1. business and industrial
2. business operations
3. business plans

2010
Grade 7 Scoring Guides
Reading Comprehension — Written-Response Question
Snapshot
1
2
3
4
Response is generally
inaccurate or insufficient
support. Demonstrates
limited understanding or
a misreading of the
passage(s) and/or
the task.
Response is partially
accurate; may lack
support; may be incomplete. Demonstrates an
understanding of the gist
of the passage(s) and
task.
Response is mostly
accurate with some
supporting details
(explicit or implicit) that
are closely linked to the
central idea of the task.
Demonstrates a clear
understanding of the
passage(s) and task.
Response is accurate,
complete and supported
with text-based information; may be insightful.
Demonstrates a thorough
understanding of the
passage(s).
FOUNDATION
SKILLS ASSESSMENT
Focused (Shorter) Writing — Persuasive Writing
Snapshot
1
2
3
4
The writing is not
completed. The writing
is a series of loosely
connected ideas with no
sense of development or
purpose. The language is
simple and repetitive,
with frequent errors.
The writing is somewhat
general but it does
provide an opinion.
The writing is a series of
relevant ideas, but poorly
developed—it may often
resemble a list. The
language is clear but
with limited variety.
Some errors in common
language.
The writing accomplishes
the task clearly. Provides
a logical argument with
relevant reasons and
supporting detail. Ideas
develop logically from an
effective introduction to
a reasonable conclusion.
The language is clear and
varied, though it may
include some errors,
most often in complex
language.
The writing task is
accomplished in an
effective and interesting
manner. Ideas develop
logically from an
engaging opening to a
conclusion that has some
impact. The language is
varied, smooth, and
expressive, with few
errors.
Extended (Longer) Writing — Story/Narrative
Snapshot
1
2
3
4
The story is simple with
minimal development.
The story is constructed
from an unfocused series
of related events leading
to an often illogical or
abrupt conclusion. The
language is simple and
repetitive, with frequent
errors.
The story is predictable
and straightforward with
some development. The
story is constructed from
a series of related events
leading to an often
forced or unlikely
conclusion. The language
is clear but with limited
variety. May have some
errors in common
language.
The story is straightforward with some development and individuality.
Events develop deliberately from a strong
beginning to an often
predictable conclusion.
The language is clear and
varied, though it may
include some errors,
most often in complex
language.
The story is original,
creative, and welldeveloped. Events
develop deliberately from
a strong, engaging
beginning to a conclusion
with some impact. The
language is varied,
smooth, and expressive,
with few errors.
1
2
3
4
The work shows little
understanding of the
problem; unable to use an
appropriate strategy.
The work shows some
understanding of the
problem; the solution or
strategy may be incorrect
or incomplete.
The work shows general
understanding of the
problem; appropriate
strategy, but may have a
partial solution.
The work shows complete
understanding of the
problem; appropriate
strategy used and
accurate solution.
M A R K E R U S E O N LY
Score
Reading
Name of Student:
Numeracy — Written-Response Questions
Snapshot
Sample Response Booklet – GRADE 7
Student PEN:
Writing
(Shorter)
School Name:
Writing
(Longer)
Classroom:
© 2010 Province of British Columbia
Numeracy 1
Code 0 = Response does not relate to the task in any way or does not have enough information to be scored; response contains very
inappropriate language; or all work is erased.
Code NR = No response
Numeracy 2
Parents: results attached
to inside front cover.
Attach Student FSA Results Here
Information for Parents
About the Foundation Skills Assessment (FSA)
• FSA measures basic reading, writing, and numeracy skills over school years to date, not just skills
acquired in a single grade.
• The primary purpose of FSA is to help schools, school planning councils, school districts and the
province evaluate how foundations skills are being addressed and make plans for improvement. The secondary purpose is to provide individual student information.
• FSA results can show students, parents and teachers where students are doing well and skills they need to work on.
• FSA is only one measure of student learning. It complements regular classroom assessment by teachers.
