Describe a Picture
Describe a Picture
Write 1 complete sentence per image (4 total).
Demonstrate grammar accuracy, descriptive detail, and awareness of what’s happening.
Definition/Classification → Identify roles: “The woman is a doctor.”
Sequence → Predict or describe action: “First, the boy stands. Then he runs.”
Cause and Effect → Basic relationships: “He is wet because it’s raining.”
Compare and Contrast → Describe differences: “The girl has a red ball, but the boy has a blue one.”
“What’s happening here?” image prompt + sentence frame.
Two-picture comparison: “In the first picture… In the second…”
Quick oral → written retells using visuals.
2/2 - The response consists of a complete sentence that fully addresses the task (by adding details, correcting errors, condensing ideas, or expressing something that might happen next). Grammar and word choice are appropriate.
“A man is leaping to catch a frisbee on the beach.” (Sample Image)
Write a coherent 3–5 sentence paragraph recounting a personal or imagined event.
Use past tense, sensory detail, and clear sequence.
Sequence → “First… Next… Finally…”
Cause and Effect → “I failed the test because I didn’t study.”
Conclusion and Connection → “This taught me to prepare better.”
“Tell about a time when…” prompts using sequence words.
Comic strip narratives → short written retell with cause/effect.
End-of-story reflection: “What did you learn from this experience?”
4/4 - The response provides a description of the experience named in the prompt using well-developed descriptions, details, and/or examples. The response is readily coherent. Grammar and word choice are varied and generally effective. Minor errors do not impede meaning. Minor errors in spelling and punctuation may be present, but they do not impede meaning. The response typically includes a paragraph of at least three sentences.
“Last summer, I visited my grandparents in Mexico. We ate delicious food, and I helped my grandfather on his farm. It was very hot, but I liked working with the animals. I want to go back again because it made me feel proud.”
Q1: Write 1–2 sentences describing data.
Q2: Write 2–3 sentences explaining or analyzing information from a chart, graphic, or text.
Definition/Classification → “A mammal is a type of animal that…”
Compare and Contrast → “Group A had more responses than Group B.”
Cause and Effect → “As temperatures rise, water levels increase.”
Conclusion and Connection → “This suggests that recycling reduces waste.”
Data → sentence practice: “Describe one thing from this chart.”
Graphic organizer → structured paragraph using compare/contrast or cause/effect.
Use scaffolded sentence frames: “This shows that…”, “Compared to…”
2/2 - The response completely addresses the task and includes at least two relevant details from the graphic organizer. Minor errors in grammar, word choice, and/or spelling may be present, but they do not impede meaning. The response contains at least one sentence.
“According to the graph, more students ride the bus to school than walk. The fewest students come by car.”
3/3 - The response completely addresses the task and includes sufficient and relevant information from the graphic organizer. Minor errors in grammar, word choice, and/or spelling may be present, but they do not impede meaning. For grades six through twelve: The response typically includes at least three sentences.
“The chart shows that most students eat lunch at school, but some bring lunch from home. This means that schools are important for student nutrition, especially for families that can’t always pack meals. Many of the students that eat school lunches might depend on those meals to survive.”
Write two paragraphs (6+ sentences total) stating an opinion and giving at least two reasons with examples or explanations.
Cause and Effect → “I believe this because…”
Problem and Solution → “The problem is… One solution is…”
Compare and Contrast → “This is better than that because…”
Conclusion and Connection → “In conclusion, this matters because…”
“Which is better?” prompts (e.g., phones vs. books) → write opinion using cause/effect and compare/contrast.
Problem-solution essays: “What’s a problem at school? How would you fix it?”
Use of sentence starters: “I think…”, “One reason is…”, “For example…”, “In conclusion…”
4/4 – The response successfully expresses an opinion (grades three through five) or states a position (grades six through twelve) and provides relevant and detailed support. The response is readily coherent. Grammar and word choice are varied and effective. Minor errors in spelling and punctuation may be present but do not impede meaning. For grades six through twelve: The response includes at least two reasons that support the position, typically using six or more sentences. For grades nine through twelve: Register is appropriate.
“I think students should be allowed to use phones at school. One reason is that phones help students contact their families in emergencies. Another reason is that students can use phones to research topics and stay organized with homework. Some students can use their phones irresponsibly, but the responsible students should not be punished. In conclusion, phones can support learning and safety when used responsibly.”