Integrated Reading-Writing Assessment
Scoring Protocols
And Anchor Papers
Grade 6
IR-W Scoring Protocol 2012-13
Grade 6
Page 0
Introduction
Each year, students in grades 2-6 are administered the Integrated Reading-Writing
Benchmark Assessment (IR-W). The purpose of this assessment is to provide
teachers with valuable data that can be used to inform reading and writing
instruction.
This scoring protocol has been created to implement the use of the new MEAP
Analytic Rubric for Narrative Writing. Because we are moving from a holistic rubric
to an analytic rubric, we are eliminating the need for each paper to be scored by two
readers. In order to establish consistency in scoring, we’ve created a step in the
process for establishing scoring norms through collaboration. This document
defines the process for scoring
IR-W Writing Samples.
IR-W Scoring Protocol 2012-13
Grade 6
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IR-W Scoring Protocol
2012-13
Step 1 - Get to know the Analytic Rubric for Narrative Writing.
The Analytic Rubric for Narrative Writing is on page 14. Read the rubric. Highlight
key words that will be important to keep in mind as you score writing.
Step 2 – Become familiar with the process of using the rubric to score papers.
Each paper will receive one score for each writing trait. Each trait is scored on a
scale of 0-3. The points for “Ideas” are doubled. The total number of points possible
is 15.
Writing Trait
Ideas
Organization
Style
Conventions
Score Range
0-3 (x 2)
0-3
0-3
0-3
Step 3 - Study the Anchor Papers
Keep the rubric within sight to reference as you score papers. Begin by scoring the
anchor papers on pp. 4-13. You may need to read a paper more than once in order
to decide on a score for each writing trait. Try scoring them on your own and then
check the answer key on page 15-16.
Step 4 – Getting Organized for Scoring IR-W Writing Samples
Teachers within a grade level divide student IR-W writing samples so that each
teacher is reading a stack with an equal number of papers from each teacher on the
grade level team. Have copies of the Analytic Rubric handy for reference.
Step 5 - Score a Sample
Establishing norms - With your grade level colleagues, identify 3-5 writing samples
that will be used to establish scoring norms. Each teacher on the grade level team
will score the same 3-5 writing samples. The purpose of this step is to establish
consistency in scoring. This step may be repeated as needed during the scoring
process.
IR-W Scoring Protocol 2012-13
Grade 6
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Resolving discrepancies - Teachers compare scores and discuss discrepancies.
Discrepancies are resolved before going on. Most discrepancies will be resolved
through dialog amongst members of the team by referring to the analytical rubric
and anchor papers. If additional clarification is needed to resolve discrepancies,
consult a Literacy Leader.
Step 6 - Scoring Writing Samples
Once consistency in scoring has been established, teachers will each take a stack of
papers that is comprised of a mix of samples from each member of the team and
score them independently.
Step 7 – Data Input
After scoring, student samples are sorted and returned to the teacher. Each teacher
inputs writing data for her class into CLASS A.
IR-W Scoring Protocol 2012-13
Grade 6
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IR-W 6th Grade Anchor Papers
IR-W Scoring Protocol 2012-13
Grade 6
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Sample 1
Mike and Joey
There once was a 12 year old boy named MiKe and one of Mike’s
favroit things to do was to play soccer. Mike was on a soccer team
named “Lightning.” One day as he and his team were shoting shots into
the soccer net, there was a new kid that joined the group. His name
was Joey and he was from canada. He also liked soccer so Mike let him
play.
But one day Joey got mad at Mike because he kicked him in the
left shin when he was trying to kick the soccer ball. And thats when
the conflict between Mike and Joey began. After Mike kicked Joey,
Joey ran up a kicked Mike in his right leg. Both Mike and Joey were
mad at each other now but they could not keep fighting because if they
did, they might both be kicked out of soccer and not be able to play
ever agin. So thay both were quiet and stayed out of each others way.
The day after, Joey went over to Mike’s house. Joey sead he was
sorry that he got so mad when Mike kicked him in the shin. And Mike
IR-W Scoring Protocol 2012-13
Grade 6
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sead he was sorry he kicked him in the shin in the first place. Joey and
Mike played at Mikes house and they turned out to be good freands.
And everyday Mike and Joey go to the soccer feald and play there
favroit sport.
IR-W Scoring Protocol 2012-13
Grade 6
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Sample 2
Sister for Sale
I stared at my 9 year old sister A_____ giving her a very nasty
look with my arms folded across my chest. She stuck her tongue out at
me and yelled,
“M_____, you’re dumb!” I looked at her and shouted,
“Oh it’s on!”
Okay now, let me back up and start this story from the beggining.
But on one condition, you better be on my side throughout the whole
story. If you aren’t going to be on my side you might as well just put
this story down!
It all started on a sunday morning in october 2011. I was headed
into my room in my zebra snugie with a warm glass of hot chocolate. My
little sister jumped infront of me put her hand up to my face and
shouted, “Stop!”
