Grade 5 Third Prompt

Persuasive Writing a Letter to the Editor

English/Language Arts Content Standards: 1.0 Writing Strategies 2.0 Writing Applications (Genres and Their Characteristics) 2.4 Write persuasive letters or compositions:

a. State a clear position in support of a proposal. b. Support a position with relevant evidence. c. Follow a simple organized pattern. d. Address reader concerns.

Writing Situation Each of us has feelings about how things around us can be made better. One way that we can work for change in our community is by writing letters to editors of newspapers stating our point of view and our suggestions for change. The purpose of such a letter is to state the position we believe in, present supportive evidence, and attempt to persuade others to share in our views. (Allow an opportunity for discussion.)

Directions for Writing Think about a situation in your school or neighborhood that you feel should be changed (i.e., different lunch choices, safer street crossings, a lack of youth activities). Write a persuasive letter to an editor that explains the situation and gives reasons to want change. State your proposed solution and include evidence to strengthen your position. Address other possible points of view and finish the letter with a persuasive paragraph again presenting your viewpoint.

Writing and Convention Standards For this task, students will write a letter to the editor that will:

a. clearly state a position in support of an issue and support that position with relevant evidence. b. address possible concerns of other readers. c. follow the proper organizational pattern for a letter. d. end the letter with a persuasive paragraph. e. demonstrate grade- level appropriate sentence structure, grammar, punctuation, capitalization,

and spelling. Resources: Reading/Language Arts Framework for California Public Schools, p. 131 Writers Express, Lesson Plans and Assessments, pp. 50 - 53 Writers Express, pp. 127, 131, 142 – 147 Writers Express, Program Guide: The Forms of Writing, pp. 49-55

Grade 5 Third Prompt Rubric

Persuasive Writing a Letter to the Editor

4 § Fully addresses the prompt. § Is clearly organized in a logical sequence that addresses the concerns of other

readers and is relevant for the audience. § Is a multi-paragraph composition with an introduction that states a clear

position in support of a proposal, supporting details that present relevant evidence, and a concluding paragraph that summarizes important ideas and details.

§ Has all the elements of a business letter; written in correct letter form. § Contains effective transitions and conjunctions to connect ideas. § Has complete, coherent sentences that use a variety of patterns and lengths. § Has effectiveness and variety of word choice. § Has grade- level appropriate spelling, grammar, capitalization, and

punctuation; contains few, if any, errors that do not interfere with understanding the writing.

§ Has legible handwriting.

3 § Responds to the prompt. § Is organized in a logical sequence and may address the concerns of other

readers and may be relevant for the audience. § Is a multi-paragraph composition with an introduction that states a position,

some details that support the position with evidence, and a conclusion. § Contains most of the elements of a business letter; written in correct letter

form. § Contains transitions and conjunctions to connect ideas. § Has mainly complete sentences that use more than one pattern. § Has some variety in word choice. § Has mainly grade- level appropriate spelling, grammar, capitalization, and

punctuation; contains some errors tha t do not interfere with understanding the writing.

§ Has legible handwriting with appropriate spacing and most letters formed correctly.

2 § Attempts to respond to the prompt. § May lack organization. § May lack proper paragraphing and/or details; may lack causes and/or

solutions; may not indicate a purpose. § Contains few of the elements of a business letter, may not be written in

correct letter form.

§ May contain few transitions and conjunctions to connect ideas. § May have incomplete or incoherent sentences that may use only one pattern.

§ May have little or no variety in word choice. § May contain many errors in spelling, grammar, capitalization and/or

punctuation that may interfere with understanding the writing.

§ Has handwriting that is mostly legible with errors that may interfere with meaning.

1 § May not respond to the prompt. (May be off topic.) § Lacks organization. § Lacks paragraphs and/or does not include details. § Contains no transitions and conjunctions to connect ideas. § Has mainly incomplete or incoherent sentences. § Is not written in correct letter form. § Contains mainly basic sight words with no descriptive language. § May contain frequent and numerous errors in spelling, grammar,

capitalization, and punctuation that interfere with understanding the writing.

§ Handwrit ing may be mostly illegible.

