2010 Grade 7 Scoring Guides Reading Comprehension — Written-Response Question Snapshot 1 2 3 4 Response is generally inaccurate or insufficient support. Demonstrates limited understanding or a misreading of the passage(s) and/or the task. Response is partially accurate; may lack support; may be incomplete. Demonstrates an understanding of the gist of the passage(s) and task. Response is mostly accurate with some supporting details (explicit or implicit) that are closely linked to the central idea of the task. Demonstrates a clear understanding of the passage(s) and task. Response is accurate, complete and supported with text-based information; may be insightful. Demonstrates a thorough understanding of the passage(s). FOUNDATION SKILLS ASSESSMENT Focused (Shorter) Writing — Persuasive Writing Snapshot 1 2 3 4 The writing is not completed. The writing is a series of loosely connected ideas with no sense of development or purpose. The language is simple and repetitive, with frequent errors. The writing is somewhat general but it does provide an opinion. The writing is a series of relevant ideas, but poorly developed—it may often resemble a list. The language is clear but with limited variety. Some errors in common language. The writing accomplishes the task clearly. Provides a logical argument with relevant reasons and supporting detail. Ideas develop logically from an effective introduction to a reasonable conclusion. The language is clear and varied, though it may include some errors, most often in complex language. The writing task is accomplished in an effective and interesting manner. Ideas develop logically from an engaging opening to a conclusion that has some impact. The language is varied, smooth, and expressive, with few errors. Extended (Longer) Writing — Story/Narrative Snapshot 1 2 3 4 The story is simple with minimal development. The story is constructed from an unfocused series of related events leading to an often illogical or abrupt conclusion. The language is simple and repetitive, with frequent errors. The story is predictable and straightforward with some development. The story is constructed from a series of related events leading to an often forced or unlikely conclusion. The language is clear but with limited variety. May have some errors in common language. The story is straightforward with some development and individuality. Events develop deliberately from a strong beginning to an often predictable conclusion. The language is clear and varied, though it may include some errors, most often in complex language. The story is original, creative, and welldeveloped. Events develop deliberately from a strong, engaging beginning to a conclusion with some impact. The language is varied, smooth, and expressive, with few errors. 1 2 3 4 The work shows little understanding of the problem; unable to use an appropriate strategy. The work shows some understanding of the problem; the solution or strategy may be incorrect or incomplete. The work shows general understanding of the problem; appropriate strategy, but may have a partial solution. The work shows complete understanding of the problem; appropriate strategy used and accurate solution. M A R K E R U S E O N LY Score Reading Name of Student: Numeracy — Written-Response Questions Snapshot Sample Response Booklet – GRADE 7 Student PEN: Writing (Shorter) School Name: Writing (Longer) Classroom: © 2010 Province of British Columbia Numeracy 1 Code 0 = Response does not relate to the task in any way or does not have enough information to be scored; response contains very inappropriate language; or all work is erased. Code NR = No response Numeracy 2 Parents: results attached to inside front cover. Attach Student FSA Results Here Information for Parents About the Foundation Skills Assessment (FSA) • FSA measures basic reading, writing, and numeracy skills over school years to date, not just skills acquired in a single grade. • The primary purpose of FSA is to help schools, school planning councils, school districts and the province evaluate how foundations skills are being addressed and make plans for improvement. The secondary purpose is to provide individual student information. • FSA results can show students, parents and teachers where students are doing well and skills they need to work on. • FSA is only one measure of student learning. It complements regular classroom assessment by teachers. • FSA results help focus home and school discussion on how to improve student learning. Parents should feel free to discuss results with their children’s teachers. • FSA results do not count towards the student’s report card marks. • Sample FSA questions can be viewed at: www.bced.gov.bc.ca/assessment/fsa/sample_tests.htm School, District and Provincial Results • School, district and provincial results will be available before the end of the school year. See: www.bced.gov.bc.ca/assessment/fsa/results • Schools receive information about how their students did on specific test questions. This information is available at: www.edudata.ca/apps/fsa_item/ • Questions about