guide t c/ y ela - homesteadsresource.homestead.com/files/2015-2016/assessments/... ·...

© Susan E. Richmond - Revision 11/23/2013

Elem

en

tary SB

AC

/ELA

Asse

ssme

nt

Gu

ide

1


Elementary ELA Common Core Assessment Guide

2

SBAC/ELA Summative Scorable Targets Grades 3 – 12 . . . . . . . . . . . . . . . . . . . . . . . . . 3

ELA Assessment Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

English Language Arts K – 6 Assessment Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

A Closer Look at Each of the 4 ELA Claims and Performance Tasks . . . . . . . . . . . . . . . 7-12

SBAC Performance Tasks Samples: Grades 3 – 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13-22

“Paired” Language Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23-26

SBAC Writing & Research Rubrics Grades 3 – 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27-32

SBAC Research Targets with “Paired” ELA Standards . . . . . . . . . . . . . . . . . . . . . . . . . . 33-48

“Paired” Language Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49-64

Selected and Constructed Response Templates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65-67


SBAC Summative Assessment Targets: ELA/Literacy Grades 3 – 5

Claim Content Category

Assessment Target DOK Min CAT Items SR CR Points

Claim # 1 Reading

Literary Text

1 Key Details 1,2 p(1)=0.5

3 1 6-8

2. Central Ideas 2 p(1)=1.0

3 Word Meanings 1,2 p(1)=0.5

4. Reasoning/Evaluation 3,4 p(1)=1.0

5 analysis Within/Across text 3,4

p(1)=1.0 6 Text Structures/Features 2,3

7 Language Use 2,3

Informational Text

8 Key Detail 1,2 p(1)=0.5

3 1 6-8

9 Central Ideas 2 p(1)=1.0

10 Word Meanings 1,2 p(1)=0.5

11 Reasoning/Evaluation 3,4 p(1)=1.0

12 Analysis Within/Across text 3,4

p(1)=1.0 13 Text Structures/Features 2,3

14 Language Use 2,3

Claim # 2 Writing

Purpose-Focus-Organization

1/3/6: Write/Revise Brief Text 2

p(2)=1.0 2 1 7-10

8 Language and Vocabulary 1

Evidence-Elaboration

1/3/6: Write/Revise Brief Text 2

Conventions 9 Edit and Clarify 1 p(2)=1.0

Claim # 3 Speaking-Listening

Listening 4 Listen/Interpret 1,2,3 p(8)=1.0 3 2 8-10

Claim #4 Research

Research

2 Interpret and Integrate Information 2

p(5)=1.0 1 0 5-6 3 Evaluate Information/Sources 2

4 Use Evidence 3

Component Claim Content/Category Assessment Target Tasks Scores

Performance Task

Claim # 2 Writing Full

Compositions

Purpose-Focus- Organization

2/4/7: Compose Full Texts

1 Essay

1 8 Language and Vocabulary

Evidence/Elaboration 2/4/7: Compose Full Texts 1

Conventions 9 Edit and Clarify 1

Claim #4 Research Research

2 Interpret and Integrate Info.

p(3)=1.0 3 3 Evaluate Information/Sources

4 Use Evidence

ELA/Literacy Grades 6 - 8 ELA/Literacy Grade 11

DOK Min CAT Items SR CR Points DOK Min CAT Items SR CR

2 p(1)=0.33

3 1 4-6

2 p(1)=0.5

3 1 5-7

2 p(1)=1.0 2 p(1)=1.0

1,2 p(1)=0.33 1,2 p(1)=0.5

3 p(1)=1.0 3 p(1)=1.0

3,4

p(1)=0.33

3,4

p(1)=1.0 2,3,4 3,4

3 3

2 p(1)=0.5

3 1 8-10

2 p(1)=1.0

6 3 12-15

2 p(1)=1.0 2 p(1)=1.0

1,2 p(1)=0.5 1,2 p(1)=1.0

3 p(1)=1.0 3 p(1)=1.0

3,4

p(1)=1.0

3,4

p(1)=1.0 3,4 3

3 3

2

p(4)=1.0 2 1 7-10

2

p(2)=1.0 2 1 7-10

1,2 1,2

2 2

1 p(3)=1.0 1 p(2)=1.0

1,2,3 p(8)=1.0 3 2 8-10 1,3 p(8)=1.0 3 2 8-10

3,4

p(5)=1.0 1 0 5-6

4

p(5)=1.0 1 0 4-6 4 3

3,4 3,4

DOK Tasks Scores

DOK Tasks Scores

3,4

1 Essay

1 3,4

1 Essay

1 1,2 1,2

3,4 1 3,4 1 1 1 1 1

3,4

p(3)=1.0 3

4

1 3 3 4

3,4 3,4

SBAC English Language Arts Summative Scorable Assessment Targets Grades 3 - 12

3


Elementary Assessment Framework Semester One

Diagnostic Progress Monitor

IFA

End Quarter

Diagnostic

Begin Quarter


End Quarter

Standards

Standards Standards

Pre-Assessment

Unit of Study 4 RI.1



Pre-Assessment




Interim Assessments All Students

Diagnostic Begin

Quarter

Standards

Beg. Quarter

One

Pre-

Assessment

Weeks 1-2 of

September

Beg. Quarter

Two

Pre-

Assessment

Weeks 1 – 2

of November

End Quarter

One

Common

Formative

Assessment

Last Week

in October

End

Quarter

Two

Common

Formative

Assessmen

t

Weeks 2 of

January

End Quarter

Two

Interim

Assessment

Week 1 of

February

IFA CFA

CFA

PLC Instructional Adjustments Occur after IFAs,

CFAs and Interim Assessments

Progress Monitoring Tool – Learning Progressions


INTERIM

Elementary Assessment Framework Semester Two


IFA

End Quarter

Diagnostic

Begin Quarter


End Quarter

Standards

Standards

Standards

Pre-Assessment




Pre-Assessment




Interim Assessments All Students

Diagnostic Begin

Quarter

Standards

Beg. Quarter

Three

Pre-

Assessment

Weeks 3-4 of

January

Beg. Quarter

Four

Pre-

Assessment

Week 3 of

April

End Quarter

Three

Common

Formative

Assessmen

t

Week 2 of

April

End Quarter

Four

Common

Formative

Assessment

Weeks 3-4 of

May

State

Assessment

3-6

K-2

Summative

Assessment

Early June

IFA CFA

CFA

PLC Instructional Adjustments Occur after IFAs,

CFAs and Interim Assessments



Summative

4


Schedule of Pre-Assessment and Common Formative Assessments

Claims Quarter 1 DOK 1-2 Quarter 2 DOK 2-4

Claim 1 Reading

Targets 8 Key Details 9 Central Id 10 Word Meaning 11 Reasoning 12 Analysis 13 Structure 14 Language

Standards RI.1 RI.3 RI.2 RI4 RI.3, RI.6 RI-8 ,RI.9 RI.7, RI.9 RI.5 RI.7 L-4,5,5a,5b

Targets 8 Key Details 9 Central Idea 10 Word Meaning 11 Reasoning 12 Analysis 13 Structure 14 Language


Claim 2 Writing

Not assessed

Targets 1 -3-6 Write/Revise 1 Narrative 3-Informational 6 Opinion 2-4/5-7 Full Comp. 2 Narrative 4 Informational 5 Text Features 7 Opinion 8 Lang/Vocabulary 9 Edit/Clarify 10-Technology

Standards Write/Revise W.3a-e W.2a-e, W.9 W.1a-d, W.9 Full Composition W.3a-e +W.4,W.5,9 W.2a-e,+W.4,W.5,9 (part of info.) W.1a-d,+W.4,W.5,9 W.2d,3d,L3a,L6 L.2,2,3b W-6

Claim 3 Speaking- Listening

Not assessed

Targets 1 Lang/Vocab 2 Clarify 3 Plan/Speak 4 Interpret

Standards L.3a,c,L6 L.3a,c, L6 SL.2,4,5,6 SL.1,,2,3,6

Claim 4 Research

Not assessed

Not assessed

Schedule of Pre-Assessment and Common Formative Assessments

Quarter 3 DOK 2-4 Quarter 4 DOK 3-4





Targets 1-3-6 Write/Revise 1 Narrative 3 Informational 6 Opinion 2-4/5-7 Full Comp. 2 Narrative 4 Informational 5 Text Features 7 Opinion 8 Lang/Vocab. 9 Edit/Clarify 10 Technology





Standards L.3a,c,L6 L.3a,c,L6 SL.2,4,5,6 SL.1,,2,3,6


Standards L.3a,c,L6 L.3a,c,L6 SL.2,4,5,6 SL.1,2,3,6

Targets 1 Plan/Research 2 Integrate Info. 3 Eval. Sources 4. Use Evidence 5. Lang/Vocab 6. Edit/Clarify

Standards SL.2,3,4,W.6,7 RI.9, W.8,9 W.9 RI.9, W.8,9 W.2d,W3d,Lda,L6 L.1,2

Targets 1 Plan/Research 2 Integrate Info. 3 Eval. Sources 4 Use Evidence 5 Lang/Vocab 6 Edit/Clarify

Standards SL.2,3,4,W.6,7 RI.9,W.8,9 W.9 RI.9,W.8,9 W.2d,W3d,Lda,L6 L.1,2

Elementary Common Formative Assessment Map Note: Reading Informational Text is assessed in 2013-2014 along with supporting writing, language and speaking/listening standards.