BP § Blank Paper

Grade 5 Third Prompt – Student Page

Persuasive Writing a Letter to the Editor

Writing Situation Each of us has feelings about how things around us can be made better. One way that we can work for change in our community is by writing letters to editors of newspapers stating our point of view and our suggestions for change. The purpose of such a letter is to state the position we believe in, present supportive evidence, and attempt to persuade others to share in our views. Directions for Writing Think about a situation in your school or neighborhood that you feel should be changed (i.e., different lunch choices, safer street crossings, a lack of youth activities). Write a persuasive letter to an editor that explains the situation and gives reasons to want change. State your proposed solution and include evidence to strengthen your position. Address other possible points of view and finish the letter with a persuasive paragraph again presenting your viewpoint. Writing and Convention Standards For this task, you will write a letter to the editor that will:

a. clearly state a position in support of an issue and support that position with relevant evidence. b. address possible concerns of other readers. c. follow the proper organizational pattern for a letter. d. end the letter with a persuasive paragraph. e. demonstrate grade- level appropriate sentence structure, grammar, punctuation, capitalization,

and spelling.

District Writing Sample Scoring Rationale Third Prompt, Grade 5

Persuasive Writing a Letter to the Editor

Rubric Score Point: 4 high Characteristics that make the paper a high 4:

a. Fully addresses the prompt, but does not address the appropriate audience.

b. Contains business letter format.

c. Contains grade-level appropriate grammar.

d. Writing is legible and fluid.

e. Has effectiveness in word choice.

f. Paragraph formation is developed and organized.

g. Has a concluding paragraph. Additional instructional steps for the writer’s growth would include:

a. Exposing the student to quality literature that emphasizes the editorial format.

Teacher Notes:

District Writing Sample Scoring Rationale Third Prompt, Grade 5

Persuasive Writing a Letter to the Editor

Rubric Score Point: 4 anchor Characteristics that make the paper an anchor 4:

a. Fully addresses the prompt, but does not address the appropriate audience.

b. Contains complete, coherent sentences.

c. Has a variety of sentence beginnings.

d. Addresses possible concerns of the reader.

e. Has grade-level appropriate grammar, spelling, capitalization, and punctuation.

f. Has few spelling errors. Additional instructional steps for the writer’s growth would include:

a. Exposing the student to letters to the editor in various newspapers. b. Reviewing the correct usage of to, two, and too.

Teacher Notes:

District Writing Sample Scoring Rationale Third Prompt, Grade 5

Persuasive Writing a Letter to the Editor

Rubric Score Point: 4 low Characteristics that make the paper a low 4:

a. Responds to the prompt.

b. Has grade-level appropriate grammar and punctuation.

c. Has a concluding paragraph.

d. Contains elements of a business letter.

e. Provides some ideas and supportive details for the topic.

f. Lacks transitions. Additional instructional steps for the writer’s growth would include:

a. Modeling how to write sentences that include specific details to establish a purpose for the reader.

b. Modeling for the student how to use transitions and conjunctions to connect ideas and

create variety of sentence structure.

Teacher Notes:

District Writing Sample Scoring Rationale Third Prompt, Grade 5

Persuasive Writing a Letter to the Editor

Rubric Score Point: 3 high Characteristics that make the paper a high 3:

a. Responds to the prompt, but does not address the appropriate audience.

b. Has mainly complete sentences.

c. Contains most of the elements of a business letter.

d. Has a concluding paragraph.

e. Does not address the concerns of other readers.

f. Needs more details to support the position. Additional instructional steps for the writer’s growth would include:

a. Exposing the student to letters to the editor in various newspapers.

b. Reviewing the format of a persuasive essay.

c. Teaching the student some prewriting techniques and structures.

Teacher Notes:

District Writing Sample Scoring Rationale Third Prompt, Grade 5

Persuasive Writing a Letter to the Editor

Rubric Score Point: 3 anchor Characteristics that make the paper an anchor 3:

a. Proper organizational pattern for a business letter.

b. Responds to the prompt, but does not address the appropriate audience.

c. Has some variety in word choice.

d. Cursive writing is legible.

e. Contains some misspelled frequently used words. Additional instructional steps for the writer’s growth would include:

a. Exposing the student to letters to the editor in various newspapers.

b. Practicing correct spelling and grammar usage by completing DOL daily.

