Minimum Evidence/Rubric for the Alabama Alternate Assessment

January 2015
Minimum Evidence/Rubric for the Alabama Alternate Assessment
Reading Grade 3
Extended
Standard
R. ES 3.1
Complexity
Level
4 - Answer why
questions about key
details in a story.
Answer who, what
or where questions
about key details in
a story read aloud
3 -Answer who, what
or presented in
or where questions
alternative means. about key details in a
story read aloud or
presented in
alternative means.
2 -Answer a what or
where question about
key details in a story
read aloud or
presented in
alternative means.
At a Minimum Does the Evidence Show:





Student read a story containing at least three sentences
Student answered why questions about key details
Four why questions answered per piece of evidence
Different questions/stories per piece of evidence
Three pieces of evidence
 Student read a story or story was read aloud containing at least
three sentences
 Student answered who, what or where questions
 Three who, what or where questions answered per piece of
evidence
 Different questions/stories per piece of evidence
 Three pieces of evidence
 Student answered what or where questions
 Story read aloud or presented in alternative means
 Two what or where questions answered per piece of evidence
 Different questions/stories per piece of evidence
 Three pieces of evidence
1 - Respond to a
 Student responded to yes/no question
yes/no question
 One response to a yes/no questions about a character per piece
about a character in a
of evidence
story read aloud or
 Teacher defines “response” (per student ability)
presented in
 Different questions/stories per piece of evidence
alternative means.
 Three pieces of evidence
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Extended
Standard
R. ES 3.2
Identify a character
in a story read aloud
or presented in
alternative means.
Complexity
Level
At a Minimum Does the Evidence Show:
4 - Identify an action
of a character in a
story read aloud or
presented in
alternative means.
 Student identified an action of a character in a story read aloud
or presented in alternative means
 Four different actions per story
 Different stories per piece of evidence
 Three pieces of evidence
3 - Identify a
character in a story
read aloud or
presented in
alternative means.
 Student identified a character in a story read aloud or
presented in alternative means
 Three characters per piece of evidence
 Different characters/stories per piece of evidence
 Three pieces of evidence
2 - Match characters.
(from a story)




1 - Indicate a favorite
character from a
choice of two. (from a
story)
 Student indicates a favorite character from a choice of two.
(from a story)
 One match per piece of evidence
 Different characters/stories per piece of evidence
 Three pieces of evidence
Student matched characters from a story
Two matches from a story per piece of evidence
Different characters/stories per piece of evidence
Three pieces of evidence
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Extended
Standard
R. ES 3.3
Recognize rhyming
words depicted in
pictures and read
aloud or presented
in alternative
means.
Example: Respond
bat and mat when
teacher provides
pictures and says
“bat, mat, car…
which two words
rhyme?”
Complexity
Level
At a Minimum Does the Evidence Show:
4 - Identify rhyming
words.
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

