{"database": "rubrics", "table": "rubric_gradations", "rows": [[49, "L-WORD-PATTERNS", "autonomy", 1, "Heavily Scaffolded", "Student cannot identify how words change form across parts of speech without direct teacher intervention. Requires the teacher to point out word families (e.g., analyze/analysis/analytical), name the suffixes involved, and explain how the meaning shifts between forms. When encountering an unfamiliar word that shares a root with a known word, does not make the connection independently. Relies on the teacher to model dictionary and glossary use, including how to locate pronunciation guides, part-of-speech labels, and usage notes. Without scaffolding, treats each form of a word as completely unrelated vocabulary.", "I didn't realize 'analytical' had anything to do with 'analyze' until the teacher showed us. She wrote them both on the board and circled 'analy-' in each one and I was like oh, they have the same root. Then she had us look up 'analysis' in the dictionary and showed us the pronunciation thing with the syllable marks. I can see how they're connected now but I don't think I would have noticed on my own. In my essay I kept writing 'the author analyzes' over and over because I didn't know I could say 'the author's analysis shows' instead.", "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": ["49"], "units": {}, "query_ms": 0.5942587740719318}