{"database": "rubrics", "table": "rubric_gradations", "rows": [[2, "L-ACADEMIC-VOCAB", "autonomy", 2, "Guided", "Student can use academic vocabulary when provided with a word bank, vocabulary list, or explicit reminder to incorporate unit terms. With these supports, selects appropriate terms and places them correctly in sentences, though occasional near-misses reveal partial understanding. Without them, reverts to informal language in most cases. Recognizes academic terms when reading and can define them when asked, but does not transfer them into independent writing or discussion without prompting. May overuse a single term once reminded of it rather than drawing on a range of vocabulary.", "For the analytical essay, I used the vocabulary list from the unit to help. I wrote about how the story uses 'dramatic irony' and how the narrator's 'perspective' shapes everything. I knew both those words from class but I probably wouldn't have used 'perspective' without seeing it on the list \u2014 I would have said 'the way the narrator sees things.' I'm getting better at using 'irony' though because we've talked about it so much. I wrote that the ending was 'ironic' because it was unexpected, but my teacher said that's more of a plot twist than irony. I still mix those up sometimes.", "2026-05-24 00:17:32", "2026-05-26 01:43:59", 1]], "columns": ["id", "skill_code", "dimension", "level", "level_label", "behavioral_description", "sample_response", "created_at", "updated_at", "active_version"], "primary_keys": ["id"], "primary_key_values": ["2"], "units": {}, "query_ms": 0.8487491868436337}