Level 2: The Little Duck's Friend

Items

• Item 17Write name

  Specific Scoring Rules

  Phonetically Readable To be considered phonetically readable, the examinee's name must contain more than a single letter. Disregard capitalization, minor spelling errors, and letter reversals. See Item 1 in Level 1 for scoring examples. 2 points: phonetically readable first and last name 1 point: phonetically readable first or last name only 0 points: neither first nor last name is phonetically readable

• Item 18Write a dictated letter

  Specific Scoring Rules

  Recognizable Letter See Items 7-10 in Level 1 for scoring examples. 1 point: recognizable upper- or lowercase letter 0 points: unrecognizable upper- or lowercase letter

• Item 19Write a dictated letter

  Specific Scoring Rules

  Recognizable Letter See Items 7-10 in Level 1 for scoring examples. 1 point: recognizable upper- or lowercase letter 0 points: unrecognizable upper- or lowercase letter

• Item 20Write a dictated letter

  Specific Scoring Rules

  Recognizable Letter See Items 7-10 in Level 1 for scoring examples. 1 point: recognizable upper- or lowercase letter 0 points: unrecognizable upper- or lowercase letter

• Item 21Copy a word (barn)

  Specific Scoring Rules

  Recognizable Letters in Correct Sequence See Item 11 in Level 1 for additional scoring examples. 1 point: recognizable letters in correct sequence barn (1) 0 points: letters not recognizable or not in correct sequence barn (0)

• Item 22Write a dictated word (pigs)

  Specific Scoring Rules

  Phonetically Readable See Items 12-13 in Level 1 for additional scoring examples. 1 point: phonetically readable 0 points: not phonetically readable 22. pigs 1 point examples: pigz, pig's, piggs, qigs 0 point examples: pig (singular form), pegs, pags, pips

• Item 23Write a dictated word (pond)

  Specific Scoring Rules

  Phonetically Readable See Items 12-13 in Level 1 for additional scoring examples. 1 point: phonetically readable 0 points: not phonetically readable 23. pond 1 point examples: qond, pound, pawnd 0 point examples: pan, pined, pon

• Item 24Write a dictated sentence

  Specific Scoring Rules

  Word Sequence The words must be in the correct sequence. Added words are acceptable, but omitted words are penalized. Clear spaces are required between the words. Capitalization: first word must be capitalized Punctuation: period or exclamation point at end of sentence Phonetically Readable

• Item 25Add ending punctuation

  Specific Scoring Rules

  Period or exclamation point at end of sentence

• Item 26Add ending punctuation

  Specific Scoring Rules

  Recognizable question mark at end of sentence

• Item 27Add ending punctuation

  Specific Scoring Rules

  Recognizable exclamation point at end of sentence Unlike Item 25, do not give credit for a period.

• Item 28Complete a sentence

  Specific Scoring Rules

  Task: a beginning for the sentence that is generally related to the picture If the examinee writes a whole sentence that is related to the picture but does not use the printed words, do not penalize. Correct: - The duck and frog jump [in the water] - Let's swim [in the water] - He live [in the water] - They jump in the water [in the water] - The frog is in [in the water] Incorrect | Explanation: - Boats can go [in the water] | Unrelated to the picture Structure: completed sentence has correct structure; penalize for fused sentences Questions are incorrect: Can we go [in the water] Commands are correct: Jump [in the water] Do not penalize for repeating one or more of the printed words, or for writing a complete sentence that disregards the printed end of the sentence. Correct: - Jump [in the water] - They are [in the water] - They are in the water. [in the water] - Here are friends [in the water] - Boats can go [in the water] Incorrect | Explanation: - The frog and duk [in the water] | Fragment - The buk and forg they paly [in the water] | Extra word - The duck swims the frog is [in the water] | Fused sentences Capitalization: no capitalization errors Word Form: no word form errors Incorrect | Explanation: - They is swimming [in the water] | Subject-verb disagreement - He live [in the water] | Subject-verb disagreement - Them go [in the water] | Incorrect pronoun - They swimmed [in the water] | Incorrect verb form

