English I and II
Constructed Response
Scoring Guide
Sample
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English I and English II
Constructed Response Scoring Guide
Texas Education Agency
Student Assessment
Division
2022
2
General Information
Beginning with the 2022–2023 school year, Reading/Language Arts assessments will include
an extended-constructed response, or essay, at every grade level. They will also include
short-constructed response questions. Students will be asked to write the essay in response
to a reading selection and will write in one of three modes: informational, argumentative, or
correspondence.
This State of Texas Assessments of Academic Readiness (STAAR
®
) constructed response
scoring guide provides student exemplars at all score points for one extended-constructed
response prompt and two short-constructed response prompts from the STAAR English I
and English II stand-alone field tests. The prompts are presented as they appeared on the
field test, and responses were scored based on the rubrics included in this guide, which
were developed with the input of Texas educators. Essays will be scored using a five-point
rubric. Short-constructed responses in the reading domain will be scored using a two-point
prompt-specific rubric. Short-constructed responses in the writing domain will be scored
using a one-point rubric.
The five-point rubric for extended-constructed responses includes two main components—
organization and development of ideas and language conventions. A response earns a
specific score point based on the ideas and language conventions of that particular response
as measured against the rubric. The annotation that accompanies each response is specific
to that response and was written to illustrate how the language of the rubric is applied to
elements of the response to determine the score the response received. Extended-
constructed responses are scored by two different scorers, and the scores are summed to
create a student’s final score, so students may receive up to 10 points for their essay.
The responses in this guide are actual student responses submitted online during the testing
window. To protect the privacy of individual students, all names and other references of a
personal nature have been altered or removed. Otherwise, the responses appear as the
students wrote them and have not been modified.
Texas Education Agency
Student Assessment
Division
2022
3
English I Reading Passage
with Short Constructed
Response and Extended
Constructed Response
English I and English II
Constructed Response Scoring Guide
Texas Education Agency
Student Assessment
Division
2022
4
English I Excerpt
While visiting her grandmother’s farm with her husband and her young son, Joshua, Katie
finds her grandmother’s journal next to a jar of fireflies.
from Tending Roses
by Lisa Wingate
1 The room was quiet and dark. The uneven rhythm of green light drew my attention
to the table. Watching the lightning bugs, I stepped closer. The wildflower book was
lying open beside the jar.
2 In the glow from the yard light outside, I sat down to read the spidery writing.
3 When Did the Fireflies Stop Dancing? I read the title, then looked at the lightning
bugs, twinkling as if to a melody I could not hear. I thought of Grandma’s face as she
watched them with Joshua, her eyes bright like his, mesmerized, thoughtful, as if she,
like Joshua, were trying to figure out the secrets of the world.
4 When Did the Fireflies Stop Dancing? I read again, then plunged into the story as
the glow flickered against the paper.
5 I often found moments of silence and solitude as I walked from the barn to the
house on that crooked, worn path I had trod a thousand times. In light or darkness, in
the damp hours of morning when my feet went silent through the low mist, I knew each
step, each rise and fall of ground, each scent that drifted on the air—apple blossoms in
the spring, honeysuckle in the hot months, curing hay in the fall . . .
6 When my bones were not too weary from work done, and my thoughts not too
frazzled from chores left to do, I stopped there and looked over the valley. The breeze
combed my hair from my face like my mother’s fingers, whispering of peace, of
contentment, of time passing. I looked upon those waving trees, or knobby-legged
yearlings in the pasture, or the flowers by the road, and wondered how they grew so
tall while my back was to them. Then I turned my back again and hurried on to my
tasks.
7 I stopped on the path once in the autumn, on a night when the moon was full, like a
fresh cake of butter. Below, I saw the farmhouse, saw bits of my life through the
windows, heard the faint sounds of my children laughing the way children do—about
nothing at all.
8 I smiled as I gazed at the moon. There, in soft shades of blue and rose, was the
celestial face I once knew from my storybooks. I thought of how many times as a girl I
stared into that faraway moon and dreamed impossible dreams—wishing for the same
treasures I heard my children ask for when I passed their doors at night. I thought of
that part of me that once created bigger worlds and I mourned. . . .
9 Through the trees, the light from a nearby farm twinkled as the leaves shivered
apart like a curtain. The flicker brought me in mind of neighbors, and then of fireflies. I
looked for them in the field, but the darkness was complete. It seemed only a day ago
when I ran with my children catching the tiny bits of light to make a lantern jar. Now
English I and English II
Constructed Response Scoring Guide
Texas Education Agency
Student Assessment
Division
2022
5
the grass contained only the whisper of the breeze. How long had they been gone?
Days or weeks, I could not say. I suppose they flew away one night as I lingered over
mending, or soiled tableware, or a child’s lessons. They flew away while my head was
bent to task and took no time to bid good-bye.