5

Standards in RED are those assessed each quarter on the pre-assessments and the CFAs/

© Susan E. Richmond - Revision 11/23/2013 6

[Blank Page]


A Closer Look at the Four Assessed Claims..... Students will receive… • one score for each of the four ELA claims:

and… • one total score for all four claims.

The Four Claims:

1. Reading . . . . . . . . . . . . . . . . . . page 8

2. Writing . . . . . . . . . . . . . . . . . . page 9

3. Speaking / Listening . . . . . . . . page 10

4. Research . . . . . . . . . . . . . . . . . page 11

Performance Tasks . . . . . . . . . . . . page 12


Reading Informational Text Pre-Assessments and Common Formative Assessments by Quarter

Standards in RED are those assessed.

Score Reporting Category

Claim 1 Reading

Quarter 1 DOK 2 Quarter 2 DOK 2-4

Targets 8 Key Details 9 Central Idea 10 Word Meaning 11 Reasoning 12 Analysis 13 Structure 14 Language




SBAC (Claim #1) Target Descriptions Informational Reading Targets 8 Key Details: Use explicit details and implicit information from the text to support answers /inferences about information. 9 Central Ideas: Identify or summarize central ideas, key events, or procedures. 10 Word Meanings: Determine intended meaning of words, including domain-specific (Tier 3) words and academic (tier 2) words with multiple meanings, based on context, word relationships (e.g., synonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of resources ( e.g., dictionary, glossary). 11 Reasoning and Evaluation: Use supporting evidence to justify or interpret how information is presented or integrated ( author's reasoning, type of account, visual/graphic information, concepts, ideas).

SBAC Example Prompts and Rubrics (partial rubrics, show highest score only)

Target 8 - Key Details Grade 4 SBAC Sample Constructed Response RI.1, RI.3 Item Prompt: Explain how pictures from satellites can help people in their everyday lives. Support your answer using details from the passage.

Target 9 - Central Ideas Grade 4 SBAC Sample Constructed Response RI.2 Item Prompt: Write a summary of key events that led to Amelia Earhart becoming a famous pilots. Use details from the passage in your summary to support your answer.

The response: (highest rubric score) Rubrics • gives sufficient evidence of the ability to explain how pictures from satellites can help people in their everyday lives. • includes specific identification of details that makes clear reference to the text. • fully supports the explanation with clearly relevant information from the tex.t

The response: (highest rubric score) Rubrics • gives sufficient evidence of the ability to identify or summarize

central ideas, key events, or procedures. • includes explanations that make reference to the text. • fully supports the explanations with clearly relevant details

from the text.

Target 12 – Analysis Within or Across Texts Grade 3 SBAC Sample , Targets 11 and 12 are seen most often as part of a Performance Task. RI.3, RI.6, RI.8, RI.9 Item Prompt: Your assignment: You will watch a video and read one article, taking notes on these sources and answering three questions about the sources. You will then prepare and deliver an oral presentation about which vegetable you would chose to grow in your garden. Performance tasks may have rubrics for research, listening/speaking, reading and writing.

Target 13 – Text Structures/Features Grade 6 SBAC Sample Constructed Response RL.5, RL.7 Item Prompt: Use details from the text to explain how time and memory are used to structure the story.

The response: (highest rubric score) Rubrics • Gives sufficient evidence of the ability to recognize chronology and family memory as underpinning the structure of the text. • Includes specific inferences that make clear reference to the text. • Adequately supports the inferences with clearly relevant examples from the text.

Each reading target is assessed under Claim #1 – Reading. Students will receive one score for each of the four ELA Claims and one total score for all four claims.

Quarter 3 DOK 2-4 Quarter 4 DOK 3-4





Continued....SBAC (Claim #1) Target Descriptions Informational Reading Targets 12 Analysis Within or Across Texts: Interpret, explain or connect information presented within or across texts (e.g., compare

contrast, show cause-effect, integrate information). 13 Text Structures/Features: Relate knowledge of text structures and text features (e.g., graphs, charts, timelines) to obtain, interpret, explain or integrate information). 14 Language Use: Determine or interpret figurative language/literary devices or connotative meanings of words and phrases used in context and the impact of those words choices on meaning and tone.

SBAC Example Prompts and Rubrics (partial rubrics, show highest score only)

Target 10 – Word Meanings Grade 3 SBAC Sample Selected Response RI.4 with L-4, L-6 Item Prompt: What is the meaning of the word pressure? Distractor Analysis: A. INCORRECT: The word “gas” is in the passage, but the context does not support it as the meaning of the word “pressure.” B. INCORRECT: The passage mentions the “deep” end of a pool, but the context does not support it as the meaning of the word “pressure.” C. CORRECT: The context of the passage clarifies that “pressure” is force by giving examples of it: head feels squeezed, squishes gas into liquid, and crush a metal spaceship. D. INCORRECT: The word “strong” can be a descriptor for the degree of pressure, but the context does not support it as the meaning of the word “pressure.”

Target 11 – Reasoning and Evidence Grade 6 SBAC Sample Constructed Response RI.3, RI.6 Item Prompt: The author of the passage thinks that the medicine vending machine fulfills an unmet need in the Curve Lake community. Write 2-3 sentences explaining how the text supports the idea that the medicine vending machine fulfills and unmet need.

The response: Rubrics • gives sufficient evidence of the ability to justify an interpretation of the author’s reasoning. • includes specific opinions that make clear reference to the text • adequately supports the opinions with clearly relevant details from the text.

Reading Literary and Informational Text Link to ELA/Literacy Claim #1 SBAC What sufficient evidence looks :ELA/Literacy Claim #1

Excerpt from: Smarter Balanced Assessment Consortium At each grade level, students will engage with a variety of literary and informational texts, including literary nonfiction and texts covering science, social studies, and technical topics. Students are expected to answer questions that range from demonstrating the ability to locate key details and summarize central ideas to using textual evidence to analyze and support judgments made about the ideas presented. Indeed, the ability to refer to details and examples in support of claims, inferences, and conclusions is so central to reading that Reading standard 1 is considered a component of each of the summative assessment targets set forth for Claim #1. This ability should be understood to go well beyond information location and retrieval. Depending on the particular item or task, students may support responses with details drawn directly from the text (text-referential responses) or may do so by providing a rich, text-based synthesis that clearly reflects deep understanding of the text. Given a question such as “Based on what you read, why did Jean’s mood improve?” a student might respond by noting that Jean’s mood improved because the daffodils began to bloom and leaves began to form on the trees” (underlined words taken directly from the text); however, an entirely different but text-relevant way to respond would be “Jean’s spirits lifted because the world around her changed and became more colorful as it turned to spring.”

A Closer Look at Claim #1 Reading SBAC Assessment Targets and Rubric Samples Claim #1 Reading (informational) 3-4 Selected Response , 1-2 Constructed Response

8

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=8yEG1fMGxRLC4M&tbnid=Hs6m5Ji5C-AqcM:&ved=0CAUQjRw&url=http://www.fcps.edu/RachelCarsonMS/CarsonSummerReaders.htm&ei=01ZgUqygJ-ahiQK6xIH4Dw&bvm=bv.54934254,d.cGE&psig=AFQjCNF8w8aXxNxlP5GMwmE_eRSy3O9K_Q&ust=1382131754279774

http://www.ode.state.or.us/wma/teachlearn/commoncore/ela-claim-1.pdf


Writing Pre-Assessments and Common Formative Assessments by Quarter


Quarter 2 DOK 1-2 Excerpt from: Smarter Balanced Assessment Consortium :

What sufficient evidence looks like for ELA/Literacy Claim #2

At each grade level, students will demonstrate ability to compose, revise, and/or edit - a variety of shorter and longer literary and informational texts for different purposes. Grades 3-5, assessment will assess these writing types: narrative (35%), informational (35%), and persuasive (30%). At grades 6-8, emphasis will shift to: narrative (30%), informational (35%), and persuasive writing (arguments) to support claims of evaluation of evidence from sources (35%).