school or district results should be directed to the school principal, the school planning council or the superintendent. • FSA results can help schools and districts see if they are making improvements from one year to the next. • The goal is for each school to improve student achievement over time. Ranking schools in comparison to each other does not support this approach. For more information on FSA, please see: www.bced.gov.bc.ca/assessment/fsa/ GRADE 7 Part 2 (30 minutes) READING COMPREHENSION Instructions for Students Written-Response Question (4 marks) There are two reading passages and one written-response question in this part of the booklet. You will need to use information from both the article and the poem to answer the question. Read each passage and question carefully. If you have completed Part 1, you will have already read these two passages. Remember to read the context statement at the top of each passage and footnotes at the bottom of the page, if any. When you answer the questions: 1. Use a pencil or a pen with blue or black ink. If you use a pencil, press hard enough so that your writing is clear. 2. Write your answer clearly in the space provided in this booklet. 3. You will receive the highest possible score by giving a complete, correct, and clear answer using details from the passage. Grade 7 – Sample Response Booklet © 2010 Province of British Columbia. All rights reserved. Page 1 Read this newspaper article to find out what becomes of Fred the bear once he has retired from a British circus. Circus bear retires to life of luxury in Ontario 10-year-old bruin1 from Britain lost job when performances were outlawed By Gloria Galloway The Globe and Mail, December 19, 2003 Fred got off a plane at Toronto’s Pearson airport yesterday afternoon to face a constant flash of news-media cameras. He will make a great addition to the family that includes three other former circus bears, Mr. McIntosh said. The 300-kilogram performer from Britain gave up the circus to enjoy a more peaceful existence in Northern Ontario, the home of his ancestors. Victor Watkins, the British director of the wildlife liberty campaign for the World Society for the Protection of Animals (WSPA), accompanied Fred on his 5 728 kilometre journey from London. When a cub, Fred was bought by a company called Circus King. The bear spent the next seven years under the big top walking on his hind legs and rolling across large balls, Mr. Watkins said. Fred is a 10-year-old black bear, a rather obese fellow raised on a diet of jam and rice pudding, who has lived in a circus wagon in Britain since he was cub. He is the last circus bear in Britain, where animal performances, which are allowed in Canada, have been prohibited for several years. The circus closed three years ago, in part because of the rules against performing animals, and owner Jeffrey Mackie sold all his other non-human stars. “But he kept this bear because he liked him so much. He was like a dog or a pet,” Mr. Watkins said. In his new home north of Huntsville, a twohour drive north of Toronto, Fred will have to adapt to snow and wind and eventually, other bears. But he will have fresh air, a large space in which to roam and freedom to live the life that bears are supposed to lead, albeit in an enclosed area. 5 “He’s beautiful. He’s a big, happy bear,” gleamed Mike McIntosh, the 45-year-old owner of the Bear With Us sanctuary, after feeding Fred a bunch of grapes and allowing him to smell his hand through the cage used to transport the animal to Canada. Eventually, Mr. Mackie realized he could no longer provide the best home for Fred, so he called the WSPA. 10 “He was really sad to see him go,” Mr. Watkins said, “but he really appreciated that Mike was willing to take him in.” Fred’s initial home will be a 35-metre enclosure with a large plywood box full of 1bruin: a bear Page 2 Grade 7 – Sample Response Booklet © 2010 Province of British Columbia. All rights reserved. “It’s a sanctuary, not a zoo. There’s no visitors allowed.” straw. “He’ll learn what snow’s all about because there’s lots of it,” Mr. McIntosh said. “I expect he’ll be hibernating in a few weeks.” Mr. McIntosh, “a farm boy,” opened the refuge in 1992 because “I wanted to look after bears.” He’s clearly passionate about his part-time work and has developed quite a relationship with his black, furry family. When the bear wakes up in the spring, he will be introduced to another former circus bear, also named Fred, who has been living alone. “When they hibernate, they don’t sleep very soundly. So sometimes I’ll crawl in with them and they will lick my face because they know me.” But “bears should not be dominated. They have minds of their own. They need mutual respect.” Two other bears, Molly and Yogi, share another, larger area and became friends. But there will be no cubs. Nor will Fred have a mate. “There are no bear cubs to be born in captivity,” Mr. McIntosh said. “It’s a moral rule. There are too many bears looking for homes, and I don’t think it’s right for a bear to be in a cage. I’m trying to help a bear that’s already been there.” 