10 But I knew they bade farewell to my children. I knew my children saw them fly
away like sparks from summer’s waning flame. My children mourned their passing, as I
once had, and knew, I was sure, the very hour when the last of them stopped dancing.
11 I laid the book on the table and carried the jar outside. In the darkness of the yard,
I lifted the lid and promised myself I would remember to look for the fireflies tomorrow
night.
Excerpt from TENDING ROSES by Lisa Wingate, copyright © 2001 by Lisa Wingate. Used by permission of
New American Library, an imprint of Penguin Publishing Group, a division of Penguin Random House LLC. All
rights reserved.
English I and English II
Constructed Response Scoring Guide
Texas Education Agency
Student Assessment
Division
2022
6
English I Reading Short Constructed Response
Prompt: What does the author’s language in paragraph 8 of the excerpt suggest about
Grandma? Support your answer with evidence from the excerpt.
Item-Specific Rubric
Score: 2
A complete response may include, but is not limited to, one of the following responses about
what the author's language in paragraph 8 suggests about Grandma:
• This paragraph tells us that Grandma regrets that she let her childhood dreams fade
away.
• Paragraph 8 suggests that Grandma remembers what she was like as a child and
wishes she were still able to dream.
A complete response will include at least one piece of supporting evidence from the text.
A complete response may include, but is not limited to, the following evidence cited or
paraphrased from the excerpt:
• In the paragraph, Grandma says, “I thought of how many times as a girl I stared
into that faraway moon and dreamed impossible dreams.”
• At the end of the paragraph, Grandma talks about how she used to create bigger
worlds but now she “mourned,” meaning she regrets that she no longer dreams.
• The paragraph shows that Grandma misses the girl who used to dream and says that
she is in mourning about the loss of who she once was.
Evidence is accurately used to support the response.
The response and the evidence to support it are based on the text.
Score: 1
A partial response may include one of the answers expected in the complete response.
However, the evidence does not support the answer stated, or no evidence is provided.
A partial response may cite or paraphrase relevant text evidence, but the student does not
include an accurate answer about what the author’s language in paragraph 8 suggests
about Grandma.
Score: 0
The response is incorrect.
The response is not based on the text.
English I and English II
Constructed Response Scoring Guide
Texas Education Agency
Student Assessment
Division
2022
7
No response is provided.
English I and English II
Constructed Response Scoring Guide
Texas Education Agency
Student Assessment
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8
She is sad that she will be leaving soon but she knows that she will be leaving with good
memories.
the girl was getting memory back for her grandma and wanted to read her diary because
she missed the thought of her
It shows that Grandma was very emotional about what she wanted to do in life. Her mind
had to be at peace when thinking about dreams she wanted.
in paragraph 8 line 53 she said she would wish the same things as her kids wish for when
she was a child
Sample Student Responses
Score Point 0s
Score Point 0
The writer states the author’s language in paragraph 8 of the excerpt suggests Grandma
(“is sad that she will be leaving soon but she knows that she will be leaving with good
memories”). This response is incorrect because while Grandma may be sad, it is an
incorrect interpretation of paragraph 8 to say Grandma (“will be leaving soon”).
Score Point 0
The writer states Katie (“wanted to read her diary because she missed the thought of her”).
The prompt asks the writer to identify what the author’s language in paragraph 8 of the
excerpt suggests about Grandma. However, this response is incorrect because the writer
focuses on Katie and does not correctly interpret paragraph 8. In addition, the writer has
not given evidence from the excerpt to support the answer.
Score Point 1s
Score Point 1
The writer includes two statements, Grandma (“was very emotional about what she wanted
to do in life”) and (“Her mind had to be at peace when thinking about dreams she wanted”).
Both statements are acceptable interpretations of what the author’s language in paragraph
8 suggests about Grandma. However, the writer has not given any evidence from the
excerpt to support these answers.
Score Point 1
The writer does not include an answer but does provide relevant paraphrased evidence
(“she would wish the same things as her kids wish for when she was a child”) which
answers what the author’s language in paragraph 8 suggests about Grandma.
English I and English II
Constructed Response Scoring Guide
Texas Education Agency
Student Assessment
Division
2022
9
The author’s language in paragraph 8 suggest that she misses the days whe she was a
child. Being a child brought her so much joy when she would laugh so freely and think of
bigger dreams. “I thought of the part of me that once created bigger worlds and I
mourned.” is eveidence that misses the days she was young and full of life.
The author’s language in paragraph 8 suggests that grandma was a dreamer before with
a big imagination, just like any kid, but after time passed she stopped dreaming. “I
thought of how many times as a girl I stared into that faraway moon and dreamed
impossible dreams-” Grandma is thinking about her past and how she was when she was
smaller.
Score Point 2s
Score Point 2
The writer states Grandma (“misses the days whe she was a child. Being a child brought her
so much joy when she would laugh so freely and think of bigger dreams”). This statement is
an acceptable interpretation of what the author’s language in paragraph 8 suggests about
Grandma. The writer includes relevant quoted evidence to support the response (“I thought
of the part of me that once created bigger worlds and I mourned”).