• FSA results help focus home and school discussion on how to improve student learning. Parents should feel free to discuss results with their children’s teachers.
• FSA results do not count towards the student’s report card marks.
• Sample FSA questions can be viewed at: www.bced.gov.bc.ca/assessment/fsa/sample_tests.htm
School, District and Provincial Results
• School, district and provincial results will be available before the end of the school year. See: www.bced.gov.bc.ca/assessment/fsa/results
• Schools receive information about how their students did on specific test questions. This information is available at: www.edudata.ca/apps/fsa_item/
• Questions about school or district results should be directed to the school principal, the school
planning council or the superintendent.
• FSA results can help schools and districts see if they are making improvements from one year to
the next.
• The goal is for each school to improve student achievement over time. Ranking schools in
comparison to each other does not support this approach.
For more information on FSA, please see: www.bced.gov.bc.ca/assessment/fsa/
GRADE 7
Part 2
(30 minutes)
READING
COMPREHENSION
Instructions for Students
Written-Response Question (4 marks)
There are two reading passages and one written-response question in this part
of the booklet. You will need to use information from both the article and the
poem to answer the question.
Read each passage and question carefully. If you have completed Part 1, you
will have already read these two passages.
Remember to read the context statement at the top of each passage and
footnotes at the bottom of the page, if any.
When you answer the questions:
1. Use a pencil or a pen with blue or black ink. If you use a pencil, press
hard enough so that your writing is clear.
2. Write your answer clearly in the space provided in this booklet.
3. You will receive the highest possible score by giving a complete, correct,
and clear answer using details from the passage.
Grade 7 – Sample Response Booklet
© 2010 Province of British Columbia. All rights reserved.
Page 1
Read this newspaper article to find out what becomes of Fred the bear once he
has retired from a British circus.
Circus bear retires to life of luxury in Ontario
10-year-old bruin1 from Britain lost job when
performances were outlawed
By Gloria Galloway
The Globe and Mail, December 19, 2003
Fred got off a plane at Toronto’s Pearson
airport yesterday afternoon to face a
constant flash of news-media cameras.
He will make a great addition to the family
that includes three other former circus
bears, Mr. McIntosh said.
The 300-kilogram performer from Britain
gave up the circus to enjoy a more peaceful
existence in Northern Ontario, the home of
his ancestors.
Victor Watkins, the British director of the
wildlife liberty campaign for the World
Society for the Protection of Animals
(WSPA), accompanied Fred on his 5 728
kilometre journey from London. When a
cub, Fred was bought by a company called
Circus King. The bear spent the next seven
years under the big top walking on his hind
legs and rolling across large balls, Mr.
Watkins said.
Fred is a 10-year-old black bear, a rather
obese fellow raised on a diet of jam and rice
pudding, who has lived in a circus wagon
in Britain since he was cub. He is the last
circus bear in Britain, where animal
performances, which are allowed in
Canada, have been prohibited for several
years.
The circus closed three years ago, in part
because of the rules against performing
animals, and owner Jeffrey Mackie sold all
his other non-human stars. “But he kept this
bear because he liked him so much. He was
like a dog or a pet,” Mr. Watkins said.
In his new home north of Huntsville, a twohour drive north of Toronto, Fred will have
to adapt to snow and wind and eventually,
other bears. But he will have fresh air, a
large space in which to roam and freedom
to live the life that bears are supposed to
lead, albeit in an enclosed area.
5
“He’s beautiful. He’s a big, happy bear,”
gleamed Mike McIntosh, the 45-year-old
owner of the Bear With Us sanctuary, after
feeding Fred a bunch of grapes and
allowing him to smell his hand through the
cage used to transport the animal to Canada.
Eventually, Mr. Mackie realized he could
no longer provide the best home for Fred,
so he called the WSPA.
10
“He was really sad to see him go,” Mr.
Watkins said, “but he really appreciated that
Mike was willing to take him in.”
