
Members of the Literacy Committee will be asked to mark the Mock Tests. Additional grade 9 teachers may be needed: we should have a variety of disciplines represented.

All marking will take place within three weeks of the Mock Test

Students will be evaluated using various answers from the TWO Booklets

Marks will be entered on the Class List provided by the homeroom teacher and returned to him/her

This will make the process to share results with students much easier

Students with a low score (details to be provided) will be referred for remediation

Letters and registration forms will be mailed out to those students by teachers marking the test

Homeroom teachers are asked to follow up with the collection of the signed registration forms, phone calls to get the forms back, etc. since they have direct contact and probably already flagged most at risk students through the Early Warning procedures

If we are able to complete the marking, upcoming Parent Teacher Interviews could be an excellent opportunity to address the need for student success on the OSSLT
PLEASE!! Do NOT share with all students the day of the test, as students might only complete the sections which will be marked.
Do GUIDE all students with an IEP to answer the sections to be marked first, as this might provide them with enough time to complete the tasks which will be evaluated. If they do not complete, tell them this is a practice attempt and they will have opportunities to work on their skills to the end of the year.
2. Section III: Short Writing Task
3.
Section IV: The News Report
4.
Section V: Summarize Question
Booklet 2
2.
Section VI: Series of Paragraphs – Guide kids to write Intro, 2 body and conclusion
3 not enough; 4 long enough to allow them to finish: this goes for all students
3. Section IX: pg 12 # 7 only – Constructed Response

Mock Test Marking Sheet
Student Name:
1.
(29/39 is a Level 3 needed to pass)
2.
Written Answer for Teen’s Recycling Recipe Bags Award
QUESTION : Explain how Burd’s project demonstrates the work of a scientist. Use specific
details from the selection and your own ideas to support your answer.
SAMPLE SUCCESSFUL STUDENT RESPONSE
Identification of
Main Idea
Topic
Development
Conventions
Below Expectations
0-1.9 (0-49%)
No topic sentence present
Response indicates no reading comprehension
Response is off topic with no connection to the selection or the question
Response may only restate the question or summarizes the passage
Student has retold the reading selection
OR
The student has left the answer space blank.
Too many language and grammar errors that interfere with communication of ideas
Level 1
2-2.3 (50-59%)
Topic sentence does not addresses question: Burd’s project demonstrates the work of a scientist . . .
Response indicates limited reading comprehension
The response uses irrelevant details
The response provides an example of Burd’s actions but with link to the work of a scientist
.
Student has NOT used own relevant idea as well to develop topic
Several language and grammar errors seriously interfere with communication
– meaning cannot be determined
Level 2
2.4-2.7 (60-69%)
Topic sentence addresses question:
Burd’s project demonstrates the work of a scientist . . .
Response indicates some reading comprehension
The response uses vague support from the selection to explain how Burd’s project demonstrates the work of a scientist.
The response requires the reader to make the connection between the work of a scientist and supporting detail.
Student has NOT used own relevant idea as well to develop topic
OR
Student has ONLY provided OWN ideas
Few language and grammar errors do interfere and distract from communication – meaning unclear
Level 3
2.8-3.1 (70-79%)
Topic sentence addresses question:
Burd’s project demonstrates the work of a scientist . . .
Response indicates considerable reading comprehension
The response uses at least one or more specific and relevant ideas and information from the reading selection to clearly explain how Burd’s project demonstrates the work of a scientist .
Connection between the work of a scientist and detail is clearly explained
Student has used own relevant idea as well to develop topic
Minor language and grammar errors do not interfere with communication – meaning is still evident
Level 4
3.2-4 (80-100%)
Topic sentence addresses question:
Burd’s project demonstrates the work of a scientist . . .
Response indicates extensive reading comprehension
The response uses more than two specific and relevant ideas and information from the reading selection to clearly explain how
Burd’s project demonstrates the work of a scientist.
Connection between the work of a scientist and detail is clearly explained
Student has used more than 1 relevant idea as well to develop topic
No language and grammar errors to interfere with communication
(Level 3 needed to pass)

3.
SAMPLE SUCCESSFUL STUDENT RESPONSE
QUESTION : What is the best advice you have ever given to someone? Use specific details to explain your answer.
Marking Rubric for Short Writing Task
Identification of Topic
Below
Expectations
Level 1
2-2.3 (50-59%)
Topic sentence 0-1.9 (0-49%)
There is no topic sentence addresses the question to a limited degree
Topic
Development
Conventions
The response simply restates the question
Has left the space blank
Is all off topic
Too many language and grammar errors that interfere with communication of ideas
The response identifies or gives an example of a piece of advice the student has given to someone
There is a irrelevant explanation for why it was the best
There may be a general statement about advice.
The response is not developed
OR
Is developed with off-topic or irrelevant information
Several language and grammar errors seriously interfere with communication – meaning cannot be determined
Level 2
2.4-2.7 (60-69%)
Topic sentence addresses the question to some degree
The response identifies or gives an example of a piece of advice the student has given to someone
There is a vague explanation for why it was the best advice
The response requires the reader to make the connection between the support and what it is intended to prove
Few language and grammar errors do interfere and distract from communication
– meaning unclear
Level 3
2.8-3.1 (70-79%)
Topic sentence address the question:
The best advice I have ever given . . .
The response clearly identifies or gives an example of a piece of advice the student has given to someone
The connection between the advice and why it was the best is explained with specific and relevant details
Minor language and grammar errors do not interfere with communication – meaning is still evident
Level 4
3.2-4 (80-100%)
Topic sentence addresses the question: The best advice I have ever given . . .
Additional sentences provide extensive, relevant, and thorough explanation
No language and grammar errors to interfere with communication
(Level 3 needed to pass)