Reporting Categories for Claim #2 – Writing

1 Organization and Expression of Ideas: Organizing and clearly communicating ideas 2 Use of Evidence: Providing supporting evidence, details, and elaboration consistent with focus/thesis/claim, source text or texts, purpose and audience 3 Conventions: Applying the conventions of standard written English; editing for grammar, usage, and mechanics to clarify the message.

These categories include... 1: Write and Revise 2: Full Compositions Write and Revise: Develop a description of a setting given an event or story line, develop an introduction to a report given a topic and some factual information or Selected response items and short CR items will specifically assess editing skills (grammar, usage and mechanics standards) and revise a passage for clarity

Targets 1 -3-6 Write/Revise 1 Narrative 3 Informational 6 Opinion

Standards Write/Revise W.3a-e W.2a-e, W.9 W.1a-d, W.9

2-4/5-7 Full Comp. 2 Narrative 4 Informational 5 Text Features 7 Opinion 8 Lang/Vocabulary 9 Edit/Clarify 10-Technology

Full Composition W.3a-e +W.4,W.5,9 W.2a-e,+W.4,W.5,9 (part of info.) W.1a-d,+W.4,W.5,9 W.2d,3d,L3a,L6 L.2,2,3b W-6

SBAC Claim #2 Target Descriptions for Write and Revise Write and Revise Targets 1 Apply narrative strategies (e.g., dialogue, description), appropriate text structures-transitions when writing or revising one or more paragraphs of narrative text (e.g., introduce narrator or use dialogue when describing an event). 3 Apply a variety of strategies when writing/revising one or more paragraphs of informational text: organizing ideas by stating and maintaining a focus/tone, develop a topic include relevant evidence/vocabulary and elaboration, provide a conclusion appropriate to task. 6 Apply a variety of strategies when writing or revising one or more paragraphs of text that express arguments about topics/texts: establishing -supporting a claim, organizing -citing supporting evidence using credible sources, appropriate vocabulary, or providing a conclusion appropriate to purpose and audience. 8 Strategically use precise language and vocabulary (including academic words/domain-specific vocabulary figurative language,) and style appropriate to the purpose/audience when revising texts. 9 Apply or edit grade-appropriate grammar usage and mechanics to clarify a message and edit narrative, informational, and persuasive texts.

SBAC Example Write and Revise Prompts

Grade 3 Write and Revise Target 9 What is the plural of the underlined word? Options: A. familys B. familes C. families D. famillies

Grade 4 Write and Revise Target 8 Choose a word to replace leave that better describes what puddles do when they evaporate. Options: A. stand B. disappear C. happen D. Spread

Grade 5 Write and Revise Target 3 Item Stem: Which statement adds appropriate supporting detail to the information in the first paragraph? Options: A B C D

Grade 6 Write and Revise Target 6 Item Stem Which of the following statement is an appropriate addition to the final paragraph of “Animals on the Move”? Options: A B C D

Write and Revise Rubric (Begins Quarter Two)

1 Purpose, Focus and Organization 2 Evidence and Elaboration 1. Demonstrates sufficient focus on the topic and includes some supporting data. 2. Has an adequate organization pattern, and conveys a sense of wholeness and completeness, although some lapses occur. (Embedded Language and Vocabulary Use) 3. Strategically use appropriate language - vocabulary including academic -domain specific vocabulary revising or composing texts. 4. Provides adequate language and appropriate word choices for intended audience and purposes. 5. Includes sentences, or phrases where appropriate, that are somewhat varied in length and structure. 3 Conventions 6. Students will demonstrate an ability to edit (using grammar, usage and mechanics) and be able to revise a passage for clarity.

Continued…. Writing Pre-Assessments and Common Formative Assessments by Quarter


Quarter 3 DOK 3-4 Quarter 4 DOK 3-4 Targets 1-3-6 Write/Revise 1 Narrative 3 Informational 6 Opinion


Targets 1-3-6 Write/Revise 1 Narrative 3 Informational 5 Opinion


2-4/5-7 Full Comp. 2 Narrative 4 Informational 5 Text Features 7 Opinion 8 Lang/Vocab. 9 Edit/Clarify 10 Technology


2-4/5-7 Full Comp. 2 Narrative 4 Informational 5 Text Features 7 Opinion 8 Lang/Vocab. 9 Edit/Clarify 10 Technology


Full Compositions will include opportunities for using a process for developing the writing - planning, note taking, and discussion of the texts read (phase 1 – research of Performance Tasks) so that students can generate and organize their ideas. During phase -2 (full composition writing), students write and revise responses (opinion/argument) or use texts read to develop an informational report or essay on a topic.

SBAC Claim #2 Target Descriptions for Full Compositions Full Composition Writing Targets 2 COMPOSE FULL TEXTS: Write longer narrative texts demonstrating narrative strategies, structures, transitions, and authors’ craft appropriate to purpose (writing a speech, point of view, short story.) Informational Text Has Two Targets: 4 COMPOSE FULL TEXTS: Write full informational/ explanatory texts, attending to purpose and audience: organize ideas by stating and maintaining a focus, develop a topic including citing relevant supporting evidence (from text when appropriate) and elaboration, with appropriate transitions for coherence, and providing a conclusion. 5. USE TEXT FEATURES: Employ text features and visual components appropriate to purpose and style. 6 COMPOSE FULL TEXTS: Write full arguments about topics or texts, attending to purpose and audience: establish and support a claim, organize -cite

supporting (text) evidence from credible sources, and provide a conclusion.

SBAC Example Full Composition Writing Prompts (partial examples)

Grade 3 Full Composition Target 4 Prompt Write an informational essay explaining what a person should do to have good dental health. Include details from the video and articles to support your ideas. • plan your essay • write your essay • revise and edit for a final draft

Grade 4 Full Composition Target 2 Prompt The two narratives you read were tall tales about American folk heroes. Johnny Appleseed and Paul Bunyan are larger than life characters with exaggerated facts or statements about them. Write a short tall tale involving a character who has larger-than life abilities or an extraordinary story to tell. Remember to include narrative strategies like dialogues, descriptions, characters, plot, setting, and closure.

Grade 5 Full Composition Target 6 Prompt You have read three articles about child philanthropists. Think about their causes and choose which one you would most like to support. Write an opinion essay explaining why you chose that cause and what you could do to help support.

Grade 6 Full Composition Target 2 Prompt Write a short story using at least two characterization techniques to introduce your main character quickly. Character 1. Who will be the main character of your story? 2. Which characterization techniques will you use? Setting 1. Where and when will your story take place? Plot 1. Problem a. What is the problem your character will solve? b. How will the problem be solved? 2. Sequence of Events a. How will your story begin? b. What will happen to move your story beginning to end? c. How will your story end? Theme 1. What is the lesson or message that can be learned from the story?

Full Composition Informational Writing Rubric (begins quarter three) SBAC (partial rubric of highest response)

1 Purpose, Focus The response is fully sustained and consistently and purposefully focused. Organization The response has a clear and effective organizational structure creating unity and completeness. 2 Evidence and Elaboration The response provides thorough and convincing support/evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response achieves substantial depth that is specific and relevant. (Embedded Language and Vocabulary Use) The response clearly and effectively expresses ideas, using precise language. 3 Convention The response demonstrates a strong command of conventions.

A Closer Look at Claim #2 Writing SBAC Assessment Targets and Rubric Samples Claim #2 Write and Revise 2-4 Selected Response , 1 Constructed Response Full Compositions = 1 Essay scored three ways

9


Speaking/Listening Pre-Assessments and Common Formative Assessments by Quarter


Quarter 1 Quarter 2 DOK 1

Claim 3 Speaking- Listening

Not Assessed


Standards L.3a,c,L6 L.3a,c, L6 SL.2,4,5,6 SL.1,,2,3,6

SBAC Claim #2 Target Descriptions for Speaking and Listening Speaking Targets (Target #3 is the Reported Target for Scoring) 1 LANGUAGE & VOCABULARY USE: Strategically use precise language (including academic and domain specific vocabulary), syntax, and discourse appropriate to the purpose and audience when speaking. 2 CLARIFY MESSAGE: Use grade-appropriate grammar and mechanics to clarify a message appropriate to the purpose and audience. 3 PLAN/SPEAK/PRESENT: Compose (gather and organize information) and orally deliver short (e.g., summarize, paraphrase) and longer presentations for different purposes and audiences, adding visual/graphic/audio enhancements when appropriate for clarifying the message

Listening Targets 4 LISTEN/INTERPRET: Interpret and use information delivered orally or visually

SBAC Example Speech “Assignments” (Speaking Example Portion of a Performance Task) Target 3 is the Reporting Scorable Target

Grade 3 Speaking Target 3 Assignment You have watched one short video and read one informational article about growing a vegetable garden. Consider what is needed in order grow vegetables successfully. Now, choose one of the vegetables from the article and prepare a speech about which one would grow best where you live. You will write a draft of a speech and create any supplementary materials you may need for your presentation. Support your opinion with details from the sources you have read and viewed.