Score Point 2
The writer states (“grandma was a dreamer before with a big imagination, just like any kid,
but after time passed she stopped dreaming”). This statement is an acceptable
interpretation of what the author’s language in paragraph 8 suggests about Grandma. The
writer includes relevant quoted evidence to support the response (“I thought of how many
times as a girl I stared into that faraway moon and dreamed impossible dreams-”).
English I and English II
Constructed Response Scoring Guide
Texas Education Agency
Student Assessment
Division
2022
10
English I Extended Constructed Response
Excerpt: from “Tending Roses”
Prompt: Explain how reading the journal leads Katie to remind herself to look for fireflies.
Informational Writing Rubric
Organization and Development of Ideas
• Controlling idea/Thesis is clear and fully developed
The controlling idea/thesis is clearly identifiable. The focus is consistent
throughout, creating a response that is unified and easy to follow.
• Organization is effective
A purposeful structure that includes an effective introduction and
conclusion is evident. The organizational structure is appropriate and
effectively supports the development of the controlling idea/thesis. The
sentences, paragraphs, or ideas are logically connected in purposeful
and highly effective ways.
• Evidence is specific, well chosen, and relevant
The response includes relevant text-based evidence that is clearly
explained and consistently supports and develops the controlling
idea/thesis. For pairs in grades 6 through EOC, evidence is drawn from
both texts. The response reflects a thorough understanding of the
writing purpose.
• Expression of ideas is clear and effective
The writer’s word choice is specific, purposeful, and enhances the
response. Almost all sentences and phrases are effectively crafted to
convey the writer’s ideas and contribute to the overall quality of the
response and the clarity of the message.
• Controlling idea/Thesis is present and partially developed
A controlling idea/thesis is presented, but it may not be clearly
identifiable because it is not fully developed. The focus may not always
be consistent and may not always be easy to follow.
• Organization is limited
A purposeful structure that includes an introduction and conclusion is
present. An organizational structure may not be consistent and may not
always support the logical development of the controlling idea/thesis.
Sentence-to-sentence connections and clarity may be lacking.
• Evidence is limited and may include some irrelevant information
The response may include text-based evidence to support the controlling
idea/thesis, but it may be insufficiently explained, and/or some evidence
may be irrelevant to the controlling idea/thesis. For pairs, evidence is
drawn from at least one of the texts. The response reflects partial
understanding of the writing purpose.
• Expression of ideas is basic
The writer’s word choice may be general and imprecise and at times
may not convey the writer’s ideas clearly. Sentences and phrases are at
times ineffective and may interfere with the writer’s intended meaning
and weaken the message.
English I and English II
Constructed Response Scoring Guide
Texas Education Agency
Student Assessment
Division
2022
11
• Controlling idea/Thesis is evident but not developed
A controlling idea/thesis is present but not developed appropriately in
response to the writing task.
• Organization is minimal and/or weak
An introduction or conclusion may be present. An organizational
structure that supports logical development is not always evident or is
not appropriate to the task.
• Evidence is insufficient and/or mostly irrelevant
Little text-based evidence is presented to support the controlling
idea/thesis, or the evidence presented is mostly extraneous and/or
repetitious. Explanation of any evidence presented is insufficient and
may be only vaguely related to the writing task. For pairs in grades 6
through EOC, evidence is drawn from only one text. The response
reflects a limited understanding of the writing purpose.
• Expression of ideas is ineffective
The writer’s word choice is vague or limited and may impede the quality
and clarity of the essay. Sentences and phrases are often ineffective,
interfere with the writer’s intended meaning, and impact the strength
and clarity of the message.
• A controlling idea/thesis may be evident.
• The response lacks an introduction and conclusion. An organizational
structure is not evident.
• Evidence is not provided or is irrelevant.
The response reflects a lack of understanding of the writing purpose.
• The expression of ideas is unclear and/or incoherent.
Please note that if a response receives a score point 0 in the
Development and Organization of Ideas trait, the response will also
earn 0 points in the Conventions trait.
Conventions
Student writing demonstrates consistent command of grade-level-
appropriate conventions, including correct:
• sentence construction
• punctuation
• capitalization
• grammar
• spelling
The response has few errors, but those errors do not impact the clarity of
the writing.
Student writing demonstrates inconsistent command of grade-level-
appropriate conventions, including limited use of correct:
• sentence construction
• punctuation
• capitalization
• grammar
• spelling
The response has several errors, but the reader can understand the writer’s
thoughts.
English I and English II
Constructed Response Scoring Guide
Texas Education Agency
Student Assessment
Division
2022
12
The remind her to look at fireflies because they can be more than and animal they can
have a way bigger meaning they can be someone trying to communincate with you or
stuff like that fireflies are a beautiful animal with a beautiful power they tell her to look at
fireflies because her grandma could be telling her something.