IR-W Scoring Protocol 2012-13
Grade 6
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I spilled some of the hot chocolate on the floor but I acted like it
wasn’t there because I didn’t feel like cleaning it up. “Ugh! A_____
what do you want?” I asked in an irratated tone of voice.
A_____ pointed at my door that had a little puppy sticker on it.
“You stole my sticker!” she shouted.
“umm, no I didn’t” I said “now move I’m watching a movie!” I said
trying to tolerate her. I turned the knob of my bedroom door, when I
heard A_____ yell, “Prove it!” She put her hands on her hips. “Prove
what?” I asked. “Prove that you didn’t steal my sticker.” I rolled my
eyes. “geez A_____, it’s a sticker just take it.” I said.
“No, I don’t want it now, it was on your door and anything related
to you is gross!” she shouted. I laughed a little because for her to be
calling me gross is crazy! I’m not the one who has eaten dirt, a spider,
and have drank chocolate milk mixed with lemonade and sprite. Maybe I
ate a crayon when I was 4 but that’s it! I turned the knob of my
bedroom door when A_____ kicked me in the calf.
IR-W Scoring Protocol 2012-13
Grade 6
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“ouch!” I shouted. I turned around and she punched me in the
shoulder. A wet, saulty tear rolled down my cheek. I didn’t want to hurt
her but I had no choice. I slapped her on the arm.
“You stole my sticker!” she shouted and she started to cry.
“No I didn’t!” I yelled.
“Yes you did” she shouted. We were having a conflict over
nothing! Absolutly nothing!
“A_____i’ll give you the sticker if you want it so badly.” I said. I
put my hot chocolate on the floor and peeled the sticker off the door.
“I don’t want it!” she shouted.
“A_____ I’m going to try to sell you on ebay, but no one will buy
you because I can’t say anything nice about you right now!” I yelled.
“Mom, M______’s being a mean sister!” shouted A_____.
My mom came out of her room and yelled.
“it’s 8:33 a.m. I’m trying to sleep!”
IR-W Scoring Protocol 2012-13
Grade 6
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“M_____ stole my sticker.” She yelled. I stared at her giving her
a very nasty look. She stuck her tongue out at me and yelled, “M_____,
you’re dumb!”
“Stop it, both of you!” yelled my mom. My mom grabbed the
sticker out of my hands and ripped it in half.
“Thank you!” I said. She rolled her eyes and went back into her
room. A_____ looked at me and told me she was sorry. I picked up my
hot chocolate and went into my room. Thanks to my mom the silly,
pointless, conflict was solved. I guess maybe I won’t sell my sister!
And that was my story on conflict and how it was solved.
IR-W Scoring Protocol 2012-13
Grade 6
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Sample 3
No mom left the money for me the money for the food is in the
card. (me thinking) “ugh my parents just left on a crusie. me and my
brothers are fighting over the $20 my mom left for ME! I don’t get it
she left a card too. “I don’t want mom and dad to see what we bought”
“why,” I asked, “couse I want to buy part food and they’ll now by seeing
all the chips and sodas Im getting.” “if you give me the money you can
hang out with me and a_____’s friends.” “OK Fine.” So I gave him the
money. the way we solved it is he suggested me hanging out with the
big kids. he got his way and I got mine.
IR-W Scoring Protocol 2012-13
Grade 6
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Sample 4
SPONGE BOB SQuaRe PaNts
In the T.V. show (SpoNge BoB SquaRe pants) mR. KRab’S the
owner of the “Krusty Krab” is too self-fish and Need’s to be NiceR. So
the “flying duchmaN” tRys to teach mR. KRab’s to Be NiceR By giving
away KRaBy Patty’s, DRiNK’S, and Toy’s for fRee!
mR. Krab oNly has to do this for oNe Day. mR. KRabs has almost
Reached his goal till a idenceNt fish fRom BikiNi Bottem C omeS By
mR. KRab’s and Say’S
“a PeNNy it must Be my Lucky Day!” then mR. KRab’s Says to the
Poor fish with a tite gRip aRound the fishes finn.
“uN-hand me here – PeNNy and Ill Let Yee go!”
(TRANSLATION – “Let go of my penny and Ill Let you go.” P.S. mR.
KRab’s use to be a pirate!) So The fish says
“oK maN, Ill let you have The PeNNy if you Just Let go of my
flipper!”
IR-W Scoring Protocol 2012-13
Grade 6
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Right as mR. KRab’S Lets go the flying Dutchman Swoops DowN
and says
“UgeN CRABS YOU HAVE NOT BEEN NICE NOW YOU MUST
SPEND A THOUSAND YEARS IN (DAVY JONES) LOCKER IN LESS
YOU make a TRad of Sponge BoB for all the money iN my Pocket”
“oK, I will now giveme giveme giveme”
“heRe 62 ceNts” “Now Come heRe SpongeBoB.