Grade 4 Speaking Target 3 Assignment Plan, write, and deliver a presentation in which you talk about both the advantages and disadvantages (plusses and minuses) of eating locally-grown, in-season foods. You will begin by writing a draft of the speech and creating any supplementary materials you may need for your presentation. Support your ideas with details from the sources you have read and viewed.

Grade 5 Speaking Target 3 Assignment Your principal has done some research about the use of digital textbooks in the classroom and is considering replacing the paper textbooks with digital textbooks next school year. Your principal has not made a final decision and would like to know students’ opinions. Plan, write, and deliver a speech in which you express your view for or against replacing your school’s paper textbooks with digital textbooks. You will write a draft of a speech and create any supplementary materials you may need for your presentation. Support your opinion with details from the sources you have read and viewed.

Grade 6 Speaking Target 3 Assignment Give a five-minute speech to your classmates and/or your teacher about the young wonder you researched and explain why the person is a wonder. Share the visual or audio. Tell the web address of the website(s) used to get information about the young wonder.

Speech Rubric (partial rubric of highest response)

•Focus: The speech is consistently and purposefully focused. •Organization: The speech has a clear, effective organizational structure creating unity and completeness. •Evidence of Elaboration: The speech provides thorough and convincing support/evidence for the writer’s controlling idea, opinion, claim that includes the effective use of sources, facts, and details. •Language and Vocabulary: The speech clearly and effectively expresses ideas. •Presentation: The speech is clearly and smoothly presented.

Speaking/Listening Pre-Assessments and Common Formative Assessments by Quarter


Quarter 3 DOK 1 Quarter 4 DOK 2-3


Standards L.3a,c,L6 L.3a,c,L6 SL.2,4,5,6 SL.1,,2,3,6



Excerpt from: Smarter Balanced Assessment Consortium What sufficient evidence looks like: ELA/Literacy Claim #3

The CCSS speaking and listening standards require students to have skills necessary for making formal presentations. CC Speaking and Listening standards, while not as explicit as the other domains of language arts regarding vocabulary acquisition, imply the need to understand and use language effectively, from stating key details to paraphrasing, to supplying supporting evidence for ideas.

Listening: Students at all grade levels will listen to/view a variety of non-print texts, such as following directions or procedures in a simulation or hands-on task, or view demonstrations, lectures, media messages, speeches, etc. and respond to comprehension-and integration/analysis–type questions (similar to the selected response and open response questions described for reading Claim #1). The stimuli for the listening comprehension items will be drawn from a range of subject areas, including but not limited to science, history, and technical topics. Listening comprehension items and tasks may include input that is audio-visual, as well as just audio in nature and can be controlled by individual students as needed (e.g., repeated or paused for note taking).

Speaking: SBAC will develop two types of summative speaking assessment tasks 1) externally scored audio- or video-recorded presentations in response to a prompt: • students are provided with a stimulus and a question to respond to • students will prepare and offer a short summary, explanation or analysis (audio or video taped) 2) “common” summative speaking performance tasks (oral presentations) conducted in the classroom at selected grade levels. • an oral presentation will be developed in conjunction with a performance task • scores will be “certified” at the district level and reported to the state •Audits will sample results from a grade level within each grade span

A Note about Listen/Interpret Target 4

Listen/Interpret is not assessed with a rubric. It is assessed as part of a performance task – how well did the student listen to the audio stimulus in order to take notes that will be applied later to a performance task or product? It is an embedded score.

A Closer Look at Claim #3 Speaking and Listening SBAC Assessment Targets and Rubric Samples Claim #3 Speaking: Performance Tasks audio/video presentation or oral speech

Listen/Interpret: 3-4 Selected Responses 2 Constructed Responses

10


Research Pre-Assessments and Common Formative Assessments by Quarter Standards in RED are those assessed.

Claim #4 Research

Quarter 3 DOK 2-4 Excerpt from: Smarter Balanced Assessment Consortium

What sufficient evidence looks: ELA/Literacy Claim #4 Research and inquiry tasks are a means by which students can demonstrate their ability to think critically, analyze and synthesize information, and communicate effectively. At each grade level, students will explore a topic, issue, or complex problem that may involve working with peers to gather and /or interpret information from multiple sources. Individual students then select, analyze, and synthesize information in order to craft a coherent response to the problem or prompt using supporting evidence.

Targets 1 Plan/Research 2 Integrate Info. 3 Eval. Sources 4. Use Evidence 5. Lang/Vocab 6. Edit/Clarify

Standards SL.2,3,4,W.6,7 RI.9, W.8,9 W.9 RI.9, W.8,9 W.2d,W3d,Lda,L6 L.1,2

All research tasks will be scored using common criteria: these are likely to include (but may not be limited to) effective investigation, identification and evaluation of sources, synthesis of ideas/information, and accurate And appropriate documentation.

SBAC Target Descriptions for Research Assessed as Part 1 of Performance Tasks

Research Targets 1 Plan/Research: Conduct short research projects to answer a multi- step question or investigate different aspects (subtopics) of a

broader topic or concept. 2 interpret and Integrate Information: Locate information to support central ideas/subtopics: Select and integrate information from

data or pint and non-print text sources 3 Evaluate Information/Sources:: Distinguish relevant-irrelevant information (e.g., fact/opinion). 4 Use Evidence: Generate conjectures or opinions-cite evidence to support based on prior knowledge and evidence collected and

analyzed. 5 Language and vocabulary Use: Strategically use language, vocabulary (including academic and domain-specific vocabulary), and

syntax appropriate to the purpose and audience. 6 Edit/Clarify: Apply grade-appropriate grammar usage and mechanics to clarify a message. 7 Technology: Use tools of technology to gather information, make revisions or to produce text/presentations.

SBAC Scorable Research Targets are: Targets 2-3-4

Sample Research Rubric for Target 2 Sample Research Rubric for Target 3 Sample Research Rubric for Target 4

•Sufficient evidence to locate, select, interpret and integrate information within and among sources of information. •Limited evidence to locate, select, interpret and integrate information within and among sources of information. •No evidence to locate, select, interpret and integrate information within and among sources of information.

•Sufficient evidence to distinguish relevant from irrelevant information such as fact from opinion. •Limited evidence to distinguish relevant from irrelevant information such as fact from opinion. •No evidence to distinguish relevant from irrelevant information such as fact from opinion.

•Sufficient evidence to cite evidence to support opinions and ideas. •Limited evidence to cite evidence to support opinions and ideas. •No evidence to cite evidence to support opinions and ideas.

Research Pre-Assessments and Common Formative Assessments by Quarter Standards in RED are those assessed.

Quarter 4 DOK 3-4 Research Tasks are Part 1 of Performance Tasks



SBAC Grade 3 Sample Performance Task Part 1 of a Performance Task You will now watch a video and read one article. Take notes because you may want to refer back to your notes while writing your essay..

(video 1) (article 1) Questions Use your remaining time to answer the questions below. Your answers will be scored. Also, they will help you think about the sources you’ve read and viewed, which should help you write your presentation. You may also refer to your notes. Answer the questions in the spaces provided below them. 1. What is one detail about growing vegetables that appears in both the video and the article? 2. Which ideas from the video and the article are things gardeners should consider when planning which vegetables to grow? Select as many as apply. (selected response). 3. Read this statement: “Vegetables are the building blocks for a healthful diet.” Do you agree with this statement? Explain your answer using evidence from the video or the text to support your opinion.

SBAC Example Research Tasks (part 1 of a performance task)

In grades 3-5, students might read/view and discuss a short informational article about a science topic, such as static electricity. Then they will conduct a design experiment with a partner to collect data about how static electricity behaves under certain conditions. Individually, students prepare and present their results to show that they can draw conclusions that integrate or compare what they read about and what they observed. Related to social studies, elementary students might read and discuss short personal accounts of US citizens who immigrated to this country (firsthand accounts) and an article (secondhand account) dealing with different immigration patterns across US history, and then be asked to respond to a research question posed (e.g., comparing or integrating information from firsthand and secondhand accounts).