Because it says in the journal that she would remember walking to the barn and just
looking around at nature and saying that some time we need to stop and look around at
nature and appreciate it.
Student writing demonstrates little to no command of grade-level-
appropriate conventions, including infrequent use of or no evidence of
correct:
• sentence construction
• punctuation
• capitalization
• grammar
• spelling
The response has many errors, and these errors impact the clarity of the
writing and the reader’s understanding of the writing.
Sample Student Responses
Score Point 0s
Organization and Development of Ideas – 0
The writer presents the vague thesis that Katie should “look at fireflies because her
grandma could be telling her something.” The response lacks an introduction and a
conclusion. An organizational structure is not evident because the response is a single
sentence. The thesis is vague because the writer does not specifically state the journal is
telling Katie about the importance of making time in her life to enjoy small pleasures such
as watching the fireflies. In addition, the writer attempts to provide irrelevant evidence
(“they can have a way bigger meaning they can be someone trying to communincate with
you or stuff like”) which is also vague. The expression of ideas is unclear (“they can have a
way bigger meaning”; “or stuff like that”; “could be telling her something”). Overall, this
response reflects a lack of understanding of the writing purpose.
Conventions – 0
If a response receives a score point 0 in the Organization and Development of Ideas trait,
the response will also earn 0 points in the Conventions trait.
Organization and Development of Ideas – 0
The writer presents the thesis that “some time we need to stop and look around at nature
and appreciate it.” The response lacks an introduction and a conclusion. An organizational
structure is not evident because the response is a single sentence. Evidence supporting the
thesis is not provided. Overall, this response reflects a lack of understanding of the writing
purpose.
English I and English II
Constructed Response Scoring Guide
Texas Education Agency
Student Assessment
Division
2022
13
when she was reading the book she was understanding the value her grandmother had
wih the fireflies and she learned that her grandmother wanted to tell her that she should
follow the idea she had when she was younger and older to have the feeling of she felt
the feeling of letting go of the fireflies that were in the jar and then finding them the next
day because as a little girl her grandmom was not very lucky as she didn’t fin the fireflies
so katie now is hoping to find them the next day in hopes of full filling her grandmothers
dream
her reading the journal has her looking and noticing fire flys more becuse that is what the
book is based on . it remindes her on what she should look and be aware of her
souronding and to pay more attention to things .she actual took a jar ut side to cache
some to . she knew taht ther grandma liked and whatched fire flys. the grandma als
would cach them .
by her reading this book it got her to like something and to start doing more of what she
hasent done in a very long time . she also has makes more time to do this and think
about the book and her grandma .
Conventions – 0
If a response receives a score point 0 in the Organization and Development of Ideas trait,
the response will also earn 0 points in the Conventions trait.
Score Point 1s
Organization and Development of Ideas – 1
The writer offers the thesis that Katie should have “the feeling of letting go of the fireflies
that were in the jar and then finding them the next day.” The response lacks an introduction
and a conclusion. An organizational structure is not evident. The writer provides little text-
based evidence by paraphrasing (“as she didn’t fin the fireflies”). The remainder of the
information (“grandmom was not very lucky”; “full filling her grandmothers dream”) is
irrelevant and confusing because the writer may be referring to paragraph 8 of the excerpt
where the grandmother remembers her childhood dreams. The expression of ideas is
ineffective because the writer’s word choice is vague (“understanding the value”;
“grandmom was not very lucky”; “full filling her grandmothers dream”). Overall, this
response reflects a limited understanding of the writing purpose.
Conventions – 0
The writer demonstrates little to no command of grade-level appropriate conventions with
many errors in sentence construction because the entire response is a run-on sentence with
no punctuation or capitalization, and spelling (“wih,” “fin,” “full filling”). These errors impact
the clarity of the writing and the reader’s understanding of the writing.
Organization and Development of Ideas – 1
The writer offers the thesis that the journal reminds Katie to “look and be aware of her
souronding and to pay more attention to things .” A brief introduction (“her reading the
journal has her looking . . . that is what the book is based on”) and a conclusion (“by her
reading this book . . . think about the book and her grandma”) are present, otherwise, the
English I and English II
Constructed Response Scoring Guide
Texas Education Agency
Student Assessment
Division
2022
14
When katie starts reading her grandmas jorunal it reminded her to look for fireflies
because it reminded her how awesome nature can be and her moms pov on nature
inspired her to want to do it too and also the excerpt say “ I lifted the lid and promised
myself I would remember to look for the butterflies tomorrow night.
It reminds Katie to look for fireflies because her grandma felt like life was short and she
should have enjoyed simple things. When the grandma recorded this “I looked upon those
waving trees, or knobby-legged yearlings in the pasture, or the flowers by the road, and
wondered how they grew so tall while my back was to them.”
organizational structure is weak and is not evident. The writer attempts to provide evidence
(“she actual took a jar ut side to cache some to . she knew taht ther grandma liked and
whatched fire flys. the grandma als would cach them”) but does not develop the thesis
appropriately because catching the fireflies is not a clear connection to the fact that Katie
should pay attention to the smaller things in life. The expression of ideas is ineffective
because the writer’s word choice is vague (“what she shoud look”; “pay more attention to
things”; “got her to like something”) and impedes with the clarity of the essay. Overall, this
response reflects a limited understanding of the writing purpose.