Student read words
Student identified rhyming words
Four identifications of rhyming words per piece of evidence
Different rhyming words per piece of evidence
Three pieces of evidence
3 - Recognize rhyming
words depicted in
pictures and read aloud
or presented in
alternative means.
 Student recognized rhyming words depicted in pictures and
read aloud or presented in alternative means
 Four recognitions per piece of evidence
 Different rhyming words per piece of evidence
 Three pieces of evidence
2 - Match pictures or
tactile representations
for a word family.
(rhyming words)
 Student matched pictures or tactile representations from a
word family (rhyming words)
 Four matches of pictures or tactile representations per piece
of evidence
 Different matches per piece of evidence
 Three pieces of evidence
1 - Participate in an
activity related to word
families or rhyming
words.
 Student participated in an activity related to word families or
rhyming words
 One participation in an activity per piece of evidence
 Teacher defines “participation” (per student ability)
 Different rhyming words per piece of evidence
 Three pieces of evidence
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Extended
Standard
R. ES 3.4
Answer one
question about an
illustration in
content area text.
Example: Answer
one question about
an illustration in
social studies
content
Complexity
Level
At a Minimum Does the Evidence Show:
4 - Ask two questions
about an illustration in
content area text.
 Student asked two questions per illustration in content area
text
 Two different illustrations per piece of evidence
 Three pieces of evidence
3 - Answer one question
about an illustration in
content area text.
 Student answered one question an about illustration in
content area text
 Four different illustrations per piece of evidence
 Three pieces of evidence
2 - Match illustrations or
tactile representations
from content area text.
 Student matched an illustration or tactile representation from
content area text
 Two different illustrations per piece of evidence
 Three pieces of evidence
1 - Participate in
matching illustrations or
tactile representations
from content area text.
 Student participated in matching an illustration or tactile
representation from content area text
 One participation per piece of evidence
 Teacher defines “participation” (per student ability)
 Different illustrations or tactile representations per piece of
evidence
 Three pieces of evidence
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Rubric/Minimum Evidence for the Alabama Alternate Assessment
Reading Grade 4
Extended
Standard
R. ES 4.1
Answer who, what,
where or when
questions about key
details in a story.
Complexity
Level
4 - Refer to details
and examples in a
story when drawing
conclusions about the
story.
At a Minimum Does the Evidence Show:
 Student read a story containing at least three sentences
 Student drew one conclusion by referring to three details and
examples in a story
 Different story per piece of evidence
 Three pieces of evidence
3 - Answer who, what,  Student read a story containing at least three sentences
where or when
 Student answered who, what, where or when questions about
questions about key
key details in a story
details in a story.
 Four different questions per piece of evidence
 Different story per piece of evidence
 Three pieces of evidence
2 - Identify a key
detail in a story read
aloud or presented in
alternative means.
 Student identified key details in a story read aloud or presented
in alternative means
 Two key details per story
 Different story per piece of evidence
 Three pieces of evidence
1 - Respond to a yes/
no question about an
action or event in a
story read aloud or
presented in
alternative means.
 Student responded to yes/no question about an action or event
in a story read aloud or presented in alternative means
 One response per piece of evidence
 Teacher defines “response” (per student ability)
 Different question/story per piece of evidence
 Three pieces of evidence
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
Extended
Standard
R. ES 4.2
January 2015
Complexity
Level
At a Minimum Does the Evidence Show:
4 - Describe the setting in
a story.
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


Student read a story containing at least three sentences
Student provided three descriptions of a setting in a story
Two different settings per piece of evidence
Three pieces of evidence
3 - Identify setting in a
story.
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


Student read a story containing at least three sentences
Student identified one setting per piece of evidence
Three different stories per piece of evidence
Three pieces of evidence
2 - Match settings in a
story read aloud or
presented in alternative
means.
 Student matched settings in a story read aloud or
presented in alternative means
 Four matches per piece of evidence
 Different stories per piece of evidence
 Three pieces of evidence
1 - Participate in matching
settings in a story read
aloud or presented in
alternative means.




Identify setting in a
story.
Student participated in matching settings in a story
One match per piece of evidence
Different settings/stories per piece of evidence
Three pieces of evidence
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Extended
Standard
R. ES 4.3
Identify the word
with a different first
letter sound when
shown three words.
Example: Identify
dog when shown
word cards for cat,
dog, and can
Complexity
Level
At a Minimum Does the Evidence Show:
4 - Identify beginning
and end sounds in oneor two-syllable words.
 Student read one or two syllable words
 Student identified beginning and end sounds in ten different
one- or two-syllable words per piece of evidence
 Different identifications/words per piece of evidence
 Three pieces of evidence
3 - Identify the word
with a different first
letter sound when
shown three words.
 Student read words with different first letter sounds
 Student identified word with different first letter sound when
shown three words
 Eight different identifications per piece of evidence
 Different words per piece of evidence
 Three pieces of evidence
2 - Recognize letters by
sound.
 Student recognized letters by sound
 Four different letters/sounds/recognitions per piece of
evidence
 Three pieces of evidence
1 - Distinguish letters
from other objects.
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