SpongeBob went with the flying Dutchman to “Davy Jones Locker”
But couldn’t stand Being with him BecauSe SpongeBob talks too much.
In the end the flying Dutchman left with 62 cents and Mr. KRabs
got SpoNgeBoB back and after MR. KRABS appoliging a few time.
SpongeBob Still worked at the KRUSTY KRAB.
IR-W Scoring Protocol 2012-13
Grade 6
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Michigan Education Assessment Program Analytic Rubric - Narrative Writing, Grades 4 and 7
Any condition code will result in a score of 0 for each trait.
3
2
1
0
Ideas
(Points
Doubled)
Tells a story with ideas that
are clearly focused on the
topic and are thoroughly
developed with specific,
relevant details.
Tells a story with ideas that
are somewhat focused on the
topic and developed with
limited and/or general
details.
Tells a story with ideas that
are minimally focused on
the topic and developed
with limited and/or general
details.
Ideas are not focused on
the topic and/or are
undeveloped.
Organization
Organization and
connections between ideas
and/or events are clear and
logically sequenced.
Organization and
connections between ideas
and/or events are logically
sequenced.
Organization and
connections between ideas
and/or events are weak.
No organization evident.
Style
Command of language,
including effective and
compelling word choice and
varied sentence structure
clearly supports the writer’s
purpose and audience.
Adequate command of
language, including effective
word choice and clear
sentences supports the
writer’s purpose and
audience.
Limited use of language,
including lack of variety in
word choice and sentences,
hinders support for the
writer’s purpose.
Ineffective use of language
for the writer’s purpose
and audience.
Conventions
Conventions of Standard
English* for grammar, usage,
spelling, capitalization, and
punctuation for the grade
level are consistently used.
Conventions of Standard
English* for grammar, usage,
spelling, capitalization, and
punctuation for the grade
level are usually used.
Conventions of Standard
English* for grammar,
usage, spelling,
capitalization, and
punctuation for the grade
level are rarely used.
Conventions of Standard
English* for grammar,
usage, spelling,
capitalization, and
punctuation are not used.
A Off topic
B Illegible or written in a language other than English
C Blank
D Insufficient to rate
* Standard English is the form of English most widely accepted as clear and proper.
** Students cannot earn the highest score in Ideas and/or Organization if they write in a different genre (i.e. informational instead of
narrative
IR-W Scoring Protocol 2012-13
Grade 6
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Grade 6 Answer Key
Writing
Sample
1
Ideas
Organization
Style
Conventions
Total
4
2
2
1
9
Ideas: The writer does a lot of telling instead of showing in this paper. There is a
lack of descriptive detail instead of specific details.
Organization: There is evidence of a beginning, middle, and end. There is a lot of
transitional pieces.
Style: The writer uses basic word choice. There is nothing compelling about the
word choice used.
Conventions: There’s a lot of spelling and punctuation errors that may hinder the
understanding of this piece of writing.
Writing
Sample
2
Ideas
Organization
Style
Conventions
Total
6
3
3
3
10
Ideas: Tells a story with ideas that are clearly focused on the conflict over the
sticker. Snide remarks towards the sister are effective in moving the story along.
Organization: The writer begins in the middle of the conflict and then flashes back
to tell how it all began. The story gradually moves the reader through the problem
and to the solution.
Style: Compelling word choice throughout the story. “A wet salty tear ran down my
cheek.” Her use of dialogue engages the reader to read on. “Oh it’s on!”
Conventions: Consistent appropriate use of conventions remain throughout the
story. Minor spelling mistakes do not interfere with the meaning of the story.
Writing
Sample
3
Ideas
Organization
Style
Conventions
Total
2
1
1
1
5
Ideas: Tells a story with ideas that are minimally focused on topic. Lack of details to
support what to do with the money the mom left hinders the clarity of the conflict.
Organization: The story does not always make sense and there is not an organized
flow. Connections between ideas are weak.
Style: Some use of dialogue is evident, but word choice is very basic and fragmented
sentences are used.
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Conventions: Inconsistent use of punctuation and spelling sometimes interferes
with the understanding of the story.
Writing
Sample
4
Ideas
Organization
Style
Conventions
Total
0
0
0
0
0
This writer did not stay focused on the topic. There is no evidence of conflict in the
writing. This writing is an example of a retelling of a SpongeBob episode.
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Grade 6
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Writing from Knowledge and Experience
Scoring Targets
Writing Trait
and GCLE Code
Ideas
W.PR.06.04
Organization
W.PR.06.02
Style
W.PS.06.01
Conventions
W.PR.06.05
Overall
W.GN.06.01
Exceed
Met
Basic
Apprentice
5-6
3-4
1-2
0
3
2
1
0
3
2
1
0
3
2
1
0
12-15
10-11
5-9
0-4
IR-W Scoring Protocol 2012-13
Grade 6
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Class Writing Data
Ideas
IR-W Scoring Protocol 2012-13
Grade 6
Organization
Style
Conventions
Total
Page 18