15 The WSPA gave Mr. McIntosh $35 000 to pay for Fred’s food for the remainder of his life—bears can live for more than 40 years, so Fred is still in his prime. The rest of the money will come from Mr. McIntosh, who works full time at a Huntsville GM dealership. The bear business “is revenue-eating, not revenue-generating,” he said with a smile. 20 Moving a bear across the Atlantic—a flight paid by British Airways—and providing the animal with a private enclosure may seem a lot of fuss. But it is an important way to draw attention to the plight of circus bears, Mr. Watkins said. When people in Britain heard about Fred this week, they “were amazed that there was still a bear in the circus.” “It’s just one bear, but it really makes people aware of the issue and, hopefully, we’ll get more circuses around the world to realize there’s something wrong with it. Even in Canada.” “Circus bear retires to life of luxury in Ontario,” by Gloria Galloway. The Globe and Mail. December 19, 2003. p. A3. Grade 7 – Sample Response Booklet © 2010 Province of British Columbia. All rights reserved. Page 3 Read the poem below about a lion living in the Riverdale Zoo in Ontario. Riverdale Lion by John Robert Colombo Bound lion, almost blind from meeting their gaze and popcorn the Saturday kids love you. It is their parents who would paint your mane with polkadots to match their California shirts and would trim your nails for tie clips. 5 10 Your few roars delight them. But they wish you would quicken your pace and not disappear so often into your artificial cave for there they think you partake of secret joys and race through the jungle-green lair of memory under an African sun as gold as your mane. But you fool them. You merely suffer the heat and scatter the flies with your tail. You never saw Africa. The sign does not tell them that you were born here, in captivity, that you are as much a Canadian as they are. “Riverdale Lion,” by John Robert Colombo. Poetry Alive—Transitions. Copp Clark Pitman, Toronto. ©1991. pp. 143–144. Page 4 Grade 7 – Sample Response Booklet © 2010 Province of British Columbia. All rights reserved. 1. Based on what you know about Mr. McIntosh, the owner of the bear sanctuary, how do you think he would react if he visited the Riverdale lion? Support your ideas with reference to both passages. (4 marks) Score STOP ST OP END OF PART 2 Wait until your teacher tells you to go ahead. Grade 7 – Sample Response Booklet © 2010 Province of British Columbia. All rights reserved. Page 5 GRADE 7 Part 3 (30 minutes) SHORTER WRITING Focused (Shorter) Writing Piece “A Better Life?” In this activity, you will write a piece of persuasive writing. Persuasive writing tries to convince the reader of your point of view. The activity will take about 30 minutes to complete. Overview Suggested Time 1 minute 3 minutes 1 minute 5 minutes 15 minutes 5 minutes Overview and Directions to the Student Writing Topic and Student Questions Criteria Planning Written Work Look Back on Your Writing Instructions for Students 1. Write in blue or black ink. 2. Write on every other line (double-space) on the Written Work pages so that you have room to make changes and corrections. 3. If you use unacceptable language or content, you may be given a zero for your answer. 4. You do not need to use all the space provided. 5. You may use a dictionary and a thesaurus. 6. You will be marked on Written Work pages only. Page 6 Grade 7 – Sample Response Booklet © 2010 Province of British Columbia. All rights reserved. Writing Topic “A Better Life?” Not all wild animals live in the wilderness. Some live in alternative homes that humans have provided. In your opinion, should humans provide alternative homes for wild animals? ❑ Yes ❑ No Provide reasons to support your opinion. You may use your own ideas as well as those from “Circus bear retires to a life of luxury in Ontario” or “Riverdale Lion.” Your writing should be about two or three paragraphs. Criteria (Persuasive Writing) “A Better Life?” Make sure your writing: ✔ • clearly states your point of view and gives details to persuade your readers ❑ • has clear language, descriptive words, and a variety of sentence lengths ❑ • has a strong beginning, convincing reasons, and a clear conclusion ❑ • has complete sentences and has correct spelling, punctuation, grammar, and paragraph structure ❑ • is revised and edited ❑ Grade 7 – Sample Response Booklet © 2010 Province of British Columbia. All rights reserved. Page 7 Planning Page “A Better Life?” My purpose: To convince my audience of my position regarding wild animals. My audience: The teachers who will mark my writing. My position is: ❑ Humans should provide alternative homes for wild animals. OR ❑ Humans should NOT provide alternative homes for wild animals. Introduction: Convincing reasons for my choice: Conclusion: This page will NOT be marked. Page 8 Grade 7 – Sample Response Booklet © 2010 Province of British Columbia. All rights reserved. Written Work “A Better Life?” Remember to double-space your writing. Grade 7 – Sample Response Booklet © 2010 Province of British Columbia. All rights reserved. Page 9 Score STOP ST OP END OF PART 3 Wait until your teacher tells you to go ahead. Page 10 Grade 7 – Sample Response Booklet © 2010 Province of British Columbia. All rights reserved. GRADE 7 Part 4 (60 minutes) LONGER WRITING Longer (Extended) Writing Piece “A Story” In this activity, you will write a story. The activity will take about 60 minutes to complete. (8 marks) Overview Suggested Time 2 minutes Overview and Directions to the Student 3 minutes Writing Topic and Student Questions 2 minutes Criteria 8 minutes Planning 40 minutes 5 minutes Written Work Look Back on Your Writing Instructions for Students 1. Write in blue or black ink. 2. Write on every other line (double-space) on the Written Work pages so that you have room to make changes and corrections. 3. If you use unacceptable language or content, you may be given a zero for your answer. 4. You do not need to use all the space provided. 5. You may use a dictionary and a thesaurus. 6. You will be marked on Written Work pages only. Grade 7 – Sample Response Booklet © 2010 Province of British Columbia. All rights reserved. Page 11 Writing Topic “A Story” Your job as an author is to write an interesting story that includes one of the following: • • • finding something incredible or magical meeting someone remarkable you have never heard of before travelling to a place where people never go. Criteria (Story / Narrative) “A Story” Make sure your writing: Page 12 ✔ • develops effectively with a beginning, middle, and end ❑ • has supporting details and is told in an interesting way ❑ • has clear language, descriptive words, and a variety of sentence lengths ❑ • has complete sentences and has correct spelling, punctuation, grammar, and paragraph structure ❑ • is revised and edited ❑ Grade 7 – Sample Response Booklet © 2010 Province of British Columbia. All rights reserved. Planning Page “A Story” My purpose: To write an interesting story that includes one of the choices given: • • • finding something incredible or magical meeting someone remarkable you have never heard of before travelling to a place where people never go. My audience: The teachers who will mark my writing. Beginning: Describe how the story opens Middle: Describe how the events or actions develop End: Explain how the story ends This page will NOT be marked. Grade 7 – Sample Response Booklet © 2010 Province of British Columbia. All rights reserved. Page 13 Written Work “A Story” Remember to double-space your writing. Page 14 Grade 7 – Sample Response Booklet © 2010 Province of British Columbia. All rights reserved. Grade 7 – Sample Response Booklet © 2010 Province of British Columbia. All rights reserved. Page 15 Page 16 Grade 7 – Sample Response Booklet © 2010 Province of British Columbia. All rights reserved. Score STOP ST OP END OF PART 4 Wait until your teacher tells you to go ahead. Grade 7 – Sample Response Booklet © 2010 Province of British Columbia. All rights reserved. Page 17 GRADE 7 Part 6 (30 minutes) NUMERACY Instructions for Students Written-Response Question (4 marks) There are two Numeracy written-response questions in this part of the booklet. Read each question carefully. You may use a calculator. When you answer the questions: 1. Use a pencil to do ALL your work. Press hard so your answer is clear. 2. Include all calculations and explanations in the space provided in this booklet. 3. You will receive the highest possible score by giving a complete, correct, and clear answer showing ALL the steps in your solution. Page 18 Grade 7 – Sample Response Booklet © 2010 Province of British Columbia. All rights reserved. 1. The school rented 30 sections of fencing to build a petting zoo at the Fun Fair. Each section is 1 m long. Show all the different ways the students could use all 30 sections to build a rectangular space. Label each rectangle with the dimensions. Show ALL your work. Score Grade 7 – Sample Response Booklet © 2010 Province of British Columbia. All rights reserved. Page 19 2. Students plan to buy CDs for a bus ride to go skiing. CDs $5 each CDs $10 each CDs $15 each • The music store has a special “Pay No Tax” sale. • CDs are sold for $5, $10, and $15 each. • If they buy two CDs at the same price, they get a third one of equal value free. • They plan to spend exactly $30 on CDs. Show the steps to find ALL the different combinations of CDs they could get, including any free ones. (4 marks) Score STOP ST OP END OF PART 6 Page 20 Grade 7 – Sample Response Booklet © 2010 Province of British Columbia. All rights reserved. Attach Student FSA Results Here Information for Parents About the Foundation Skills Assessment (FSA) • FSA measures basic reading, writing, and numeracy skills over school years to date, not just skills acquired in a single grade. • The primary purpose of FSA is to help schools, school planning councils, school districts and the province evaluate how foundations skills are being addressed and make plans for improvement. The secondary purpose is to provide individual student information. • FSA results can