• Item 29Write a sentence

  Specific Scoring Rules

  Task: one or more sentences generally referring to making too much noise or generally related to the picture Correct: - can you ples be cwit. - He says to be quite. - Beeeeee quit for a little whoil - I hav a headache Incorrect | Explanation: - yore to funny | Does not refer to noisiness Structure: complete sentence with correct structure; fused sentences are acceptable If one sentence is correctly structured, disregard anything else the examinee wrote, including Shhh. Score fused sentences as if they were correctly punctuated and score each sentence for structure. Correct: - shhh your to loud - be quiet you gis i will throw water at you gis. Incorrect | Explanation: - say to be quiet. | Fragment Capitalization: no capitalization errors Punctuation: no errors in the use of end punctuation or apostrophes Word Form: no word form errors Incorrect | Explanation: - He say kwit. | Subject-verb disagreement

• Item 30Fill in the blank to complete a sentence

  Specific Scoring Rules

  Word Form: only the verb are is correct No Other Mechanical Errors: see General Scoring Guide for Levels 2-4

• Item 31Write dictated words (Sand Beach)

  Specific Scoring Rules

  Capitalization: both Sand and Beach are capitalized No Other Mechanical Errors: see General Scoring Guide for Levels 2-4

• Item 32Write a question

  Specific Scoring Rules

  Task: a question or implied question that generally fits into the context of the story Score content liberally. Response may be a statement about Turtle's question: Turtle is asking duck... Correct: - cood you be my firend - Can I eat you? - Was it hard getting out of the egg? - want to go to the beech - Turtle is asking where they are going. Incorrect | Explanation: - I think you are all over bord. | Not a question Structure: complete sentence with correct structure; fused sentences are acceptable Score fused sentences as if they were correctly punctuated and score each sentence for structure. Correct: - I see the ducks do you - cood you be my firend Incorrect | Explanation: - Wer too go | Fragment - Does Duck know where are they going. | Confusion between direct and implied questions Capitalization: no capitalization errors Punctuation: no errors in the use of end punctuation or apostrophes Word Form: no word form errors Incorrect | Explanation: - He want to know what to do. | Subject-verb disagreement

• Item 33Write a sentence

  Specific Scoring Rules

  Task: one or more sentences generally related to the picture Correct: - Some duck fly to sand beach in the winter Incorrect | Explanation: - The Bic look ril | Does not make sense - Dog | Not a sentence; not related to the picture Structure: complete sentence with correct structure; fused sentences are acceptable If one sentence is correctly structured, disregard anything else the examinee wrote. Score fused sentences as if they were correctly punctuated and score each sentence for structure. Correct: - the frog and the Duck are lowd - turtle Is asking duck a Question - Waht are those Birds Doing Incorrect | Explanation: - The ducks | Fragment - Loking at the ski | Fragment Capitalization: no capitalization errors Punctuation: no errors in the use of end punctuation or apostrophes Word Form: no word form errors Incorrect | Explanation: - Some duck fly to sand beach in the winter | Misuse of singular noun form - The duck see a bird | Subject-verb disagreement - He is yealing at them cuz they are making noys | Colloquial word usage

• Item 34Write dictated words (Mr. Smith)

  Specific Scoring Rules

  Capitalization: both Mr. and Smith are capitalized Punctuation: correct punctuation of Mr. Correct | Explanation: - Mr. | Period is required - Mister | Period is not required - Mister. | Give credit even if there is a period - M. | Misspelling not penalized Incorrect: - Mr No Other Mechanical Errors: see General Scoring Guide for Levels 2-4