4. Marking Rubric for Writing A News Report: Section IV
Categories
Knowledge and
Understanding
Thinking
Communication

Demonstrates little or no understanding of the news report form
- only 1 W in the lead
-little to no attention to
paragraphs with
insufficient facts and
details
Demonstrates very limited ability to relate news report to headline/photo provided

No details used to explain event

Irrelevant info included

(no quotations included)

Demonstrates limited understanding of the news report form
- the 2W’s in the lead
-no attention to paragraph
length or paragraphing

Only a couple of related facts and details included
Demonstrates limited ability to relate news report to headline/photo provided

Event identified with vague and undeveloped details

(1 quotation adds irrelevant information)
Demonstrates very limited ability to
 communicate ideas and information with clarity
 details are completely disorganized; no thought to paragraphing or order
 focus on one event: many topics covered with little attention to development
 use language conventions
(diction, syntax, spelling, grammar and punctuation) with effectiveness.
Demonstrates limited ability to
 communicate ideas and information with clarity
 details placed in article with little attention to organization
 focus on one event: information included that is unrelated
 use language conventions
(diction, syntax, spelling, grammar and punctuation)

Demonstrates some understanding of the news report form
- the 3 W’s in the lead
-short paragraphs with
several related facts and
some specific details
(dates, names)
Demonstrates some ability to relate news report to headline/photo provided

Event identified with few or repetitious supporting details

(1 quotation adds important info.)

Includes some relevant information
Demonstrates some ability to
 communicate ideas and information with clarity
 details show organization but in no particular structure
 focus on one event clearly but there are lapses in tone
 use language conventions
(diction, syntax, spelling, grammar and punctuation) with some effectiveness.

Demonstrates considerable understanding of the news report form
- the 4 W’s –who, where, when and
what in the lead
-short paragraphs with
many related facts and
specific details (names,
places, speakers, etc.)
Demonstrates considerable ability to effectively relate news report to headline/photo provided

Event identified with some specific supporting details that have been thoughtfully selected

(2 quotations add important info.)

Includes only relevant information
Demonstrates considerable ability to
 communicate ideas and information with clarity
 organize details from most important to least important
(pyramid format)
 focus on one event in a clear and consistent tone
 use language conventions
(diction, syntax, spelling, grammar and punctuation) with effectiveness.

Demonstrates superior understanding of the news report form
- the 5 W’s in the lead
-short paragraphs with
numerous related
facts and specific
details (dates, names,
places, others, etc.)
Demonstrates superior ability to effectively relate news report to headline/photo provided

Event identified with thorough specific supporting details (3 quotations add important info.)

Includes extensive relevant information
Demonstrates superior ability to
 communicate ideas and information with clarity
 organize details from most important to least important (pyramid format)
 focus on one event in a clear and consistent tone
 use language conventions
(diction, syntax, spelling, grammar and punctuation) with a high degree of effectiveness.
(Level 3 needed to pass)

QUESTION : State a main idea of this selection and provide one specific detail from the selection that supports it.
SAMPLE SUCCESSFUL STUDENT RESPONSE
Marking Rubric for Summary Question
Identification of
Main Idea
Topic
Development
Conventions
Below Expectations
0-1.9 (0-49%)
No main idea is present
No additional sentences provided – only one part of the question answered
Too many language and grammar errors that interfere with communication of ideas
Level 1
2-2.3 (50-59%)
An idea is present but it is not the main idea of the passage
Supporting point(s) are irrelevant or unrelated
Several language and grammar errors seriously interfere with communication
– meaning cannot be determined
5.Booklet 2: Section IX #6: Short Answer with Support
Level 2
2.4-2.7 (60-69%)
Main idea stated with some clarity
One supporting point directly related to the main idea is included but it is vague and unclear
(Reader required to make connection)
Few language and grammar errors do interfere and distract from communication – meaning unclear
Level 3
2.8-3.1 (70-79%)
Correct main idea stated with considerable clarity
One or more specific and relevant supporting points directly related to the main idea are included
Minor language and grammar errors do not interfere with communication – meaning is still evident
Level 4
3.2-4 (80-100%)
Topic sentence includes the main idea with exceptional clarity
Two or more specific and relevant supporting points directly related to the main idea are included
No language and grammar errors to interfere with communication
(Level 3 needed to pass)
QUESTION : Explain whether or not Ben is a good waiter. Use specific details and examples from the selection to support your explanation.
SAMPLE SUCCESSFUL STUDENT RESPONSE
Marking Rubric for Short Answer
Identification of
Main Idea
Topic
Development
Below Expectations
0-1.9 (0-49%)
No main idea is present
No additional sentences provided – only one part of the question answered
Level 1
2-2.3 (50-59%)
An idea is present but it is not the main idea of the passage
No explanation to connect qualities to concept of good waiter
Level 2
2.4-2.7 (60-69%)
Topic sentence lists 1-2 positive qualities of Ben
Explanation to connect qualities to concept of good waiter is present but vague and unclear
Level 3
2.8-3.1 (70-79%)
Topic sentence lists 2-3 positive qualities of Ben
One or more specific and relevant supporting points to explain connection are included
Level 4
3.2-4 (80-100%)
Topic sentence lists 3-4 positive qualities of Ben
Two or more specific and relevant supporting points to explain connection are included

Conventions Too many language and grammar errors that interfere with communication of ideas
(Reader required to make connection)
Several language and grammar errors seriously interfere with communication
– meaning cannot be determined
Few language and grammar errors do interfere and distract from communication – meaning unclear
Minor language and grammar errors do not interfere with communication – meaning is still evident
No language and grammar errors to interfere with communication
(Level 3 needed to pass)