show students, parents and teachers where students are doing well and skills they need to work on. • FSA is only one measure of student learning. It complements regular classroom assessment by teachers. • FSA results help focus home and school discussion on how to improve student learning. Parents should feel free to discuss results with their children’s teachers. • FSA results do not count towards the student’s report card marks. • Sample FSA questions can be viewed at: www.bced.gov.bc.ca/assessment/fsa/sample_tests.htm School, District and Provincial Results • School, district and provincial results will be available before the end of the school year. See: www.bced.gov.bc.ca/assessment/fsa/results • Schools receive information about how their students did on specific test questions. This information is available at: www.edudata.ca/apps/fsa_item/ • Questions about school or district results should be directed to the school principal, the school planning council or the superintendent. • FSA results can help schools and districts see if they are making improvements from one year to the next. • The goal is for each school to improve student achievement over time. Ranking schools in comparison to each other does not support this approach. For more information on FSA, please see: www.bced.gov.bc.ca/assessment/fsa/ 2010 Grade 7 Scoring Guides Reading Comprehension — Written-Response Question Snapshot 1 2 3 4 Response is generally inaccurate or insufficient support. Demonstrates limited understanding or a misreading of the passage(s) and/or the task. Response is partially accurate; may lack support; may be incomplete. Demonstrates an understanding of the gist of the passage(s) and task. Response is mostly accurate with some supporting details (explicit or implicit) that are closely linked to the central idea of the task. Demonstrates a clear understanding of the passage(s) and task. Response is accurate, complete and supported with text-based information; may be insightful. Demonstrates a thorough understanding of the passage(s). 2010 FOUNDATION SKILLS ASSESSMENT Focused (Shorter) Writing — Persuasive Writing Snapshot 1 2 3 4 The writing is not completed. The writing is a series of loosely connected ideas with no sense of development or purpose. The language is simple and repetitive, with frequent errors. The writing is somewhat general but it does provide an opinion. The writing is a series of relevant ideas, but poorly developed—it may often resemble a list. The language is clear but with limited variety. Some errors in common language. The writing accomplishes the task clearly. Provides a logical argument with relevant reasons and supporting detail. Ideas develop logically from an effective introduction to a reasonable conclusion. The language is clear and varied, though it may include some errors, most often in complex language. The writing task is accomplished in an effective and interesting manner. Ideas develop logically from an engaging opening to a conclusion that has some impact. The language is varied, smooth, and expressive, with few errors. Extended (Longer) Writing — Story/Narrative Snapshot 1 2 3 4 The story is simple with minimal development. The story is constructed from an unfocused series of related events leading to an often illogical or abrupt conclusion. The language is simple and repetitive, with frequent errors. The story is predictable and straightforward with some development. The story is constructed from a series of related events leading to an often forced or unlikely conclusion. The language is clear but with limited variety. May have some errors in common language. The story is straightforward with some development and individuality. Events develop deliberately from a strong beginning to an often predictable conclusion. The language is clear and varied, though it may include some errors, most often in complex language. The story is original, creative, and welldeveloped. Events develop deliberately from a strong, engaging beginning to a conclusion with some impact. The language is varied, smooth, and expressive, with few errors. 1 2 3 4 The work shows little understanding of the problem; unable to use an appropriate strategy. The work shows some understanding of the problem; the solution or strategy may be incorrect or incomplete. The work shows general understanding of the problem; appropriate strategy, but may have a partial solution. The work shows complete understanding of the problem; appropriate strategy used and accurate solution. M A R K E R U S E O N LY Score Reading Name of Student: Numeracy — Written-Response Questions Snapshot Sample Response Booklet – GRADE 7 Student PEN: Writing (Shorter) School Name: Writing (Longer) Classroom: © 2010 Province of British Columbia Numeracy 1 Code 0 = Response does not relate to the task in any way or does not have enough information to be scored; response contains very inappropriate language; or all work is erased. Code NR = No response Numeracy 2 Parents: results attached to inside front cover.
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