/or  \u003Cbr>characters,and/or maintains point  \u003Cbr>of view  \u003Cbr>·uneven use of appropriate  \u003Cbr>transitional strategies and/or little  \u003Cbr>variety  \u003Cbr>·weak or uneven sequence of events  \u003Cbr>·opening and closure,if present,are  \u003Cbr>weak   | The organrzation of the narrative,  \u003Cbr>real or imagined,may be maintalned  \u003Cbr>but may provide little or no focus:  \u003Cbr>·there is little or no discernible plot  \u003Cbr>or there may just be a series of  \u003Cbr>events  \u003Cbr>·may be brief or there is little to no  \u003Cbr>attempt to establish a setting.  \u003Cbr>narrator and/or characters,and/or  \u003Cbr>point of vlew  \u003Cbr>●few or no appropriate transitional  \u003Cbr>strategies may be evident  \u003Cbr>·Iittle or no organization of an event  \u003Cbr>sequence;frequent extraneous  \u003Cbr>ideas and/or a major drift may be  \u003Cbr>evident  \u003Cbr>·opening and/or closure may be  \u003Cbr>missing   | ●Unintelligible  \u003Cbr>●In a language  \u003Cbr>other than  \u003Cbr>English  \u003Cbr>●Off-topic  \u003Cbr>●Copied text  \u003Cbr>●Off-purpose   |\n\n# *point of view begins at grade 7\n\n\n| Narrative  \u003Cbr>Performance Task Writing Rubric(Grades 3-8)   |  |  |  |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Score   | 4   | 3   |  | 2   |  | 1   | NS   |  |  |\n| Development/Elaboratlon   | The narrative,real orimagined,  \u003Cbr>provides thorough,effective  \u003Cbr>elaboration using relevant  \u003Cbr>details,dialogue,and  \u003Cbr>description:  \u003Cbr>·experiences,characters,setting  \u003Cbr>and events are clearly  \u003Cbr>developed  \u003Cbr>·connections to sourc","cbCaieypODX27O0q","https://ap.wps.com/l/cbCaieypODX27O0q","pdf",551102,"English","# MY SOLAR CAR\n## Narrative (Story)\n## CAASPP Writing Rubric - Narrative\n## Narrative Performance Task Writing Rubric (Grades 3-8)","[{\"question\":\"What is the main story about MY SOLAR CAR?\",\"answer\":\"It tells how a cold-day car breakdown leads the narrator and a friend to decide to build a solar car using solar panels and assembled parts.\"},{\"question\":\"Which rubric criteria are included in the document?\",\"answer\":\"The rubric includes Purpose/Organization and Development/Elaboration for narrative performance tasks in Grades 3–8.\"},{\"question\":\"How does the document describe what strong narrative organization looks like?\",\"answer\":\"A top score sustains a clear focus with an effective plot, maintains setting and point of view, uses varied transitional strategies, follows a logical event sequence, and has an effective opening and closure.\"}]","MY SOLAR CAR - Narrative Writing Rubric | PDF",1790991518]