In grades 6 – 8 students might explore a variety of potential digital and print resources that can be used to respond to a research question about the social and economic impact of the Transcontinental Railroad or to a problem with which they are presented such as how to control the spread of invasive plant species. Students would consider the credibility of sources located and relevance of information to the topic. Then, they would prepare and present their results to one another to show that they can draw conclusions that integrate or analyze information.

SBAC Grade 4 Sample Performance Task Part 1 of a Performance Task You will read two articles and watch one video about the differences between living in certain types of environments, taking notes on these sources. You will then write an opinion essay about which environment you would most want to live in and why. Take notes because you may want to refer to your notes while writing your essay. Your notes and sources will be your basis for writing your final draft.

(article 1) (video) (article 2) Questions Use your remaining time to answer the questions below. Your answers will be scored. Also, they will help you think about the sources you’ve read and viewed, which should help you write your essay. 1. Using details from the video or article, explain why moving from one environment to the other is difficult. 2. According to the video and the second article, what are one benefit and one possible disadvantage of living in a plains environment?. 3. Which piece of information from the article is NOT important in helping you understand the major differences between the two environments. (selected response choices)

Grade 5 Part 1 of a Performance Task You will watch a video and read two articles about pollution on Earth and pollution in space, taking notes on all of these sources, and answer three questions about the sources. You will then write an informational essay comparing the problem of pollution on Earth to the problem of pollution in space, discussing how these problems are similar and different, and considering various possible solutions to each problem.

(article 1) (video) (article 2) Use your remaining time to answer the questions below. Questions 1. What is one detail about pollution in space that appears in both the video and the “Cleaning up the Space Junk” article you read? 2. Which sentence or sentences from the two articles support the idea that pollution on Earth and in space is harmful? 3. Read this statement: “Humans are learning from their mistakes involving pollution.” Do you agree with this statement? Explain your answer using evidence from the video or the text to support your opinion.

A Closer Look at Claim #4 Research SBAC Assessment Targets and Rubric Samples Claim #4 Research 1-2 Selected Responses, 1-2 Constructed Responses, Integrated Writing Essay

11


Excerpt from: Smarter Balanced Assessment Consortium All Smarter Balanced performance tasks will consist of three basic components: stimulus presentation, information processing, and scorable product or performance. Information processing means student interactions with the stimulus materials and their content. It could include note taking, data generation, and any of a number of other activities that advance the students’ understanding of the stimulus content or the assignment. All activities within a task must have a reason for being there (e.g., to increase understanding, for scaffolding, as early steps in product production, or for product creation itself). While a task will involve multiple parts and associated responses or products, the parts should be related, contributing to a whole or leading to the final product or performance. More detail on the possibilities within the three basic task components is presented in specifications for ELA/literacy and mathematics performance tasks.

Writing + Research = Performance Task performance task could involve many combinations. Performance Tasks Begin in Quarter Four

Stimulus Information-Processing (not scored) Scorable Product Performance

Readings Note-taking Essay Report

Video Clips Group Discussions Oral Presentations

Audio Clips Investigative Searches Graphic Presentations

Research Topics Simulated Internet Searches

Graphs/Charts (other visuals) Tools: Graphics, T-Charts

Comprehension Questions

ELA performance tasks address multiple claims. Performance tasks at any one grade will address one or more of the following combination of claims.

SBAC Grade 3 SBAC Grade 4 SBAC Grade 5 SBAC Grade 6

Narrative Writing, Research Narrative Writing, Research , Reading

Informational Writing, Research

Speaking, Research

Informational Writing, Research Informational Writing, Research

Narrative Writing, Research Narrative Writing, Research, Reading

Speaking ,Research, Reading Persuasive Writing, Research

Opinion Writing, Research, Reading

Informational Writing, Research

Opinion Writing, Research Speaking, Research Speaking, Research, Reading Argument Writing, Research

A Closer Look at Performance Tasks Integrating all Four ELA Claims at Different Variables

Part I: Selected Responses 3 – 4 Constructed Responses 2 – 3 Part II: Full Composition C

laim s Quarter 4 DOK 3-4

Re

adin

g



Wri

tin

g



Spe

akin

g -

List

en

ing



Re

sear

ch



12


Sample SBAC Assessments Claim #2 Writing and Claim #4 Research

Performance Task Samples Grades 3 - 6

Note: These examples are portions of performance tasks assessing only Claim #2 (writing) and Claim #4 (research) for the purpose of demonstrating the integration of writing and research.

13


Primary Claim #2 – Writing W-3a, W-3b, W-3c, W-2d, W-3d, W-4, W-5, L-1, L- 2, L-3a, L-3b, L-6 Target 2 - Compose Full Narrative Text Target 8 - Language and Vocabulary Use Target 9 - Edit and Clarify

Primary Claim #4 - Research RI-9; W-8, SL-2, SL-3, SL-4; W-6, W-7 RI-9; W-1a, W-8 Target 2 - Interpret and Integrate Information Target 4 - Use Evidence

How your essay will be scored: The people scoring your essay will be assigning scores for 1. Statement of Purpose/Focus—how well you clearly state and maintain your controlling idea

or main idea. 2. Organization – how well the ideas progress from the introduction to the conclusion using

effective transitions and how well you stay on topic throughout the essay 3. Elaboration of Evidence – how well you provide evidence from sources about your topic and

elaborate with specific information. 4. Language and Vocabulary – how well you effectively express ideas using precise language

that is appropriate for your audience and purpose. 5. Conventions – how well you follow the rules of usage, punctuation, capitalization, and

spelling.

Sample Generic 4-point Narrative (Grades 3-8) Writing Rubric

Score Statement of Purpose and Narrative

Focus and Organization

Development: Language and

Elaboration of Evidence Conventions

4

Points

The narrative, real or imagined, is clearly focused and maintained throughout: • effectively establishes a setting, narrator and/or characters, and point of view.

The narrative, real or imagined, has an effective plot helping create unity and completeness: • effective, consistent use of a variety of transitional strategies • logical sequence of events from beginning to end effective opening and closure for audience and purpose

The narrative, real or imagined, provides thorough and effective elaboration using details, dialogue, and description: • effective use of a variety of narrative techniques that advance the story or illustrate the experience.

The narrative, real or imagined, clearly, and effectively expresses experiences or events: • effective use of sensory, concrete, and figurative language clearly advance the purpose

The narrative, real or imagined, demonstrates a strong command of conventions: • few, if any, errors in usage and sentence formation • effective and consistent use of punctuation, capitalization, and Spelling.

This is a partial rubric.

Research Rubric: Interpret and Integrate Information Grades 3-5

(Claim 4 – Target 2)

2 The response gives sufficient evidence of the ability to locate, select, interpret and integrate

information within and among sources of information.

1 The response gives limited evidence of the ability to locate, select, interpret and integrate

information within and among sources of information.

0 A response gets no credit if it provides no evidence of the ability to locate, select, interpret

and integrate information within and among sources of information.

Research Rubric: Use Evidence Grades 3-5 (Claim 4 – Target 4)

2 The response gives sufficient evidence of the ability to cite evidence to support opinions

and ideas.

1 The response gives limited evidence of the ability to cite evidence to support opinions and

ideas.

0 A response gets no credit if it provides no evidence of the ability to cite evidence to support

opinions and ideas.

14


Part 1- Planning (35 minutes) Part 1 (35 minutes): Ultimately tasked with writing a narrative, students will independently read two tall tales and an informational article about tall tales, taking notes on these sources. They will then respond to several questions about these sources, addressing the research skills of analyzing and evaluating information. Students take notes to refer while writing a tall tale. They can refer to any of the sources as often as needed. Notes and sources will be the basis for writing a final draft.

Sources Narrative 1 Narrative 1- Johnny Appleseed Illustration: Library of Congress, Harper’s New Magazine, 1871: Narrative 2 Paul Bunyan and Babe Photo: Library of Congress, Statues of the legendary lumberjack Paul Bunyan and his faithful blue ox Babe

Part 2- (70 minutes) Part 2 (70 minutes): Students will work individually to plan, write, and revise a narrative of a tall tale character that has super-human abilities or an extraordinary story to tell. Scorable Products: Student responses to the selected-response and constructed-response questions and the narrative will be scored..

Your Assignment: Write a short tall tale involving a character who has larger-than life abilities or an extraordinary story to tell. Remember to include narrative strategies like dialogues, descriptions, characters, plot, setting, and closure.