Student distinguished letters from two or more objects
One distinction per piece of evidence
Different letters/objects per piece of evidence
Three pieces of evidence
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Extended Standard
R. ES 4.4
Answer two questions
about information
presented visually or
orally in content area.
Example: Answer two
questions about
information in a chart,
graph, diagram, time
line, animation, or
interactive element on
Web page; Answer two
questions about a
science lesson
presented orally;
Answer two questions
about a table in math
or science content
Complexity
Level
At a Minimum Does the Evidence Show:
4 - Ask three questions
about information
presented visually or
orally in content area.
 Student asked three questions about information
presented visually or orally
 Two sets of three questions asked per piece of evidence
 Different information presented per piece of evidence
 Three pieces of evidence
3 - Answer two questions
about information
presented visually or
orally in content area.
 Student answered two questions about information
presented visually or orally
 Two sets of two questions answered per piece of
evidence
 Different information presented per piece of evidence
 Three pieces of evidence
2 - Match figures or
tactile representations
(e.g., charts, tables,
graphs, diagrams, time
lines, animations, or
interactive web elements)
from content area text.
 Student matched figures or tactile representations from
content area text
 Four matches per piece of evidence
 Different figures/tactile representations per piece of
evidence
 Three pieces of evidence
1 - Participate in
matching figures or tactile
representations (e.g.,
charts, tables, graphs,
diagrams, time lines,
animations, or interactive
web elements) from
content area text.
 Student participated in matching figures or tactile
representations
 One participation per piece of evidence
 Teacher defines “participation” (per student ability)
 Different figures/tactile representations per piece of
evidence
 Three pieces of evidence
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Rubric/Minimum Evidence for the Alabama Alternate Assessment (AAA)
Reading Grade 5
Extended
Standard
R. ES 5.1
Complexity
Level
At a Minimum Does the Evidence Show:
4 - Compare two
characters or events from
one or more stories.
 Student read a story containing at least three sentences
 Student compared two characters or events from one or
more stories
 Four comparisons per each character or event
 Different stories per piece of evidence
 Three pieces of evidence
3 - Identify two characters
and two events in a story.
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


2 - Answer a what
question related to an
event in a story read aloud
or presented in alternative
means.
 Student answered what questions about key details from a
story
 Two what questions answered per piece of evidence
 Different stories per piece of evidence
 Three pieces of evidence
1 - Identify a picture or
tactile representation of an
action or demonstrate an
action in a story read
aloud or presented in
alternative means.
 Student identified a picture or tactile representation from a
story
 One identification per piece of evidence
 Different actions/demonstrations per piece of evidence
 Three pieces of evidence
Identify two
characters and two
events in a story.
Student read a story containing at least three sentences
Student identified two characters and two events in a story
Two different stories per piece of evidence
Three pieces of evidence
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Extended
Standard
R. ES 5.2
Complexity
Level
4 - Use blending or chunking
to read unfamiliar words.
Identify word
formed from word
parts said aloud.
Example: Teacher
says /k/
/at/ and asks the
student what word
has been sounded.
Student says,
"cat"
At a Minimum Does the Evidence Show:
 Student read unfamiliar words
 Student used blending or chunking to read unfamiliar
words
 Eight different words per piece of evidence
 Three pieces of evidence
3 - Identify word formed from  Words parts provided aloud to student
word parts said aloud.
 Student identified word formed from a choice of two or
more word parts said aloud
 Six different words per piece of evidence
 Three pieces of evidence
2 - Pair spoken or written
words containing consonant
blend or letter combination
with matching picture or
tactile representation.
 Student paired spoken or written words containing
consonant blend or letter combination with matching
picture or tactile representation
 Four pairings per piece of evidence
 Different words/pictures/tactile representations per piece
of evidence
 Three pieces of evidence
1 - Participate in pairing
 Student participated in pairing spoken or written words
spoken or written words
containing consonant blend or letter combination with
containing consonant blend or
matching picture or tactile representation
letter combination with
 One participation per piece of evidence
matching picture or tactile
 Teacher defines “participation” (per student ability)
representation.
 Different words/pictures/tactile representations per piece
of evidence
 Three pieces of evidence
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Extended
Standard
R. ES 5.3
Complexity
Level
At a Minimum Does the Evidence Show:
4 - Read simple sentences
containing high frequency
words.
 Student read simple sentences with high frequency words
 Five different sentences/high frequency words per piece
of evidence
 Three pieces of evidence
3 - Read high frequency
words.
 Student read high frequency words
 Six different high frequency words per piece of evidence
 Three pieces of evidence
2 - Match high frequency
words.
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


1 - Demonstrate that a
symbol represents
something.
 Student demonstrated that a symbol represents
something
 One demonstration per piece of evidence
 Different symbols per piece of evidence
 Three pieces of evidence
Read high frequency
words.
Student matched high frequency words
Four matches per piece of evidence
Different high frequency words per piece of evidence
Three pieces of evidence
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Extended
Standard
R. ES 5.4
Identify two key
details in content
area text.
Example: Identify two
key details about a
social studies
paragraph about
bodies of water
Complexity
Level
At a Minimum Does the Evidence Show:
4 - Summarize content
area text.





Student read text containing at least three sentences
Student summarized content area text
One summarization per piece of evidence
Different text per piece of evidence
Three pieces of evidence
3 - Identify two key details
in content area text.




Student read text containing at least three sentences
Student identified two key details per text
Three different texts per piece of evidence
Three pieces of evidence
2 - Identify the topic of
content area text read
aloud or presented in
alternative means.
 Student identified the topic of text
 Two different topics/text per piece of evidence
 Three pieces of evidence
1 - Respond to a picture or
tactile representation from
a content area lesson.




Student responded to a picture or tactile representation
One response per piece of evidence
Teacher defines “response” (per student ability)
Different pictures/tactile representations per piece of
evidence
 Three pieces of evidence
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Rubric/Minimum Evidence for the Alabama Alternate Assessment (AAA)
Reading Grade 6
Extended
Complexity
At a Minimum Does the Evidence Show:
Standard
Level
R. ES 6.1
4 - Identify sentences in a story
that answer who, what, where and
when questions.
 Student read a story containing at least three sentences
 Student identified one sentence each to answer a who,
what, where and when question in a story
 Four sentences per piece of evidence
 Different story per piece of evidence
 Three pieces of evidence
Identify a word
or phrase in a
sentence that
answers a who,
what, where or 3 - Identify a word or phrase in a
 Student read a story containing at least three sentences
when question sentence that answers a who, what,  Student identified a word or phrase that answers a who,
in a story.
where or when question in a story.
what, where or when question in a story
 Three sentences per piece of evidence
 Different story per piece of evidence
 Three pieces of evidence
2 - Identify a picture or tactile
representation that answers a who,
what, where or when question in a
story.
 Student identified a picture or tactile representation that
answered who, what, where or when questions in a story
 Two identifications from a choice of three per piece of
evidence
 Different picture/tactile representations/story per piece
of evidence
 Three pieces of evidence
1 - Demonstrate enjoyment for a

picture or tactile representation in a
story.


Student demonstrated enjoyment for a picture or tactile
representation in a story
One demonstration per piece of evidence
Different picture/tactile representations/story per piece
of evidence
 Three pieces of evidence
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Extended
Standard
R. ES 6.2
Complexity
Level
At a Minimum Does the Evidence Show:
4 - Retell a story including
beginning, middle, and
ending.
 Student read a story containing at least three sentences
 Student retold a story including the beginning, middle and
ending
 One retelling per piece of evidence
 Different story per piece of evidence
 Three pieces of evidence
3 - Identify two or more
details in a story.




