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G O L E T A U N I O N S C H O O L D I S T R I C T

1st Grade

Coherent Writing Formative Assessment:

Opinion Writing 2013-2014

☛ NO T E   T O   T E A C H E R S :     T h i s   i s   t h e   a c t u a l   f o r m a t i v e  

a s s e s s m e n t   f o r   t h e   s c h o o l   y e a r   2 0 1 2 -­‐ 2 0 1 3 .     P l e a s e  D o   N O T   s h o w   t h i s   t o   y o u r   s t u d e n t s   u n t i l   t h e   t e s t  d a t e .  

T ea ch e r D i r e c t i on s Rub r i c , Ma t r i x o f Sk i l l s , S t u d en t D i r e c t i on s , P r ompt and Wr i t i n g

Pap e r 2 / 1 9 / 1 4

First Grade Formative Assessment—Opinion Writing

General Instructions

Who to Test: 1. All first grade students are to be assessed in English. 2. RSP and SDC students are to be assessed in accordance with their IEPs.

Preparations: 1. The students will need the paper(s) provided, crayons, sharpened pencils, and

erasers. The teacher should have extra copies of the student paper(s) available if necessary.

2. The teachers will need a copy of the teacher directions. 3. Part I and Part II may be completed in one day or on two consecutive days. 4. To prevent interruptions during the assessment, place “Do Not Disturb” or

“Testing” signs on the door(s).

First Grade Formative Assessment—Opinion Writing

Teacher Directions, Part I

• This part of the assessment may be done whole group or in small groups. • The teacher will ASK: “What is your favorite season and why?” • The teacher and class will brainstorm answers to the question. (This is not

based on a particular text, although you may have read about seasons earlier in the year.)

• The student will select one answer or choose one of their own and write it on

their paper and/or draw a picture. Teacher collects after making sure that the student’s name is on the back. You may choose to use the graphic organizer, the lined paper, or both.

Teacher Directions, Part II

• The teacher will pass out the student papers and give the following prompt ORALLY: “My favorite season is .”

• The teacher may encourage the students to use temporary spelling to write

their responses and to try their very best. • The teacher may also orally remind students to add the opinion part of the

writing if necessary. (Tell me why?). • Remind students — your writing will be scored on your:

✔ Stating your opinion and the reason/reasons that support your opinion ✔ Use of correct grammar, spelling, punctuation, and capitalization ✔ Use of descriptive language including sensory details

• The teacher may not brainstorm additional ideas with students. Students will answer the questions and provide his or her opinion.

• Students may take as long as they need to finish; however, they must

complete this assessment in one uninterrupted period.

First Grade Formative Assessment—Opinion Writing

Teacher Directions, Part II continued

• IF NECESSARY, the teacher may do the following (however, the paper will be considered “Not Scorable” and will be given a score of NS):

✔ Help the students sound out a word or words ✔ Write student generated word(s) on a separate piece of paper for the

student to copy ✔ Write student generated words(s) with a highlighter on the student’s

paper for the student to trace if the student is unable to copy the response from another paper

• When finished, the teacher will write the student’s intended response on the

back of the paper. • Collect papers. Post Writing Instructions:

1. Collect all materials. After you have collected all written work, enter student

information on the reverse side of the student sheet.

2. Scoring will take place in grade level PLCs at the school. Two readers will score each paper.

3. After scoring, enter the 2 scores and the combined score on the reverse side of the student sheet and attach the 2 highlighted rubrics.

Opinion Writing

Opinion

Reason

Closure

Name Grade Teacher

Reader’s Initials: Score:

Reader 1

Reader 2

Final Score = Reader 1 + Reader 2

Name Grade Teacher

Reader’s Initials: Score:

Reader 1

Reader 2

Final Score = Reader 1 + Reader 2

Grade 1 — Opinion Scoring Rubric

Opinion Content Conventions

• provides an opinion about the topic

• includes well developed, relevant reasoning to support the opinion

• provides a clear sense of closure • includes descriptive details and/or

sophisticated language or thinking

4: Exceeds and/or Extends Standards: The writing clearly addresses all parts of the writing task: • clearly addresses all parts of the writing

prompt • demonstrates a clear understanding of

purpose* • maintains a consistent organizational structure •

• contains a variety of sentence types, including compound and/or complex sentences: does not read like a list

• contains few punctuation, capitalization, and grammatical errors

• may contain spelling errors due to sophisticated language

• uses sophisticated vocabulary appropriately

• provides an opinion about the topic

• includes relevant reasoning to support the opinion

• provides a sense of closure • includes some descriptive details

3: Meets Standards: The writing addresses all parts of the writing task: • addresses all parts of the writing prompt • demonstrates a general understanding of

purpose* • follows a general organizational structure

• contains complete sentence(s); in general, reasoning does not read like a list

• contains some errors in punctuation, capitalization, and grammar

• may contain spelling errors that do not interfere with meaning; the reader can interpret the writing OR intended response is needed to clarify but writing has most sounds represented

• uses grade level vocabulary appropriately • provides an opinion • includes limited reasoning to

support the opinion • provides a weak sense of closure • may include inappropriate or no

details

2: Partial Progress Toward Standards: The writing addresses some parts of the writing task: • addresses some parts of the writing prompt • demonstrates a partial understanding of

purpose* • has some organizational structure

• may contain incomplete and/or run on sentences • contains many errors in punctuation, capitalization,

and grammar, but meaning is discernable • may contain spelling errors that interfere with

meaning • attempts to use grade level vocabulary

• does not provide an opinion about a topic

• includes irrelevant or no details • no sense of closure • descriptive language is not

included

1: Insufficient Progress Toward Standards: The writing does not address the writing task: • does not address the writing prompt • demonstrates no understanding of purpose* • no organizational structure; off topic • may consist of extraneous letters and words

• demonstrates little or no understanding of appropriate punctuation, capitalization, and grammar

• contains nearly indecipherable spelling • lacks grade level vocabulary

* Genre: An opinion piece is defined as being able to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Note: The illustration(s) may not influence the score of the paper.

Grade: _____Teacher: __________________

Matrix of Skills: Opinion Writing

Introd

uces

the t

opic

Provide

s an o

pinion

Reaso

ns su

pport

the o

pinion

Has a

sens

e of c

losure

Descri

ption

is in

clude

d

Uses t

ransit

ional

or lin

king

words/p

hrase

s

Comple

te se

ntenc

es

Punctu

ation

Capita

lizati

on

Grammar

Spellin

g

Grade l

evel

voca

bular

y

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

Grade: _____Teacher: __________________

Matrix of Skills: Opinion Writing

Introd

uces

the t

opic

Provide

s an o

pinion

Reaso

ns su

pport

the o

pinion

Has a

sens

e of c

losure

Descri

ption

is in

clude

d

Uses t

ransit

ional

or lin

king

words/p

hrase

s

Comple

te se

ntenc

es

Punctu

ation

Capita

lizati

on

Grammar

Spellin

g

Grade l

evel

voca

bular

y

25

26

27

28

29

30

31

32

33

34