• Item 35Complete a sentence

  Specific Scoring Rules

  Task: completion of sentence that generally relates to the picture A response that disregards the beginning of the sentence is acceptable. Correct: - [Mr. Smith looks] at a blun - [Mr. Smith looks] happy - [Mr. Smith looks] confousd. - [Mr. Smith look] at a balloon. - [Mr. Smith looks] He sees something in the sky. Incorrect | Explanation: - [Mr. Smith looks] for roks | Doesn't relate to the picture Structure: completed sentence has correct structure; fused sentences are acceptable Score the sentence as a whole, including the examinee's response for Item 34. Score fused sentences as if they were correctly punctuated and score each sentence for structure. Do not penalize for repeating one or more of the words written for Item 34, or for writing a complete sentence that disregards the beginning of the sentence provided for Item 34. Correct: - [Mr. Smith looks] up in the sky - [Mr. Smith looks] happy he sees the bloon Incorrect | Explanation: - [Mr. Smith looks] a balon | Omitted word - [Mr. Smith] at a ballon | Fragment Capitalization: no capitalization errors Ignore Mr. Smith looks Punctuation: no errors in the use of end punctuation or apostrophes Ignore Mr. Smith looks Word Form: no word form errors Score the sentence as a whole, including the examinee's response for Item 34. Incorrect | Explanation: - [Mr. Smith look] at a balloon. | Subject-verb disagreement

• Item 36Write a sentence using target words (fly and hops)

  Specific Scoring Rules

  Task: one or more sentences that uses fly and hops correctly, generally relates to the picture, and makes sense The inflections of fly and hops may be changed. Correct: - The duck can fly but the frog hops. - The ducks fly and the frog hops. - duks fly forgs hop - the frog is hoping and duk is flying - I can't fly I ownle can hope. Incorrect | Explanation: - duks can fly and frogs cant | Omitted target word Structure: complete sentence with correct structure; fused sentences are acceptable If one sentence is correctly structured, disregard anything else the examinee wrote. Score fused sentences as if they were correctly punctuated and score each sentence for structure. Correct: - the duck can fly and the frog can't, he can only hop. - frog hops into the sky to get the bellon dock fly and get the belon Incorrect | Explanation: - fly and hops | Fragment - the duk flys hir then the frog hops lore the duk | Omitted word Capitalization: no capitalization errors Punctuation: no errors in the use of end punctuation or apostrophes Word Form: no word form errors Incorrect | Explanation: - the duck fly and the frog hops | Subject-verb disagreement - ducks fly and frogs hops | Subject-verb disagreement

• Item 37Combine two sentences

  Specific Scoring Rules

  Task: a single sentence that includes both ideas (the duck has a plan, the frog has a plan) and makes sense Correct: - Duck has a plan and so does forg. - The duck has a plan and the frog has a plan. - they hav a plan for how to grab the ballon - Duck and Frog have a plan. - They have a plan. Incorrect | Explanation: - the frog is mad cus duk god it | Missing both ideas - The duck has a plan the frog has a plan | Not a single sentence Structure: a complete compound or complex sentence, or a sentence with a compound or plural subject; fused sentences are acceptable If the examinee writes one sentence that meets the criteria, ignore anything else he or she writes. Correct | Explanation: - The duck has a plan the frog has a plan becus they work together | Complex sentence (fused sentences are not penalized for Structure on this item) - The duck and frog have a plan | Compound subject - They have a plan | Plural subject Incorrect | Explanation: - duk a plan and fro a plan | Fragment - The duck has a plan the frog has a plan. | Not compound or complex - the duck has plan and the frog has plan | Omitted words - the duck has a plan and the frog he has a plan too | Extra word Capitalization: no capitalization errors Punctuation: no errors in the use of end punctuation or apostrophes Word Form: no word form errors Incorrect | Explanation: - the duck and frog has a plan | Subject-verb disagreement - Them two have a plan. | Incorrect pronoun

• Item 38Write an essay that retells the story (Level 2 Essay Scoring Rules)