Teacher Notes:

District Writing Sample Scoring Rationale Third Prompt, Grade 5

Persuasive Writing a Letter to the Editor

Rubric Score Point: 3 low Characteristics that make the paper a low 3:

a. Responds to the prompt.

b. Has complete and coherent sentences.

c. Has mainly grade-level appropriate grammar.

d. Has a variety of sentence beginnings.

e. States issues and gives example of a solution.

f. Contains some frequently misspelled words.

g. Addresses possible concerns of other readers.

h. Lacks proper capitalization.

i. Lacks proper business letter format. Additional instructional steps for the writer’s growth would include:

a. Reviewing the rules for capitalization and practicing how to look for errors in his/her writing.

b. Teaching the format of a business letter.

Teacher Notes:

District Writing Sample Scoring Rationale Third Prompt, Grade 5

Persuasive Writing a Letter to the Editor

Rubric Score Point: 2 high Characteristics that make the paper a high 2:

a. Attempts to respond to the prompt. b. Has a variety in word choice.

c. Has one sentence pattern.

d. Does not address the possible concerns of other readers.

e. Lacks business letter format.

f. Lacks details.

g. Fails to address the appropriate audience.

Additional instructional steps for the writer’s growth would include:

a. Exposing the student to letters to the editor in various newspapers.

b. Teaching the format of a business letter.

c. Demonstrating how to write a counterargument then coaching the student through the process.

d. Modeling how to write sentences that include specific details to establish a purpose for

the reader.

Teacher Notes:

District Writing Sample Scoring Rationale Third Prompt, Grade 5

Persuasive Writing a Letter to the Editor

Rubric Score Point: 2 anchor Characteristics that make the paper an anchor 2:

a. Attempts to respond to the prompt. b. Has one sentence pattern.

c. Has one long paragraph that states a problem.

d. Contains elements of a business letter.

e. Lacks end marks.

f. Lacks a conclusion to support topic.

g. Fails to address the appropriate audience.

Additional instructional steps for the writer’s growth would include:

a. Exposing the student to letters to the editor in various newspaper. b. Instructing the student on the rules for using a period and then modeling how to apply

those rules when writing.

c. Demonstrating how to develop an effective conclusion.

Teacher Notes:

District Writing Sample Scoring Rationale Third Prompt, Grade 5

Persuasive Writing a Letter to the Editor

Rubric Score Point: 2 low Characteristics that make the paper a low 2:

a. Attempts to respond to prompt.

b. Has little variety in word choice.

c. Contains one long paragraph.

d. Lacks correct letter form.

e. Contains Inconsistent punctuation. Additional instructional steps for the writer’s growth would include:

a. Reviewing the rules for capitalization and practicing how to look for errors in his/her writing.

b. Teaching the format of a business letter.

c. Exposing the student to letters to the editor from various newspapers.

Teacher Notes:

District Writing Sample Scoring Rationale Third Prompt, Grade 5

Persuasive Writing a Letter to the Editor

Rubric Score Point: 1 high Characteristics that make the paper a high 1:

a. Contains elements of a business letter. b. Has capitals at beginning of sentences. c. Has supporting details for the topic.

d. Has many errors in spelling words.

e. Has some incoherent sentences.

f. Lacks proper paragraphing.

Additional instructional steps to support this writer:

a. Teaching the student basic spelling rules and patterns to increase his/her personal dictionary.

b. Teaching the student some techniques for proofreading.

c. Demonstrating the structure of a paragraph, focusing on indenting the first line.

Teacher Notes:

District Writing Sample Scoring Rationale Third Prompt, Grade 5

Persuasive Writing a Letter to the Editor

Rubric Score Point: 1 anchor Characteristics that make the paper an anchor 1:

a. Attempts letter form. b. Demonstrates knowledge of pattern. c. Does not state purpose for the letter.

d. Has inventive spelling.

e. States problem only.

f. Has mainly incomplete and incoherent sentences.

Additional instructional steps for the writer’s growth would include:

a. Conferencing with the student to discover details and then showing how to include those details in his/her writing.

b. Instructing the student on the elements and structure of a complete sentence.

Teacher Notes:

District Writing Sample Scoring Rationale Third Prompt, Grade 5

Persuasive Writing a Letter to the Editor

Rubric Score Point: 1 low Characteristics that make the paper a low 1:

a. Addressing of letter is correct. b. Is not written in correct letter form.

c. Contains random capitalization.

d. Is incomplete.

Additional instructional steps for the writer’s growth would include:

a. Teaching the student some prewriting techniques and structures. b. Practicing how to monitor his/her time.

Teacher Notes: