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. 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. 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. 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. 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. 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. 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.
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