Fred’s initial home will be a 35-metre
enclosure with a large plywood box full of
1bruin: a bear
Page 2
Grade 7 – Sample Response Booklet
© 2010 Province of British Columbia. All rights reserved.
“It’s a sanctuary, not a zoo. There’s no
visitors allowed.”
straw. “He’ll learn what snow’s all about
because there’s lots of it,” Mr. McIntosh
said. “I expect he’ll be hibernating in a few
weeks.”
Mr. McIntosh, “a farm boy,” opened the
refuge in 1992 because “I wanted to look
after bears.” He’s clearly passionate about
his part-time work and has developed quite
a relationship with his black, furry family.
When the bear wakes up in the spring, he
will be introduced to another former circus
bear, also named Fred, who has been living
alone.
“When they hibernate, they don’t sleep very
soundly. So sometimes I’ll crawl in with
them and they will lick my face because
they know me.” But “bears should not be
dominated. They have minds of their own.
They need mutual respect.”
Two other bears, Molly and Yogi, share
another, larger area and became friends. But
there will be no cubs. Nor will Fred have a
mate.
“There are no bear cubs to be born in
captivity,” Mr. McIntosh said. “It’s a moral
rule. There are too many bears looking for
homes, and I don’t think it’s right for a bear
to be in a cage. I’m trying to help a bear
that’s already been there.”
15
The WSPA gave Mr. McIntosh $35 000 to
pay for Fred’s food for the remainder of his
life—bears can live for more than 40 years,
so Fred is still in his prime. The rest of the
money will come from Mr. McIntosh, who
works full time at a Huntsville GM
dealership.
The bear business “is revenue-eating, not
revenue-generating,” he said with a smile.
20
Moving a bear across the Atlantic—a flight
paid by British Airways—and providing
the animal with a private enclosure may
seem a lot of fuss. But it is an important
way to draw attention to the plight of circus
bears, Mr. Watkins said.
When people in Britain heard about Fred
this week, they “were amazed that there was
still a bear in the circus.”
“It’s just one bear, but it really makes
people aware of the issue and, hopefully,
we’ll get more circuses around the world to
realize there’s something wrong with it.
Even in Canada.”
“Circus bear retires to life of luxury in Ontario,” by Gloria
Galloway. The Globe and Mail. December 19, 2003. p. A3.
Grade 7 – Sample Response Booklet
© 2010 Province of British Columbia. All rights reserved.
Page 3
Read the poem below about a lion living in the Riverdale Zoo in Ontario.
Riverdale Lion
by John Robert Colombo
Bound lion, almost blind from meeting their gaze and popcorn
the Saturday kids love you. It is their parents
who would paint your mane with polkadots to match their California shirts
and would trim your nails for tie clips.
5
10
Your few roars delight them. But they wish you would quicken your pace
and not disappear so often into your artificial cave
for there they think you partake of secret joys and race
through the jungle-green lair of memory
under an African sun as gold as your mane.
But you fool them. You merely suffer the heat and scatter the flies
with your tail. You never saw Africa.
The sign does not tell them that you were born here, in captivity,
that you are as much a Canadian as they are.
“Riverdale Lion,” by John Robert Colombo. Poetry Alive—Transitions.
Copp Clark Pitman, Toronto. ©1991. pp. 143–144.
Page 4
Grade 7 – Sample Response Booklet
© 2010 Province of British Columbia. All rights reserved.
1. Based on what you know about Mr. McIntosh, the owner of the bear
sanctuary, how do you think he would react if he visited the Riverdale
lion? Support your ideas with reference to both passages.
(4 marks)
Score
STOP
ST
OP
END OF PART 2
Wait until your teacher
tells you to go ahead.
Grade 7 – Sample Response Booklet
© 2010 Province of British Columbia. All rights reserved.
Page 5
GRADE 7
Part 3
(30 minutes)
SHORTER WRITING
Focused (Shorter) Writing Piece
“A Better Life?”