  Specific Scoring Rules

  Words Count the number of words and convert to score points as shown in the Record Form. Count a contraction as one word. Count a compound word (e.g., baseball) as one word even if the examinee wrote it as two. Count incorrectly combined words (e.g., alot, highschool) as the number of words combined, even though the examinee wrote them as one. Count each abbreviation as one word (e.g., p.s.). Count interjections (e.g., Wow!). Count unreadable words. Do not count a title, The End, or a signature. Good Sentences Before attempting to identify the sentences, read through the entire essay; reading it aloud may be helpful. Count the number of sentences that are not fragments or run-ons, and convert to score points as shown in the Record Form. Count an interjection as a good sentence. Do not penalize for an omitted or extra word, unless it creates a fragment. If there are any places where adding or changing punctuation would create good sentences, make these changes and score the essay with the corrected punctuation. - If a sentence is a run-on that could be punctuated as multiple good sentences, make these changes and then count the resulting sentences as good sentences. - If there are fused sentences, count them as if they were punctuated correctly. Duck was happy we went in the water he talked to us. Score as 3 good sentences. - If a fragment could be made part of the preceding or subsequent sentence by repunctuation, do so and count the combined sentence as one good sentence. Compound or Complex Sentences Count the number of correctly structured compound or complex sentences. Use the corrected punctuation. For the following criteria, consider the essay as a whole. Subject Matter A subject matter idea comes from the story. 2 points: contains three or more subject matter ideas that make sense. Do not penalize for added elements that arise from the story or have some basis in the story. 1 point: contains one or two subject matter ideas even if loosely related; or, regardless of the number of subject matter ideas, includes some parts that do not make sense. 0 points: does not make sense or is completely off subject. Main Point Score 0 if the essay contains fewer than three ideas. An idea either (a) comes from the story (i.e., a subject matter idea), or (b) is made up by the examinee. 2 points: each paragraph has a main point and all ideas in the paragraph relate to it. 1 point: each paragraph has a main point and most ideas in the paragraph relate to it. 0 points: no main point, or few or none of the ideas relate to the main point. Logical Flow Score 0 if the essay contains fewer than three ideas. An idea either (a) comes from the story (i.e., a subject matter idea), or (b) is made up by the examinee. 2 points: ideas within each paragraph flow logically one from another. 0 points: most ideas within each paragraph seem to be expressed in random order in relation to each other. Planning 2 points: essay reads as though the examinee thought through what to write before beginning. Evidence of planning can be one or more of the following features: First, second, last organization Topic sentence Reference to the end of the story at the beginning of the essay Covers entire scope of the story; includes details from beginning, middle, and end Two or more well-constructed paragraphs 0 points: no evidence of planning. Sequence Score 0 if the essay contains fewer than three ideas. 1 point: refers to events from more than one section of the story, in correct sequence. 0 points: refers to events from only one section of the story, or events are out of sequence. Level 2 Essay Scoring Examples In the following examples, superscripts designate good sentences. Example 1 I had fun with duck[1] the part when they were nosey.[frag.] I told duck Something that is privet but duck didn't lisen to me.[2] Duck just looked at the balloon.[3] duck flyed to the balloon[4] frog hoped to the balloon[5] - Words: 40 = 4 points - Good Sentences: 5 = 3 points - Compound or Complex Sentences: 1 (sentence 2) = 1 point - Subject Matter: 2 points (Includes three or more ideas from the story that make sense) - Main Point: 1 point (The main idea is about being with Duck, and most ideas relate to it.) - Logical Flow: 2 points (Ideas flow logically based on the sequence of the story.) - Planning: 0 points (No evidence of planning) - Sequence: 1 point (Includes events from more than one part of the story in correct sequence) Example 2 The Duck and the frog think that he can fly in the air.[1] The Duck haves to go to the Beach.[2] The frog thinks that he can like a Duck.[3] - Words: 30 = 3 points - Good Sentences: 3 = 2 points (Count sentence 3 as a good sentence even though a word is missing.) - Compound or Complex Sentences: 2 (sentences 1 and 3 are complex) = 2 points - Subject Matter: 2 points (Includes three or more ideas from the story that make sense) - Main Point: 1 point (The main idea is about thinking Frog can fly, and most ideas relate to it.) - Logical Flow: 0 points (The sentence about Duck going to the beach interrupts the logical flow.) - Planning: 0 points (No evidence of planning) - Sequence: 0 points (Refers to only part of the story) Example 3 he saw a baby duk and he playd with it[1] was Fun playing with you[frag.] - Words: 15 = 2 points - Good Sentences: 1 (sentence 1) = 1 point - Compound or Complex Sentences: 1 (sentence 1) = 1 point - Subject Matter: 1 point (Includes two ideas (seeing a baby duck, and playing with it) from the story) - Main Point: 0 points (Includes fewer than three ideas) - Logical Flow: 0 points (Includes fewer than three ideas) - Planning: 0 points (No evidence of planning) - Sequence: 0 points (Includes fewer than three ideas)