Conventions – 0
The writer demonstrates little to no command of grade-level appropriate conventions with
many errors in capitalization and spelling (“remindes,” “souronding,” “whatched,” “flys,”
“cach”). These errors impact the clarity of the writing and the reader’s understanding of the
writing.
Score Point 2s
Organization and Development of Ideas – 1
The writer offers the thesis that “her moms pov on nature inspired her to want to do it too.”
An introduction and conclusion are not present. An organizational structure is not evident
with a single sentence. The writer provides vague paraphrased evidence (“it reminded her
how awesome nature can be”). The quote (“I lifted the lid and promised myself I would
remember to look for the butterflies tomorrow night”) does not develop the thesis because
it is not sufficiently explained by the writer. The expression of ideas is ineffective because
the writer’s word choice is vague (“how awesome”; “want to do it too”). Overall, this
response reflects a limited understanding of the writing purpose.
Conventions – 1
The writer demonstrates inconsistent command of grade-level appropriate conventions with
a number of errors in sentence construction, punctuation (“grandmas”; “moms”),
capitalization (“katie”), and spelling (“jorunal”) but the reader can understand the writer’s
thoughts.
English I and English II
Constructed Response Scoring Guide
Texas Education Agency
Student Assessment
Division
2022
15
In the story, Tending Roses, Katie reads her grandmother’s journal. After reading it,
she promises to look out for fireflies the next day. I believe she did this because her
grandmother’s jounal entry made her realize how she does not pay attention to the
outside world enough. In her grandmother’s jounal, her grandma expressed how she whe
remembered what it felt like when she had seen those sights so mezmorizing. Those
sights that her grandma described seemed comforting and welcoming. I believe this
brings Katie to want to expirience the same thing because she wants to live in her
grandmother’s memories.
Organization and Development of Ideas – 1
The writer presents the thesis that “her grandma felt like life was short and she should have
enjoyed simple things.” No introduction or conclusion are present. An organizational
structure that supports logical development is not evident. The writer provides quoted
evidence (“I looked upon those waving trees, or knobby-legged yearlings in the pasture, or
the flowers by the road, and wondered how they grew so tall while my back was to them”)
which illustrates the grandmother losing track of time, but the connection to the thesis (“life
was short”) is insufficiently explained. Overall, the response reflects a limited understanding
of the writing purpose.
Conventions – 1
The writer demonstrates an inconsistent command of grade-level appropriate conventions
with errors in sentence construction, the second sentence is a fragment, and a comma is
missing before the quote. The capitalization, grammar, and spelling are correct. However,
because most of the response contains a quote from the excerpt, these errors impact the
convention score.
Score Point 3s
Organization and Development of Ideas – 1
The writer presents the thesis that “her grandmother’s jounal entry made her realize how
she does not pay attention to the outside world enough.” A brief introduction (“In the story,
Tending Roses, Katie reads her grandmother’s journal”) and a conclusion (“I believe this
brings Katie to want . . . to live in her grandmother’s memories”) are present. Aside from
the introduction and conclusion, the organization is minimal with one sentence-to-sentence
transition (“After”). The writer provides insufficient paraphrased evidence (“her grandma
expressed how she whe remembered . . . those sights so mezmorizing”) because the
connection between the grandmother’s memories of having time to appreciate the fireflies
and paying attention to the outside world is not clear. In addition, the explanation is only
vaguely related (“comforting and welcoming”). The expression of ideas is ineffective
because the writer’s word choice is vague (“remembered what it felt like”; “expirience the
same thing”; “live in her grandmother’s memories”). Overall, this response reflects a limited
understanding of the writing purpose.
English I and English II
Constructed Response Scoring Guide
Texas Education Agency
Student Assessment
Division
2022
16
While reading her mothers she becomes aware of things such as speding more enjoying
yourself and not constantly put your back on the world. Which would cause grandma and
soon Katie to mourn what was once there.
To begin with, katie was reading the grandmothers diairy which soon had an effect on
her own personal thoughts. For example, “ they grew so tall while my back was to them”
this emphisizes not paying attetion to important things can lead to regret which was
shown in the grandmothers dairy. We learn that katie is influenced to go look and chase
for fireflies.
In addittion, Katie soon reflects and agrees to spend more time with nature or her
surroundings than having her back on the nature(family), as once her grandmother
mourned to do. For instance, “ Part of me that once created bigger worlds and I mourned
” this empasizes how she too thought bigger posibilities as a child or dreamed big.