Identify two or
more details in a
story.
Student read a story containing at least three sentences
Student identified two or more details from a story
Two different stories per piece of evidence
Three pieces of evidence
2 - Identify a detail in a story  Student identified a detail in a story read aloud or presented
read aloud or presented in
in alternative means
alternative means.
 Two identifications per piece of evidence
 Different story per piece of evidence
 Three pieces of evidence
1 -Associate a character with
a story read aloud or
presented in alternative
means.
 Student associated a character in a story read aloud or
presented in alternative means
 One association per piece of evidence
 Different story per piece of evidence
 Three pieces of evidence
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Extended
Standard
Complexity
Level
At a Minimum Does the Evidence Show:
R. ES 6.3
4 - Read 20-30 words of
connected text.
Decode regularly
spelled multi-syllabic
words with short and
long vowels.
 Student read 20-30 words of connected text
 Two different connected text per piece of evidence
 Three pieces of evidence
3 - Decode regularly spelled
multisyllabic words with
short and long vowels.
 Student read regularly spelled multisyllabic words
 Four different words per piece of evidence
 Three pieces of evidence
2 - Recognize 2 personally
relevant words.
 Student recognized two personally relevant words
 Four different words per piece of evidence
 Three pieces of evidence
1 -Identify a picture or
tactile representation for a
relevant word.
 Student identified a picture or tactile representation for a
relevant word
 One identification per piece of evidence
 Different word per piece of evidence
 Three pieces of evidence
Examples: Read
words such as apple,
table, pencil, paper;
Read words such as
the apple sat on the
table
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Extended
Standard
R. ES 6.4
Identify transition
words related to
order of events (e.g.,
after, before, finally,
first, second, third,
next, last, later) in
informational text.
Complexity
Level
At a Minimum Does the Evidence Show:
4 - Apply transition words to
complete a task outlined in
informational text.
 Student read informational text containing at least three
sentences
 Student applied transition words to complete a task
 Two different words per piece of evidence
 Different task per piece of evidence
 Three pieces of evidence
3 - Identify transition words
related to order of events
(e.g., after, before, finally,
first, second, third, next,
last, later) in informational
text.
 Student read informational text containing at least three
sentences
 Student identified transition words related to order of
events
 Three different words per piece of evidence
 Different text per piece of evidence
 Three pieces of evidence
2 - Match transition words
related to order of events
(e.g., after, before, finally,
first, second, third, next,
last, later).
 Student matched transition words related to order of
events
 Four different word-to-word matches per piece of
evidence
 Three pieces of evidence
1 -Respond to a transition
word related to order of
events (e.g., after, before,
finally, first, second, third,
next, last, later).
 Student responded to transition words related to order
of events
 One response per piece of evidence
 Teacher defines “response” (per student ability)
 Different words per piece of evidence
 Three pieces of evidence
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Rubric/Minimum Evidence for the Alabama Alternate Assessment (AAA)
Reading Grade 7
Extended
Standard
R. ES 7.1
Identify a character
along with two settings
for the character in a
story.
Example: Identify Bobby
as a character from the
story, and identify that
Bobby was at home
during part of the story
and at the circus during
another part of the story
Complexity
Level
At a Minimum Does the Evidence Show:
4 - Describe how the
character interacts in the
setting in a story.
 Student read a story containing at least three sentences
 Student provided two descriptions of how the character
interacts in a setting in a story
 Two different stories per piece of evidence
 Three pieces of evidence
3 - Identify a character
along with two settings
for the character in a
story.
 Student read a story containing at least three sentences
 Student identified a character along with two settings in
a story
 Two different stories per piece of evidence
 Three pieces of evidence
2 - Match characters in a
story read aloud or
presented in alternative
means.
 Student matched characters in a story read aloud or
presented in alternative means
 Two or more characters per piece of evidence
 Two different stories per piece of evidence
 Three pieces of evidence
1 - Participate in
matching characters in a
story read aloud or
presented in alternative
means.
 Student participated in matching two or more characters
in a story read aloud or presented in alternative means
 One participation per piece of evidence
 Teacher defines “participation” (per student ability)
 Different stories per piece of evidence
 Three pieces of evidence
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Extended
Standard
R. ES 7.2
Complexity
Level
At a Minimum Does the Evidence Show:
4 - Identify the point of
view of a character.