15


Primary Claim #2 – Writing W-2a,W-2b,W-2c,W-2d,W-2e,W-4, W-5, W-8, W-9b L-1, L-2, L-3 Target 4 - Compose Full Informational Text Target 8 - Language and Vocabulary Use Target 9 - Edit and Clarify

Primary Claim #4 - Research RI-9, W-1a, W-1b, W-8, W-9 Target 2 - Interpret and Integrate Information Target 4 - Use Evidence


or main idea 2. Organization – how well the ideas progress from the introduction to the conclusion using

effective transitions and how well you stay on topic throughout the essay. 3. Elaboration of Evidence – how well you provide evidence from sources about your topic and

elaborate with specific information 4. Language and Vocabulary – how well you effectively express ideas using precise language

that is appropriate for your audience and purpose. 5. Conventions – how well you follow the rules of usage, punctuation, capitalization, and

spelling.


Research Rubric: Interpret and Integrate Information Grades 3-5

(Claim 4 – Target 2)

2 The response gives sufficient evidence of the ability to locate, select, interpret and

integrate information within and among sources of information.

1 The response gives limited evidence of the ability to locate, select, interpret and


0 A response gets no credit if it provides no evidence of the ability to locate, select,

interpret and integrate information within and among sources of information.


2 The response gives sufficient evidence of the ability to cite evidence to support

opinions and ideas.

1 The response gives limited evidence of the ability to cite evidence to support

opinions and ideas.

0 A response gets no credit if it provides no evidence of the ability to cite evidence

to support opinions and ideas.

Informational/Explanatory Writing Grades 3 - 5

Score Statement of Purpose and Focus and

Organization

Development: Language and Elaboration

of Evidence Conventions

4 Points

The response is fully

sustained and

consistently and

purposefully

focused: controlling

idea or main idea of

a topic is focused,

clearly stated, and

strongly maintained

controlling idea or

main idea of a topic

is introduced and

communicated

clearly within the

context

The response has a

clear and effective

organizational

structure creating

unity and

completeness: use

of a variety of

transitional

strategies logical

progression of ideas

from beginning to

end effective

introduction and

conclusion for

audience and

purpose

The response provides

thorough and

convincing

support/evidence for

the controlling idea or

main idea that

includes the effective

use of sources, facts,

and details: use of

evidence from

sources is smoothly

integrated

comprehensive, and

relevant effective use

of a variety of

elaborative

techniques

The response

clearly and

effectively

expresses ideas,

using precise

language: use of

academic and

domain-specific

vocabulary is

clearly

appropriate for

the audience and

purpose

The response

demonstrates a

strong command

of conventions:

few, if any, errors

are present in

usage and

sentence

formation

effective and

consistent use of

punctuation,

capitalization,

and spelling

16


Part 1- Planning (35 minutes) Part 1 (35 minutes): Ultimately tasked with writing an informative essay on Civil War quilts, students will read articles and view a video and several photographs, taking notes on these sources. They will then respond to three constructed-response questions addressing the research skills of analyzing and evaluating information. Students watch a video and read two articles including images about Civil War Quilts. They can refer to any of the sources as often as needed. Notes and sources will be the basis for writing a final draft.

Sources Video Smithsonian National Quilt Collection: Civil War Sunday School Quilt http://www.youtube.com/watch?v=gFS34M_5PIM

Article 1—An example could be: Meeske, Susan. Quilt Me a Story. Rutgers University-School of Communication and Information, 1996. PDF file. Illustration 1 to go with Article 1 A Public Domain illustration from Harper’s Weekly, a magazine published from 1857–1916. Part of Winslow Homer Civil War Art. Photograph 2 to go with Article 1 Photo of the symbolic cabin of Abraham Lincoln Birthplace, Abraham Lincoln Birthplace National Historical Park Photograph 3 to go with Article 1 American Log Cabin Quilt—photo of a log cabin quilt. Article 2-An example may be: Better Homes and Garden. Quilting Pieces of the Past: 175 Years of Inspirational Quilting. Des Moines: Meredith Corporation, 2004.

Part 2- (70 minutes) Students will work individually on drafting, composing, and revising an informative essay about Civil War quilts. Students may use their notes to help plan their essay. Pre-writing, drafting, and revising will be involved.

Your Assignment: Your class is planning a field trip to a history museum. To help you prepare for what you will see, write an informative essay about Civil War quilts. In your essay, discuss the history of the quilts, including the reasons people made these quilts during the Civil War, and explain how the quilts were made. Include evidence from the sources in part 1 to help support the information you include in your essay.

17

http://www.youtube.com/watch?v=gFS34M_5PIM


Primary Claim #2 – Writing W-2a through W-2e, W-3b, W-4, W-5, W-8, W-9; W-3d, L-3a, L-6, L--1, L-2, L-3b Target 4 - Compose Full Informational Text Target 8 - Language and Vocabulary Use Target 9 - Edit and Clarify


Score Statement of Purpose and Focus and Organization Development: Language and Elaboration of

Evidence Conventions

4 Points


sustained and

consistently and

purposefully focused:

controlling idea or main

idea of a topic is focused,

clearly stated, and

strongly maintained


idea of a topic is

introduced and

communicated clearly

within the context

The response has a

clear and effective

organizational

structure creating

unity and

completeness: use of

a variety of

transitional strategies

logical progression of

ideas from beginning

to end effective

introduction and

conclusion for

audience and

purpose


thorough and convincing

support/evidence for the


idea that includes the

effective use of sources,

facts, and details: use of

evidence from sources is

smoothly integrated

comprehensive, and

relevant effective use of a

variety of elaborative

techniques

The response

clearly and

effectively

expresses ideas,

using precise

language: use of

academic and

domain-specific

vocabulary is

clearly

appropriate for

the audience and

purpose

The response

demonstrates a

strong command

of conventions:

few, if any, errors

are present in

usage and

sentence

formation effective

and consistent use

of punctuation,

capitalization, and

spelling

Primary Claim #4 - Research RI-1; W-8, W-9; RI-9; W-1-a, W-1b Target 2 - Interpret and Integrate Information Target 3 - Evaluate Information Sources Target 4 - Use Evidence





that is appropriate for your audience and purpose 5. Conventions – how well you follow the rules of usage, punctuation, capitalization, and

spelling.

Research Rubric: Interpret and Integrate Information Grades 3-5 (Claim 4 – Target 2)







Research Rubric: Evaluate Information Sources Grades 4-5 (Claim 4 – Target 3)

2 The response gives sufficient evidence of the ability to distinguish relevant from

irrelevant information such as fact from opinion.

1 The response gives limited evidence of the ability to distinguish relevant from


0 A response gets no credit if it provides no evidence of the ability to distinguish

relevant from irrelevant information such as fact from opinion.


2 The response gives sufficient evidence of the ability to cite evidence to support

opinions and ideas.

1 The response gives limited evidence of the ability to cite evidence to support

opinions and ideas.

0 A response gets no credit if it provides no evidence of the ability to cite evidence

to support opinions and ideas.


18


Part 2- (70 minutes) Finally, students will work individually to compose a full-length informational essay comparing the problem of pollution on Earth to the problem of pollution in space, referring to details from the video or the texts. Students may also refer to their notes or back to the video or passages as needed. Drafting and revising will be involved..

Your Assignment: You have watched one short video and read two informational texts about pollution. Consider how the problems of pollution on Earth and in space are similar and different. Write an informational essay comparing the problem of pollution on Earth to the problem of pollution in space. In your essay, discuss the ways in which pollution on Earth and in pollution in space are similar and different in terms of the problems they create and the solutions required to deal with them. Support your essay with details from the informational texts you have read and the video you have watched.

Part 1- Planning (35 minutes) Part 1 (3 5 minutes) Before writing an essay comparing the problem of pollution on Earth to the problem of pollution in space, students will be introduced to the topic through watching a short video, reading two informative texts, and answering research questions on the topic. Students may take notes on what they view and read. Students should also have access to the video and texts throughout the performance task. After watching and reading, students will then respond individually to selected-response items and constructed-response items.

Sources Video 1 “Tracking Space Debris” http://www.youtube.com/watch?v=EIsubVLN9uE4:30

Passage 1 Pollution There are many kinds of pollution. Some kinds of pollution affect the air, soil, and water...

Passage #2 Cleaning up the Space Junk Have you ever looked around your room and thought “What a mess....

19

http://www.youtube.com/watch?v=EIsubVLN9uE4:30


Primary Claim #2 – Writing W-1a, W-1b, W-1c, W-1d, W-1e, W-2d, W-3d, W-4, W-5, W-8, W-9, L-1, L-2, L-3, L-3a, L-6 Target 7 - Compose Full Argument Text Target 8 - Language and Vocabulary Use Target 9 - Edit and Clarify

Primary Claim #4 - Research RI-9; RH and RST-1-3 and 7-9; W-8, W-9; WLiteracy-8, WLiteracy-9 Target 2 - Interpret and Integrate Information Target 3 - Evaluate Information Sources





that is appropriate for your audience and purpose 5. Conventions – how well you follow the rules of usage, punctuation, capitalization, and

spelling.