In this activity, you will write a piece of persuasive writing.
Persuasive writing tries to convince the reader of your point
of view. The activity will take about 30 minutes to complete.
Overview
Suggested Time
1 minute
3 minutes
1 minute
5 minutes
15 minutes
5 minutes
Overview and Directions to the Student
Writing Topic and Student Questions
Criteria
Planning
Written Work
Look Back on Your Writing
Instructions for Students
1. Write in blue or black ink.
2. Write on every other line (double-space) on the Written Work pages so
that you have room to make changes and corrections.
3. If you use unacceptable language or content, you may be given a
zero for your answer.
4. You do not need to use all the space provided.
5. You may use a dictionary and a thesaurus.
6. You will be marked on Written Work pages only.
Page 6
Grade 7 – Sample Response Booklet
© 2010 Province of British Columbia. All rights reserved.
Writing Topic
“A Better Life?”
Not all wild animals live in the wilderness. Some live in alternative homes that humans
have provided.
In your opinion, should humans provide alternative homes for wild animals?
❑ Yes
❑ No
Provide reasons to support your opinion. You may use your own ideas as well as those from
“Circus bear retires to a life of luxury in Ontario” or “Riverdale Lion.”
Your writing should be about two or three paragraphs.
Criteria
(Persuasive Writing)
“A Better Life?”
Make sure your writing:
✔
• clearly states your point of view and gives details to
persuade your readers
❑
• has clear language, descriptive words, and a variety of
sentence lengths
❑
• has a strong beginning, convincing reasons, and
a clear conclusion
❑
• has complete sentences and has correct spelling, punctuation,
grammar, and paragraph structure
❑
• is revised and edited
❑
Grade 7 – Sample Response Booklet
© 2010 Province of British Columbia. All rights reserved.
Page 7
Planning Page
“A Better Life?”
My purpose:
To convince my audience of my position regarding wild animals.
My audience:
The teachers who will mark my writing.
My position is:
❑ Humans should provide alternative homes for wild animals.
OR
❑ Humans should NOT provide alternative homes for wild animals.
Introduction:
Convincing reasons for my choice:
Conclusion:
This page will NOT be marked.
Page 8
Grade 7 – Sample Response Booklet
© 2010 Province of British Columbia. All rights reserved.
Written Work
“A Better Life?”
Remember to double-space your writing.
Grade 7 – Sample Response Booklet
© 2010 Province of British Columbia. All rights reserved.
Page 9
Score
STOP
ST
OP
END OF PART 3
Wait until your teacher
tells you to go ahead.
Page 10
Grade 7 – Sample Response Booklet
© 2010 Province of British Columbia. All rights reserved.
GRADE 7
Part 4
(60 minutes)
LONGER WRITING
Longer (Extended) Writing Piece
“A Story”
In this activity, you will write a story.
The activity will take about 60 minutes to complete.
(8 marks)
Overview
Suggested Time
2 minutes
Overview and Directions to the Student
3 minutes
Writing Topic and Student Questions
2 minutes
Criteria
8 minutes
Planning
40 minutes
5 minutes
Written Work
Look Back on Your Writing
Instructions for Students
1. Write in blue or black ink.
2. Write on every other line (double-space) on the Written Work pages so
that you have room to make changes and corrections.
3. If you use unacceptable language or content, you may be given a
zero for your answer.
4. You do not need to use all the space provided.
5. You may use a dictionary and a thesaurus.
6. You will be marked on Written Work pages only.
Grade 7 – Sample Response Booklet
© 2010 Province of British Columbia. All rights reserved.
Page 11
Writing Topic
“A Story”
Your job as an author is to write an interesting story that includes one of the following:
•
•
•
finding something incredible or magical
meeting someone remarkable you have never heard of before
travelling to a place where people never go.