In conulsion, both the impact of the journal and Katie’s grandma helps us conclude or
know why it all leads to Katie reminding herself to look for butterflies.
Conventions – 2
The writer demonstrates a consistent command of grade-level appropriate conventions,
despite a few spelling errors (“jounal,” “whe,” “mezmorizing,” “expirience”). These errors do
not impact the clarity of the writing.
Organization and Development of Ideas – 2
The writer offers the thesis that “she becomes aware of things such as speding more
enjoying yourself.” An introduction (“While reading . . . what was once there”) and a
conclusion (“In conulsion, . . . look for butterflies”) are present. The organization is limited
to following the order of the key ideas from the introduction and includes paragraph-to-
paragraph transitions (“To begin with”; “In addittion”; “In conulsion”). Relevant quoted
evidence (“ they grew so tall while my back was to them”; “ Part of me that once created
bigger worlds and I mourned ”) is sufficiently explained (“emphisizes not paying attetion to
important things can lead to regret”; “empasizes how she too thought bigger posibilities”).
The expression of ideas is basic because the writer’s word choice is general (“what was once
there”; “soon had an effect”; “important things”). Overall, this response reflects a partial
understanding of the writing purpose.
Conventions – 1
The writer demonstrates an inconsistent command of grade-level appropriate conventions.
The response has several errors with a missing apostrophe (“grandmothers”), capitalization
(“katie”), and spelling (“diairy,” “emphisizes,” “attetion,” “addittion,” “posibilities,”
“conulsion”), but the reader can understand the writer’s thoughts.
English I and English II
Constructed Response Scoring Guide
Texas Education Agency
Student Assessment
Division
2022
17
Katie finds herself looking for fireflies because of what she had read in her grandma’s
journal. Would you change the way you see things from reading grandma’s journal?
One reason Katie finds herself looking for fireflies reminded her of her grandma and her
son Joshua. The second reason is she notices that her grandma begins to write about how
time passes without you knowing. The third reason is how grandma says that just how
fireflies go time goes as well. The last reason is that she never got to say good bye to her
childhood time because it went by without her knowing.
Reading grandmas journal, Katie starts finding herself looking for fireflies or now
watching the time. I would change the way I see things because I wouldnt want to much
time to pass by without me knowing.
Reading her grandmother journal shined light onto many aspects of life that katy had yet
to realize. Its shown through out the journal that grandma longed for something more
than she had at the time. we see this stated by the auother when they say “dreamed of
impossible dreams” and “i thought of the part of me that once created bigger worlds and i
mourned”.
When katy saw this she related to it deeply this allowed her to make a connection
between her and her grandma. yet as katy read on she came to another conclusion
grandma had become content this at first was confusing for katy to understand. yet after
awhile katy realized that grandma and her while both at a time dreaming for more
grandma had found more in her small quiet farmlife she found this through the little
things like the fireflys.
This is what i believe katy took away that event though she hasnt found it yet she to
can one day find happiness in the little things just like her grandma. This was shown
when katy said “ i promised myself i would remember to look for the fireflies tommorow
night” the fireflies would be a meaphor for the little things in life while tommorow night is
a meaphor for the rest of her life.
Score Point 4s
Organization and Development of Ideas – 2
The writer presents the thesis, which is present in the second paragraph, that “how time
passes without you knowing.” A brief introduction (“Katie finds herself . . . reading
grandma’s journal?”) and conclusion (“Reading grandmas journal . . . without me knowing”)
are present. The organization is limited but includes some sentence-to-sentence transitions
(“One reason”; “The second reason”; The third reason”; “The last reason”). The writer
provides paraphrased evidence (“she never got to say good bye to her childhood time
because it went by without her knowing”) that is insufficiently explained (“just how fireflies
go time goes as well”). The expression of ideas is basic because the writer’s word choice is
general (“what she had read”; “the way you see things”). Overall, this response reflects a
partial understanding of the writing purpose.
Conventions – 2
The writer demonstrates a consistent command of grade-level appropriate conventions. A
few errors in punctuation with missing apostrophes (“grandmas,” “wouldnt”), and spelling
(“good bye”) do not impact the clarity of the writing.
English I and English II
Constructed Response Scoring Guide
Organization and Development of Ideas – 3
Texas Education Agency
Student Assessment
Division
2022
18
In the excerpt from Tending Roses, Katie finds her grandmother’s journal next to a firefly
jar. After reading the journal, Katie goes outside and releases the fireflies, promising to
herself that she will look for the fireflies tonight. I believe the reason she does this is
because The journal is all about cherishing your childhood.
Katie’s grandma was someone who was always busy with her tasks. “I looked upon those
waving trees, or knobbylegged yearlings in the pasture, or the flowers by the road, and
wondered how they grew so tall while my back was to them. Then I turned my back again
and hurried on to my tasks.” She now doesn’t have time to truly appreciate those things
outside.”