Student read a story containing at least three sentences
Student identified one point of view per character per story
Three different stories per piece of evidence
Three pieces of evidence
3 - Describe a character in
a story.





Student read a story containing at least three sentences
Student described a character in a story
Three descriptions per character per story
Two different stories per piece of evidence
Three pieces of evidence
2 - Identify 2 characters in
a story read aloud or
presented in alternative
means.
 Student identified two characters in a story read aloud or
presented in alternative means
 Different story per piece of evidence
 Three pieces of evidence
1 - Identify a character in a
story read aloud or
presented in alternative
means.
 Student identified a character in a story read aloud or
presented in alternative means
 One identification per piece of evidence
 Different story per piece of evidence
 Three pieces of evidence
Describe a character
in a story.
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Extended
Standard
R. ES 7.3
Complexity
Level
At a Minimum Does the Evidence Show:
4 - Use table of contents,
headings, and the glossary.
 Student read the table of contents, headings, and the
glossary per piece of evidence
 Student used table of contents, headings, and glossary
once per text
 Different text per piece of evidence
 Three pieces of evidence
3 - Identify table of
contents, a heading, and
glossary.
 Student identified the table of contents, headings, and the
glossary per piece of evidence
 Student identified table of contents, headings, and glossary
once per text
 Three different texts per piece of evidence
 Three pieces of evidence
2 - Identify a heading.




Student identified the heading
One identification per text per piece of evidence
Two different text per piece of evidence
Three pieces of evidence
1 - Identify emphasized
text.




Student identified emphasized text
One identification per text per piece of evidence
Different text per piece of evidence
Three pieces of evidence
Identify table of
contents, a
heading, and
glossary.
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Extended
Standard
R. ES 7.4
Finish a phrase with a
simile using a word or
illustration.
Complexity
Level
4 - Identify the literal
or usual meaning for
figurative words or
phrases.
Examples: Finish the
3 - Finish a phrase
phrase I am as…quick as, with a simile using a
slow as, happy as, strong word or illustration.
as; Point to the turtle
when teacher says I am
as slow as
2 - Identify an
illustration or tactile
representation that
relates to a simile.
1 - Attend to an
illustration or tactile
representation for a
sound or physical
characteristic.
At a Minimum Does the Evidence Show:
 Student read words or phrases
 Student identified the literal or usual meaning for
figurative words or phrases
 Four identifications per piece of evidence
 Different words/phrases per piece of evidence
 Three pieces of evidence
 Student finished a phrase with a simile
 Three completed phrases with a simile per piece of
evidence
 Different phrases per piece of evidence
 Three pieces of evidence
 Student identified an illustration or tactile representation
that relates to a simile
 Two different illustrations/tactile representations per
piece of evidence
 Three pieces of evidence
 Student attended to an illustration or tactile
representation for a sound or physical characteristic
 One example of attends to per piece of evidence
 Teacher defines “attends to” (per student ability)
 Different illustrations/tactile representations per piece of
evidence
 Three pieces of evidence
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Rubric/Minimum Evidence for the Alabama Alternate Assessment (AAA)
Reading Grade 8
Extended
Standard
R. ES 8.1
Identify the setting in a
story.
Complexity
Level
At a Minimum Does the Evidence Show:
4 - Describe the setting  Student read a story containing at least three sentences
and a character in
 Student described the setting and a character in relation
relation to each other.
to each other per story
 Two different stories per piece of evidence
 Three pieces of evidence
3 - Identify the setting
in a story.