Criteria
(Story / Narrative)
“A Story”
Make sure your writing:
Page 12
✔
• develops effectively with a beginning, middle, and end
❑
• has supporting details and is told in an interesting way
❑
• has clear language, descriptive words, and
a variety of sentence lengths
❑
• has complete sentences and has correct spelling,
punctuation, grammar, and paragraph structure
❑
• is revised and edited
❑
Grade 7 – Sample Response Booklet
© 2010 Province of British Columbia. All rights reserved.
Planning Page
“A Story”
My purpose:
To write an interesting story that includes one of the choices given:
•
•
•
finding something incredible or magical
meeting someone remarkable you have never heard of before
travelling to a place where people never go.
My audience:
The teachers who will mark my writing.
Beginning: Describe how the story opens
Middle: Describe how the events or actions develop
End: Explain how the story ends
This page will NOT be marked.
Grade 7 – Sample Response Booklet
© 2010 Province of British Columbia. All rights reserved.
Page 13
Written Work
“A Story”
Remember to double-space your writing.
Page 14
Grade 7 – Sample Response Booklet
© 2010 Province of British Columbia. All rights reserved.
Grade 7 – Sample Response Booklet
© 2010 Province of British Columbia. All rights reserved.
Page 15
Page 16
Grade 7 – Sample Response Booklet
© 2010 Province of British Columbia. All rights reserved.
Score
STOP
ST
OP
END OF PART 4
Wait until your teacher
tells you to go ahead.
Grade 7 – Sample Response Booklet
© 2010 Province of British Columbia. All rights reserved.
Page 17
GRADE 7
Part 6
(30 minutes)
NUMERACY
Instructions for Students
Written-Response Question (4 marks)
There are two Numeracy written-response questions in this part of
the booklet.
Read each question carefully. You may use a calculator.
When you answer the questions:
1. Use a pencil to do ALL your work. Press hard so your answer is clear.
2. Include all calculations and explanations in the space provided in
this booklet.
3. You will receive the highest possible score by giving a complete, correct,
and clear answer showing ALL the steps in your solution.
Page 18
Grade 7 – Sample Response Booklet
© 2010 Province of British Columbia. All rights reserved.
1. The school rented 30 sections of fencing to build a petting zoo
at the Fun Fair. Each section is 1 m long.
Show all the different ways the students could use all 30 sections to build
a rectangular space. Label each rectangle with the dimensions.
Show ALL your work.
Score
Grade 7 – Sample Response Booklet
© 2010 Province of British Columbia. All rights reserved.
Page 19
2. Students plan to buy CDs for a bus ride to go skiing.
CDs
$5 each
CDs
$10 each
CDs
$15 each
• The music store has a special “Pay No Tax” sale.
• CDs are sold for $5, $10, and $15 each.
• If they buy two CDs at the same price, they get a third one
of equal value free.
• They plan to spend exactly $30 on CDs.
Show the steps to find ALL the different combinations of CDs they
could get, including any free ones.
(4 marks)
Score
STOP
ST
OP
END OF PART 6
Page 20
Grade 7 – Sample Response Booklet
© 2010 Province of British Columbia. All rights reserved.
Attach Student FSA Results Here
Information for Parents
About the Foundation Skills Assessment (FSA)
• FSA measures basic reading, writing, and numeracy skills over school years to date, not just skills
acquired in a single grade.
• The primary purpose of FSA is to help schools, school planning councils, school districts and the
province evaluate how foundations skills are being addressed and make plans for improvement. The secondary purpose is to provide individual student information.
• FSA results can show students, parents and teachers where students are doing well and skills they need to work on.
• FSA is only one measure of student learning. It complements regular classroom assessment by teachers.
• FSA results help focus home and school discussion on how to improve student learning. Parents should feel free to discuss results with their children’s teachers.
• FSA results do not count towards the student’s report card marks.