This is a partial rubric Research Rubric: Interpret and Integrate Information Grades 3-5 (Claim 4 – Target 2)








2 The response gives sufficient evidence of the ability to distinguish relevant from


1 The response gives limited evidence of the ability to distinguish relevant from


0 A response gets no credit if it provides no evidence of the ability to distinguish

relevant from irrelevant information such as fact from opinion.

Argument Writing Grades 6 - 11

Score Statement of Purpose and Focus and

Organization

Development: Language and Elaboration

of Evidence Conventions

3 Points

The response

is adequately

sustained and

generally

focused:

claim is clear

and for the

most part

maintained,

though some

loosely related

material may

be present

context

provided for

the claim is

adequate.

The response has an

evident organizational

structure and a sense of

completeness, though

there may be minor flaws

and some ideas may be

loosely connected:

adequate use of

transitional strategies with

some variety adequate

progression of ideas from

beginning to end adequate

introduction and

conclusion adequate, if

slightly inconsistent,

connection among ideas


adequate

support/evidence for

writer’s claim that

includes the use of

sources, facts, and

details. The response

achieves some depth

and specificity but is

predominantly general:

some evidence from

sources is integrated,

though citations may be

general or imprecise

adequate use of some

elaborative techniques

The response

adequately

expresses

ideas,

employing a

mix of precise

with more

general

language use

of domain-

specific

vocabulary is

generally

appropriate for

the audience

and purpose

The response

demonstrates an

adequate command

of conventions: some

errors in usage and

sentence formation

may be present, but

no systematic

pattern of errors is

displayed adequate

use of punctuation,

capitalization, and

spelling

20


Part 2- (70 minutes) Part 2 (70 minutes): Students will work individually to compose a full-length argumentative essay either supporting or opposing the production of genetically modified food, referring to their notes as needed. Students will be allowed access to the sources they read/viewed during Part 1. Pre-writing, drafting, revising, and editing will be involved.

Your Assignment: Your science class is creating a website on recent scientific discoveries. Your assignment is to write an argumentative essay about genetically modified food for the website. In the essay, you should briefly explain what genetically modified food is and argue either for or against its production, including specific details and evidence from the sources you read/viewed during part 1. The audience for your essay will be your teacher and classmates, as well as parents and friends who visit the website where your essay will be published.

Part 1- Planning (35 minutes) Part 1 (35 minutes): Ultimately tasked with writing an argumentative essay on genetically modified food, students will first view a brief video explaining genetic modification and some of the ways it relates to food production. Students will then read a text arguing for the production of genetically modified food, and view a second video in which several experts present evidence against the production of genetically modified food. Students will take notes on both of these sources. They will then respond to three constructed-response items focused on research skills. All work will be completed independently. Source 1: Video/informational A brief video explaining the concept of genetic modification and providing examples of how scientists can alter plant seeds to encourage certain traits in crops. Source 2: Article/argumentative An article arguing for the production of genetically modified food in the United States (e.g., the relative ease of growing greater quantities of healthy crops from genetically modified seeds) Source 3: Video/argumentative A brief video interviewing several experts who present evidence against the production of genetically modified food in the United States (e.g., unknown effects on human health, danger of “contaminating” non-GMO crops).

21


[Blank Page]


Writing and Language

Language is “assessed” within the writing context of “conventions.”

The following Writing Targets are shown with their Language integrated assessment standards.

Writing Targets should be taught with their “paired” Language Standards.

23

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=qgZ8SBD6A4vEPM&tbnid=WZIcEYxp-cYxLM:&ved=0CAUQjRw&url=http://jeremybutterfield.wordpress.com/2013/03/04/277/&ei=y3N5UsesA6WViAL6z4G4Dw&bvm=bv.55980276,d.cGE&psig=AFQjCNGmbFuQxyx3d6FeL2HHl49ilX3d6g&ust=1383777602434715


Writing Targets with Integrated “Paired” Language Standards (these are assessed together)

Write and Revise Targets, Standards and Depths of Knowledge K - 6 Writing Targets

Wr. Standards Language Use

Targets

Language Targets

Edit

Assessment Information

Target One DOK 2 Narrative Write and Revise

Write or revise one or more

paragraphs demonstrating

specific narrative strategies (use

of dialogue, sensory or concrete

details, description), chronology,

or authors’ craft appropriate to

purpose (detailing characters,

plot, setting or event).

Target Three DOK 2 Informational

Write and Revise

Write or revise one or more

paragraphs demonstrating

ability to organize ideas by

stating a focus, including

supporting evidence and

elaboration, or writing body

paragraphs or a conclusion

appropriate to purpose and

audience.

Target Six DOK 2 Write or revise one or

more paragraphs demonstrating

ability to provide support for

opinions about topics or texts:

organize ideas by stating a

context and focus, or develop

supporting evidence /reasons

and elaboration, or develop a

conclusion appropriate to

purpose and audience

W.3 Sub-Standards

W3a - --

W.2 Sub-Standards

W2a - --

W.1 Sub-Standards

W1a - --

Target Eight

DOK 1 Language -

Vocabulary

Strategically use

language and

vocabulary (including

academic or domain-

specific vocabulary)

appropriate to the


when revising or

composing texts.

Language Standards

L.3

L.6

Sub-Standards

Grades 2-6

W.2d Informational

W.3d Narrative

L.3a

Grades K - 1

L.6

Target Nine

DOK 1 Edit and Clarify

Applies to All

Writing Types for

Write and Revise

Apply or edit

grade-appropriate

grammar usage

and mechanics to

clarify a message

and edit

narrative,

informational, and

persuasive/opinion

texts

Language

Standards

L.1

L.2

L.3

Sub-Standards

Grades 2 – 6

L.1a -

L.2a -

L.3b

Gr. 3 - L.3b

Gr.4 L.3c

Grades K – 1

L.1a -

L.2a -

Purpose-Specific Targets

will be addressed through

one or two paragraphs

revising, or editing tasks

assessed using selected or

constructed response items.

Selected Response

Selected response items

and short CR items will

specifically assess editing

skills (grammar, usage and

mechanics standards) and

the ability to revise a

passage for clarity.

Constructed Response

Constructed response items

may ask students to

develop a description of a

setting given an event or

story line or develop an

introduction to a report

given a topic and some

factual information (2

examples).

Reporting/Scoring

Categories

Purpose/Organization

2-3 Selected Response

1 Constructed

Response

Evidence and

Elaboration


1 Constructed

Response

Conventions


1 Constructed

Response

Full Composition Writing Targets, Standards and Depths of Knowledge K - 6

Writing Targets Wr. Standards Language Use Target Language Edit Target Assessment Information

Target Two DOK 3 Write full compositions

demonstrating narrative

strategies (dialogue, sensory or

concrete details, description),

structures, and authors’ craft

appropriate to purpose

(detailing characters, plot, and

setting)

Target Four DOK 3.4 Write full informational/

explanatory texts on a topic,

attending to purpose and

audience: organize ideas by

stating a focus, include

supporting evidence (from text

when appropriate to prompt) and

elaboration, and provide a

Conclusion

Target Seven DOK 3,4 Write full persuasive/opinion

pieces about topics or texts,

attending to purpose and

audience: organize ideas by

stating a context and focus,

develop supporting evidence

and reasons (from text when

appropriate to prompt) and

elaboration, and develop a

conclusion

Overarching

Standard

W.3 Supporting

W.4

W.5

W.9 K-2 W.5 only

Overarching

Standard

W.2 Supporting

W.4

W.5

W.9 K-2 W.5 only

Overarching

Standard

W.1 Supporting

W.4

W.5

W.9 K-2 W.5 only

Target Eight DOK 1 Language -Vocabulary

Strategically use language

and vocabulary (including

academic or domain-

specific vocabulary)

appropriate to the


when revising or

composing texts.

Language Standards

L.3

L.6

Sub-Standards

Grades 2-6

W.2d Informational

W.3d Narrative

L.3a

Grades K - 1

L.6

Target Nine DOK 1 Edit and Clarify

Applies to All Writing

Types for Write and

Revise Apply or edit

grade-appropriate

grammar usage and

mechanics to clarify a

message and edit

narrative, informational,

and persuasive/opinion

texts

Language Standards

L.1

L.2

L.3

Sub-Standards

Grades 2 – 6

L.1a -

L.2a -

L.3b

Gr. 3 - L.3b

Gr.4 L.3c

Grades K – 1

L.1a -

L.2a -

Full Composition Targets

Full compositions for

narrative, informational

and opinion writing are

addressed as part of a

performance task and

assessed as an essay or

full-write.