Student read a story containing at least three sentences
Student identified the setting per piece of evidence
Two different stories per piece of evidence
Three pieces of evidence
2 - Identify the setting  Student identified the setting in a story read aloud or
in a story read aloud or
presented in alternative means
presented in
 Two different stories per piece of evidence
alternative means.
 Three pieces of evidence
1 - Participate in
identifying the setting
in a story read aloud or
presented in
alternative means.
 Student participated in identifying the setting in a story
read aloud or presented in alternative means
 One participation per piece of evidence
 Teacher defines “participate” (per student ability)
 Different stories per piece of evidence
 Three pieces of evidence
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Extended
Standard
R. ES 8.2
Define a bolded word
in a sentence based
on the context clue.
Example: Read a
sentence and use the
context clue to
select the definition
of the bolded word
from three choices
Complexity
Level
At a Minimum Does the Evidence Show:
4 - Identify the word in a
sentence being defined by
the context clue and use the
context clue to define the
word.
 Student read sentences
 Student underlined word (provided by teacher) to be
defined by context clue and used context clue to
define the word per sentence
 Four different sentences/words per piece of evidence
 Three pieces of evidence
3 - Define a bolded word in a
sentence based on the
context clue.
 Student read sentences containing bolded words
(provided by teacher)
 Student defines bolded word in a sentence based on
the context clue per sentence
 Three different sentences/words per piece of evidence
 Three pieces of evidence
2 - Identify an unknown
word in text read aloud or
presented in alternative
means.
 Student identifies an unknown word in text read
aloud or presented in alternative means
 Two identifications per piece of evidence
 Two different words per piece of evidence
 Three pieces of evidence
1 - Distinguish a written
 Student distinguishes a written word for an object
word for an object from a
from a picture or tactile representation for the object
picture or tactile
 One example per piece of evidence
representation for the object.  Different words/objects per piece of evidence
 Three pieces of evidence
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Extended
Standard
R. ES 8.3
Identify a
character’s
action in a story.
Complexity
Level
At a Minimum Does the Evidence Show:
4 - Identify a reason for
agreeing or disagreeing
with a character’s action
in a story.
 Student read a story containing at least three sentences
 Student identified two reason for either agreeing or
disagreeing with a character’s actions per story
 Two different stories per piece of evidence
 Three pieces of evidence
3 - Identify a character’s
action in a story.





2 - Identify a character’s
action in a story read
aloud or presented in
alternative means.
 Student identified a character’s actions in a story read aloud
or presented in alternative means
 Two different actions per story
 Different story per piece of evidence
 Three pieces of evidence
1 - Agree or disagree with
a character’s action in a
story read aloud or
presented in alternative
means.
 Student agrees or disagrees a character’s actions in a story
read aloud or presented in alternative means
 One action per piece of evidence
 Different story per piece of evidence
 Three pieces of evidence
Student read a story containing at least three sentences
Student identified a character’s action in a story
Three different actions identified per piece of evidence
Different story per piece of evidence
Three pieces of evidence
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Extended Standard
R. ES 8.4
Identify two reasons
or evidence that
support a given claim
in an argumentative
text.
Example: Identify two
reasons from the text
when told the author
is in favor of recycling
Complexity
At a Minimum Does the Evidence Show:
4 - Identify an author’s
claim in an argumentative
text.
 Student read text containing at least three sentences
 Student identified an author’s claim in an argumentative
text
 Three different text per piece of evidence
 Three pieces of evidence
3 - Identify two reasons

or evidence that support a 
given claim in an
argumentative text.


Student read text containing at least three sentences
Student identified two reasons or evidence that support
a given claim in an argumentative text
Two different text per piece of evidence
Three pieces of evidence
2 - Identify the topic of
the discussion in an
argumentative text read
aloud or presented in
alternative means.
 Student identified the topic of the discussion in an
argument text read aloud or presented in alternative
means
 Different text per piece of evidence
 Three pieces of evidence
1 - Identify if the speaker
is for or against an idea
presented.
 Student identified if the speaker is for or against an idea
presented
 Different text/presentation per piece of evidence
 Three pieces of evidence
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Rubric/Minimum Evidence for the Alabama Alternate Assessment (AAA)
Reading Grade 10
Extended
Standard
R. ES 10.1
Identify the
middle/climax and
end in a story.
Complexity
Level
At a Minimum Does the Evidence Show:
4 - Identify the beginning,
rising action, middle/climax,
falling action, and end in a
story.
 Student read a text containing at least three sentences
 Student identified the beginning, rising action,
middle/climax, and falling action and end in a story
 Two different stories per piece of evidence
 Three pieces of evidence
3 - Identify the
middle/climax and end in a
story.




