The New Jersey Assessment of Skills and Knowledge language arts literacy grade 3 and grade 4 guide to criterion based holistic scoring a writing and reading handbook which is relevant to all the parents students and private tutors at all three Math Genie abacus math for kids schools in New Jersey in the United States of America, carries on to state the following, quote “NJ Ask Released Sample • Grade 4 Sample Reading Task. For the open-ended question on the next page, remember to focus your response on the question asked, answer all parts of the question, give a complete explanation and use specific information from the article. Page 41. Explain the reasons for using lightweight paper for this experiment. Use information from the article to support your response. Write your answer on the lines below. |
Grade 4 student responses to the reading item. Description of the Everyday Text Reading Task. Sample Grade 4 Student Responses. The responses selected to illustrate this task were written by fourth-grade students who read the everyday text in the reading section of the March 2004 New Jersey Assessment of Skills and Knowledge (NJ ASK). The responses appear as the students wrote them; no corrections have been made other than removing specific names that appear to identify the student or the student’s school district. Samples are included for each score point of New Jersey’s Open-Ended Scoring Rubric (which is a 5-point scale). These sample responses, which are grouped by score point, represent the range of approaches that fourth-grade students take with this reading-based question.
Each score point is described in detail, and each response is annotated according to the score point criteria. Students were provided a reading passage and given 25 minutes to read the passage and respond to six multiple-choice questions and one open-ended question. Before responding to the open-ended question, students were reminded to focus on the question asked, answer all parts of the question, give a complete explanation, and use specific information from the reading to support their response. Space was provided to encourage a thoughtful explanation supported by discussion of appropriate examples from the text, and students were given substantial latitude in their individual responses to the text. In this way, the test obtains a sample of each student’s ability to construct meaning from his or her reading and to use that understanding to analyze key aspects of the text” end quote.
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