“I saw the farmhouse, saw bits of my ife through the windows, heard the faint sounds of
my children laughing the way children do-about nothing at all.” Grandma explains more
and more of those precious times with her children. Paragraph 8 further reinforces the
theme by saying how she mourned for her childhood. She misses how she wished for the
same treasures she heard her children ask for when she passed their doors at night, that
part of her that once created bigger worlds.
After reading this, Katie promises to look for the fireflies tomorrow. The fireflies are a
symbol of memories that you may never have again so you must cherish them. Going out
tomorrow to look for the fireflies means to Katie that she will find her childhood once
again.
The writer offers the thesis, which is present in the last paragraph, that “the fireflies would
be a meaphor for the little things in life while tommorow night is a meaphor for the rest of
her life.” An effective introduction (“Reading her grandmother journal . . . i mourned”) and
conclusion (“This is what . . . the rest of her life”) are evident. The organizational structure
effectively supports the development of the thesis because the paragraphs are logically
connected from the realization that (“grandma longed for something more”) to (“yet after
awhile katy realized") to (“she to can one day find happiness”). The writer provides relevant
and specific quoted (“i thought of the part . . . and i mourned”) and paraphrased (“katy
realized that grandma and her while both at a time dreaming for more”) evidence that is
clearly explained (“grandma longed for something more than she had at the time”;
“grandma had found more . . . through the little things like the fireflys”). The expression of
ideas is clear and effective because almost all sentences and phrases are crafted to convey
the writer’s ideas and contribute to the clarity of the message. Overall, this response
reflects a thorough understanding of the writing purpose.
Conventions – 1
The writer demonstrates an inconsistent command of grade-level appropriate conventions.
The response has several errors with missing apostrophes (“Its,” “hasnt”), capitalization
(“time. we see”; “i thought”; “i mourned”; “grandma. yet”; “understand. yet”; “katy”), and
spelling (“through out,” “auother,” “farmlife,” “fireflys,” “tommorow,” “meaphor”), but the
reader can understand the writer’s thoughts.
Score Point 5s
English I and English II
Constructed Response Scoring Guide
Organization and Development of Ideas – 3
Texas Education Agency
Student Assessment
Division
2022
19
The writer establishes the clear thesis, which is present in the last paragraph, that “Going
out tomorrow to look for the fireflies means to Katie that she will find her childhood once
again.” The writer includes an effective introduction (“In the excerpt . . . cherishing your
childhood”) and conclusion (“After reading this . . . find her childhood once again”). The
organizational structure effectively supports the development of the thesis. The
organizational structure is appropriate and effective as the writer leads the reader through
the process of Katie’s realization that her grandmother regrets not taking the time to
appreciate the fireflies. The writer uses relevant quotes (“Then I turned my back again and
hurried on to my tasks”; “I saw the farmhouse, . . . the way children do-about nothing at
all.”) that are clearly explained (“She now doesn’t have time to truly appreciate those things
outside”; “. . . further reinforces the theme by saying how she mourned for her childhood”).
The expression of ideas is clear as almost all sentences and phrases are effectively crafted
to convey the writer’s ideas and contribute to the clarity of the message. Overall, this
response reflects a thorough understanding of the writing purpose.
Conventions – 2
The writer demonstrates a consistent command of grade-level appropriate conventions. A
few errors in capitalization (“because The”) and spelling (“ife”), do not impact the clarity of
the writing.
English I and English II
Constructed Response Scoring Guide
Texas Education Agency
Student Assessment
Division
2022
20
In this excerpt from “Tending Roses”, Katie visits her grandmother and stumbles upon a
peculiar journal. She reads quite a beautiful entry of hers regarding fireflies. Doing so,
Katie herself has been metaphorically called to continue looking for them. But what they
are refferring to are necessairly just the little lightining bugs of the farm, rather a great
symbol of a childhood virtue. Katie has been reminded that taking a break once in a while
from work to look around one’s amazing surroundings can be really rewarding as you
soak in the relaxing beauty of it all.
From paragraph 5 to 10, Katie’s grandmother expresses her sadness of when she
missed the fireflies’ departure from her home. As the creatures left, she awakened to the
fact that she had not really appreciated nor noticed them for some time now. The quote “I
suppose they flew away one night as I lingered over mending, or soiled tableware or a
child’s lessons. They flew away while my head was bent to task and took no time to bid
good-bye,” showcases this sentiment. She was too busy with chores, family, and life in
general. Katie’s grandmother had been constantely working so much that she rushed
right past the wonders of nature around her.
As she realizes this, she recalls memories of the past when she would see all the plants
and animals by her farm. Katie’s Grandmother longs to experience this dearly once again.
And even more as she sees her own kids living the same thing as she had done so before.
The quote “I thought of how many times as a girl I stared into the faraway moon and
dreamed impossible dreams – wishing for the same treasures I heard my children ask for
when I passed their doors at night,” demonstartes this. Nostalgia is a lovely feeling with a
sense of depression and desire for what was. The natural and imaginative spirit that
young ones have allows them to oberve what adults like Katie’s grandmother simply can
or will not let themselves do. That is where she recognizes the other half of the emotion,
the part that shows what can be.