2- Role-play an action in a
story read aloud or
presented in alternative
means.
 Student role-played an action in a story read aloud or
presented in alternative means
 Two different stories per piece of evidence
 Three pieces of evidence
1 – Attend to a role played
action in a story read aloud
or presented in alternative
means.
 Student attended to a role-played action in a story read
aloud or presented in alternative means
 Teachers defines “attends to” (per student ability)
 Different story per piece of evidence
 Three pieces of evidence
Student read text containing at least three sentences
Student identified the middle/climax and end in a story
Two different stories per piece of evidence
Three pieces of evidence
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Extended
Standard
R. ES 10.2
Complexity
Level
At a Minimum Does the Evidence Show:
4 - Describe three events in
a story in sequential order.
 Student read text containing at least three sentences
 Student described three events in a story in sequential
order
 Two different stories per piece of evidence
 Three pieces of evidence
3 - Sequence three events
from a story.




2 - Match events from a
story read aloud or
presented in alternative
means.
 Student matched two or more events from a story read
aloud or presented in alternative means
 Two matches per story
 Two different stories per piece of evidence
 Three pieces of evidence
1 - Identify a picture or a
tactile representation for an
event in a story read aloud
or presented in alternative
means.
 Student identified a picture or a tactile representation for
an event in a story read aloud or presented in
alternative means
 One identification per piece of evidence
 Different story per piece of evidence
 Three pieces of evidence
Sequence three
events from a
story.
Student read text containing at least three sentences
Student sequenced three events in a story
Two different stories per piece of evidence
Three pieces of evidence
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Extended
Standard
R. ES 10.3
Read and
comprehend a
periodical.
Examples: Answer
questions related
to a magazine or
newspaper
Complexity
Level
At a Minimum Does the Evidence Show:
4 - Describe the contents of
a periodical to another
person.
 Student read a periodical
 Student described contents of a periodical to another
person per piece of evidence
 Four descriptions per piece of evidence
 Different periodicals per piece of evidence
 Three pieces of evidence
3 - Read and comprehend a
periodical.
 Student read and comprehends a periodical
 Student answers two or more questions about a
periodical per piece of evidence
 Two different periodicals per piece of evidence
 Three pieces of evidence
2 - Match periodicals.
 Student matches periodicals
 Four different periodicals matched per piece of evidence
 Three pieces of evidence
1 - Identify a magazine or
newspaper.




Student identifies a magazine or newspaper
One identification per piece of evidence
Different magazine/newspaper per piece of evidence
Three pieces of evidence
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.
January 2015
Extended
Standard
R. ES 10.4
Identify one
foundational
United States
Document.
Examples: The
Constitution, Bill
of Rights, Treaty
of Paris,
Emancipation
Proclamation, or
Declaration of
Independence
Complexity
Level
At a Minimum Does the Evidence Show:
4 - Describe one
foundational United
States Document.
 Student reads a foundational United States Document
 Student provides two descriptions per foundational United
States Document
 Two different United States Documents per piece of evidence
 Three pieces of evidence
3 - Identify one
foundational United
States Document.
 Student identified a foundational United States Document
 Two different foundational United States Documents per
piece of evidence
 Three pieces of evidence
2 - Match pictures,
copies, or tactile
representations of
historical items.
 Student matched pictures, copies or tactile representations of
historical items
 Two different matches per piece of evidence
 Three pieces of evidence
1 - Participate in
matching pictures,
copies, or tactile
representations of
historical items.
 Student participated in matching pictures, copies or tactile
representations of historical items
 One participation per piece of evidence
 Teacher defines “participate” (per student ability)
 Different items per piece of evidence
 Three pieces of evidence
Note: Failure to meet any criteria outlined above may result in misaligned or invalidated evidence.