• Sample FSA questions can be viewed at: www.bced.gov.bc.ca/assessment/fsa/sample_tests.htm
School, District and Provincial Results
• School, district and provincial results will be available before the end of the school year. See: www.bced.gov.bc.ca/assessment/fsa/results
• Schools receive information about how their students did on specific test questions. This information is available at: www.edudata.ca/apps/fsa_item/
• Questions about school or district results should be directed to the school principal, the school
planning council or the superintendent.
• FSA results can help schools and districts see if they are making improvements from one year to
the next.
• The goal is for each school to improve student achievement over time. Ranking schools in
comparison to each other does not support this approach.
For more information on FSA, please see: www.bced.gov.bc.ca/assessment/fsa/
2010
Grade 7 Scoring Guides
Reading Comprehension — Written-Response Question
Snapshot
1
2
3
4
Response is generally
inaccurate or insufficient
support. Demonstrates
limited understanding or
a misreading of the
passage(s) and/or
the task.
Response is partially
accurate; may lack
support; may be incomplete. Demonstrates an
understanding of the gist
of the passage(s) and
task.
Response is mostly
accurate with some
supporting details
(explicit or implicit) that
are closely linked to the
central idea of the task.
Demonstrates a clear
understanding of the
passage(s) and task.
Response is accurate,
complete and supported
with text-based information; may be insightful.
Demonstrates a thorough
understanding of the
passage(s).
2010 FOUNDATION
SKILLS ASSESSMENT
Focused (Shorter) Writing — Persuasive Writing
Snapshot
1
2
3
4
The writing is not
completed. The writing
is a series of loosely
connected ideas with no
sense of development or
purpose. The language is
simple and repetitive,
with frequent errors.
The writing is somewhat
general but it does
provide an opinion.
The writing is a series of
relevant ideas, but poorly
developed—it may often
resemble a list. The
language is clear but
with limited variety.
Some errors in common
language.
The writing accomplishes
the task clearly. Provides
a logical argument with
relevant reasons and
supporting detail. Ideas
develop logically from an
effective introduction to
a reasonable conclusion.
The language is clear and
varied, though it may
include some errors,
most often in complex
language.
The writing task is
accomplished in an
effective and interesting
manner. Ideas develop
logically from an
engaging opening to a
conclusion that has some
impact. The language is
varied, smooth, and
expressive, with few
errors.
Extended (Longer) Writing — Story/Narrative
Snapshot
1
2
3
4
The story is simple with
minimal development.
The story is constructed
from an unfocused series
of related events leading
to an often illogical or
abrupt conclusion. The
language is simple and
repetitive, with frequent
errors.
The story is predictable
and straightforward with
some development. The
story is constructed from
a series of related events
leading to an often
forced or unlikely
conclusion. The language
is clear but with limited
variety. May have some
errors in common
language.
The story is straightforward with some development and individuality.
Events develop deliberately from a strong
beginning to an often
predictable conclusion.
The language is clear and
varied, though it may
include some errors,
most often in complex
language.
The story is original,
creative, and welldeveloped. Events
develop deliberately from
a strong, engaging
beginning to a conclusion
with some impact. The
language is varied,
smooth, and expressive,
with few errors.
1
2
3
4
The work shows little
understanding of the
problem; unable to use an
appropriate strategy.
The work shows some
understanding of the
problem; the solution or
strategy may be incorrect
or incomplete.
The work shows general
understanding of the
problem; appropriate
strategy, but may have a
partial solution.
The work shows complete
understanding of the
problem; appropriate
strategy used and
accurate solution.
M A R K E R U S E O N LY
Score
Reading
Name of Student:
Numeracy — Written-Response Questions
Snapshot
Sample Response Booklet – GRADE 7
Student PEN:
Writing
(Shorter)
School Name:
Writing
(Longer)
Classroom:
© 2010 Province of British Columbia
Numeracy 1
Code 0 = Response does not relate to the task in any way or does not have enough information to be scored; response contains very
inappropriate language; or all work is erased.
Code NR = No response
Numeracy 2
Parents: results attached
to inside front cover.