To conclude, Katie is reminded of the importance in dropping responsabilities for a quick
second and admire the world as her grandmother’s poetic journal entry entails. It is hard
to truly live life if they walk by the small unnoticed beauties that make it all up. The little
things are those that really bring joy and meaning. Children know that, and one who is
older used to as well. So now Katie has seen that she must keep on looking for those
fireflies in her life.
Organization and Development of Ideas – 3
The writer provides the clear thesis that “Katie has been reminded that taking a break once in a
while from work to look around one's amazing surroundings can be really rewarding as you
soak in the relaxing beauty of it all.” An effective introduction (“In this excerpt . . . the relaxing
beauty of it all”) and conclusion (“To conclude, . . . those fireflies in her life”) are evident. The
organizational structure effectively supports the development of the thesis as the writer begins
by informing the reader about the grandmother’s diary which leads to the grandmother’s
regrets in paragraphs two and three before reaching the conclusion. In addition, the writer
includes paragraph-to-paragraph transitions (“In this excerpt”; “From paragraph 5 to 10”; “As
she realizes this”; “To conclude”) and sentence-to-sentence transitions (“But,” “As”). Specific
and relevant quotes are chosen by the writer (“I suppose . . . They flew away while my head
was bent to task and took no time to bid good-bye"; “I thought of how many times as a girl . . .
the same treasures I heard my children ask for when I passed their doors at night”) in support
of the thesis. This evidence is also clearly explained (“She was too busy with chores, . . .
working so much that she rushed right past the wonders of nature around her”; “Nostalgia is a
lovely feeling . . . the part that shows what can be”). The expression of ideas is clear and
effective as almost all sentences are effectively crafted to convey the writer’s ideas and
English I and English II
Constructed Response Scoring Guide
Texas Education Agency
Student Assessment
Division
2022
21
contribute to the clarity of the message. The writer’s word choices are also specific (“stumbles
upon a peculiar journal”; “metaphorically called to continue”; “Nostalgia”). Overall, this
response reflects a thorough understanding of the writing purpose.
Conventions – 2
The writer demonstrates a consistent command of grade-level appropriate conventions. A
few errors in punctuation with missing commas (“The quote “I”), capitalization
(“Grandmother”), and spelling (“refferring,” “necessairly,” “lightining,” “constantely,”
“demonstartes,” “oberve,” “responsabilities”) do not impact the clarity of the writing.
Texas Education Agency
Student Assessment
Division
2022
22
English II Writing Short
Constructed Response
English I and English II
Constructed Response Scoring Guide
Texas Education Agency
Student Assessment
Division
2022
23
(33) The Montgolfier brothers introduced the world to ballooning, a hobby that is beloved
and people practice around the world today. (34) Yet their contribution to society didn’t
end with their inventions. (35) The brothers sparked ideas and creativity in others and
encouraged them to lift their imaginations skyward.
The Montgolfier brothers introduced the world to ballooning, which is still practiced today.
the brothers introduced the world ballooning. A hobby that people love
English II Writing Short Constructed Response
Article: “Up, Up, and Away!”
Original Paragraph:
Prompt: Sentence 33 needs to be revised. In the box provided, rewrite sentence 33 in a
clear and effective way.
Item-Specific Rubric
Score: 1
The response is a complete sentence that expresses the ideas in a clear and effective way.
Score: 0
The response is not a complete sentence or does not express the ideas in a clear and
effective way.
Sample Student Responses
Score Point 0s
Score Point 0
This response does not express the ideas in a clear and effective way. The original sentence
contains a grammatical error because the adjective, “beloved” is not parallel to the word
“practice.” While the writer forms an acceptable new sentence by removing the word
“beloved,” and adding “which is still practiced,” the important idea that (“ballooning is a
hobby”) is missing.
Score Point 0
This response does not express the ideas in a clear and effective way. The writer does not
include many important ideas, (“Montgolfier,” “people practice around the world today”)
from the original sentence. In addition, the phrase “introduced the world ballooning” is
awkward and unclear, and the second sentence is a fragment.
English I and English II
Constructed Response Scoring Guide
Texas Education Agency
Student Assessment
Division
2022
24
The Montgolfier brothers introduced the world to ballooning, a beloved hobby that people
practice around the world today.
The Montgolfier brothers introduced the world to ballooning, a hobby that is beloved and
practiced by people around the world today.
Score Point 1s
Score Point 1
This response expresses the ideas in a clear and effective way. By pairing the adjective
“beloved” with “hobby” the writer eliminates the parallel error from the original sentence.
Score Point 1
This response expresses the ideas in a clear and effective way. By changing “practice” to
“practiced,” the writer uses an adjective that is parallel to “beloved,” and corrects the error
from the original sentence.