Full Compositions...

Full writes take 1 – 2

sessions to complete and

are preceded by reading

and viewing stimuli as

part of the planning

stage. Before students

write a full composition

there are 1-3 SR and 1

short CR for each

stimulus.

Informational and

persuasive writing

integrates reading texts

and locating information

to support a focus or a

claim.

Opinion/Argument

critiques involve writing a

response about a topic

and drawing evidence

from fiction or non-fiction

texts.

Reporting Categories

Full Compositions will

have 3 scores:


Evidence and Elaboration

Conventions

24


Research Targets, Standards and Depths of Knowledge Grades 6 - 8

Research Targets Writing

Standards Research Targets Writing Standards Assessment Information

Target One DOK 2 - 4 Conduct short research

projects to answer a multi-

step question or to

investigate different aspects

(subtopics) of a broader

topic or concept.

Target Two DOK -2 Locate information to

support central ideas and

subtopics; Select and

integrate information from

data or print and non-print

sources.

Target Three DOK 2 Distinguish relevant-

irrelevant information (e.g.,

fact-opinion).

Target Four DOK 3 Generate conjectures or

opinions and cite evidence

to support them based on

prior knowledge and

evidence collected and

analyzed.

Writing

Standards

W.6, W.7 Integrated

SL 2,3,4 Writing

Standards

W.8, W.9 Integrated

RI - 9 Writing

Standards

W.9 Writing

Standards

W.8, W.9 Integrated

RI - 9

Target Five DOK 1 Strategically use language,

vocabulary (including

academic and domain-

specific vocabulary), and

syntax appropriate to the

purpose and audience.

Target Six DOK 1 Apply grade-appropriate

grammar usage and


message.

Target Seven DOK 1 Use tools of technology to

gather information, make

revisions, or to produce

texts/presentations.

Writing

Standards

W.2d, W.3d Integrated

L-3a, L-6 Full Composition

Writing

Standards

none Integrated

L-1, L-2 Full Composition

Writing

Standards

W.6

Research

Research will be assessed within an

extended performance task (two-days

in grades 3 – 8).

In the planning/research stage whole

class or small group collaboration may

be used (to propose questions and

collect evidence). This is not scored

as a summative assessment but can

be used formatively. Individual SRs

and CRs however will be considered

as a summative score in this phase.

Summative assessment will be a

presentation of learning – with oral,

visual or written responses (or a

combination). Technology may be

included in the planning or

presentation phase.

Phase 1:

Opportunities for planning, note

taking and discussion of texts to

generate notes/ideas for writing. SRs

and CRs will be scored.

Phase 2:

Students write and revise response

(opinion/argument) or use texts read

to develop a short informational

report on a topic. Full Compositions

within Performance Tasks will be

scored as:

Full Composition Reporting Categories



Conventions

Research Reporting Categories

Target 2: Interpret and Integrate

Information

Target 3: Evaluate Information/Sources

Target 4: Use Evidence

Research Targets, Standards and Depths of Knowledge K - 5

Research Targets Writing

Standards Research Targets Writing Standards Assessment Information

Target One DOK 2 - 4 Conduct short research

projects to answer a multi-

step question or to

investigate different

aspects (subtopics) of a

broader topic or concept.

Target Two DOK -2 Locate information to

support central ideas and

subtopics; Select and

integrate information from

data or print and non-print

sources.

Target Three DOK 2 Distinguish relevant-

irrelevant information (e.g.,

fact/opinion).

Target Four DOK 3 Generate conjectures or

opinions and cite evidence

to support them based on

prior knowledge and

evidence collected and

analyzed.

Writing

Standards

W.6, W.7 Integrated

SL 2,3,4 Writing

Standards

W.8, W.9 Integrated

RI - 9 Writing

Standards

W.9 Writing

Standards

W.8, W.9 Integrated

RI - 9

Target Five DOK 1 Strategically use

language, vocabulary

(including academic and

domain-specific

vocabulary), and syntax

appropriate to the

purpose and audience.

Target Six DOK 1 Apply grade-appropriate

grammar usage and


message.

Target Seven DOK 1 Use tools of technology

to gather information,

make revisions, or to

produce texts-

presentations.

Writing

Standards

W.2d, W.3d Integrated

L-3a, L-6 Full Composition

Writing

Standards

none Integrated

L-1, L-2 Full Composition

Writing

Standards

W.6

Research

Research will be assessed within an

extended performance task (two-days

in grades 3 – 8).

In the planning/research stage whole

class or small group collaboration may

be used (to propose questions and

collect evidence). This is not scored

as a summative assessment but can

be used formatively. Individual SRs

and CRs however will be considered

as a summative score in this phase.

Summative assessment will be a

presentation of learning – with oral,

visual or written responses (or a

combination). Technology may be

included in the planning or

presentation phase.

Phase 1:

Opportunities for planning, note

taking and discussion of texts to

generate notes/ideas for writing. SRs

and CRs will be scored.

Phase 2:

Students write and revise response

(opinion/argument) or use texts read

to develop a short informational

report on a topic. Full Compositions

within Performance Tasks will be

scored as:

Full Composition Reporting

Categories



Conventions

Research Reporting Categories

Target 2: Interpret and Integrate

Information

Target 3: Evaluate

Information/Sources

Target 4: Use Evidence

Research Targets with Integrated “Paired” Writing and Language Standards (these are assessed together)

25


[Blank Page]


SBAC Assessment Full-Composition Writing Rubrics and Research Rubrics

Note: Each of the 3 Research Scorable Targets ( # 2,3,4) have their own Research Rubric (p.29)

27


SBAC Writing Assessment Rubrics for Full Compositions Grades 6 - 11

Argument Writing Grades 6 - 11

Score Statement of Purpose and

Focus and Organization

Development: Language and

Elaboration of Evidence Conventions

3 Points

The response is adequately sustained and generally focused: claim is clear and for the most part maintained, though some loosely related material may be present context provided for the claim is adequate.

The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected: adequate use of transitional strategies with some variety adequate progression of ideas from beginning to end adequate introduction and conclusion adequate, if slightly inconsistent, connection among ideas

The response provides adequate support/evidence for writer’s claim that includes the use of sources, facts, and details. The response achieves some depth and specificity but is predominantly general: some evidence from sources is integrated, though citations may be general or imprecise adequate use of some elaborative techniques

The response adequately expresses ideas, employing a mix of precise with more general language use of domain-specific vocabulary is generally appropriate for the audience and purpose

The response demonstrates an adequate command of conventions: some errors in usage and sentence formation may be present, but no systematic pattern of errors is displayed adequate use of punctuation, capitalization, and spelling

2

Points

The response is somewhat sustained and may have a minor drift in focus: may be clearly focused on the claim but is insufficiently sustained claim on the issue may be somewhat unclear and unfocused.

The response has an inconsistent organizational structure, and flaws are evident: inconsistent use of basic transitional strategies with little variety uneven progression of ideas from beginning to end conclusion and introduction, if present, are weak connection among ideas.

The response provides uneven, cursory support/evidence for the writer’s claim that includes partial or uneven use of sources, facts, and details, and achieves little depth: evidence from sources is weakly integrated, and citations, if present, are uneven weak or uneven use of elaborative techniques

The response expresses ideas unevenly, using simplistic language: use of domain-specific vocabulary may at times be inappropriate for the audience and purpose

The response demonstrates a partial command of conventions: frequent errors in usage may obscure meaning consistent use of punctuation, capitalization,

1 Point

The response may be related to the purpose but may offer little relevant detail: may be very brief may have a major drift claim may be confusing or ambiguous

The response has little or no discernible organizational structure: few or no transitional strategies are evident frequent extraneous ideas may intrude.

The response provides minimal support/evidence for the writer’s claim that includes little or no use of sources, facts, and details: use of evidence from sources is minimal, absent, in error, or irrelevant

The response expression of ideas is vague, lacks clarity, or is confusing: uses limited language or domain-specific vocabulary may have little sense of audience and purpose

The response demonstrates a lack of command of conventions: errors are frequent and severe and meaning is often obscure.

0 Point A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target.

Informative/Explanatory Writing Grades 6 - 11

Score Statement of Purpose and Focus and Organization Development: Language and Elaboration of Evidence Conventions

3 Points

The response is fully sustained and consistently and purposefully focused: controlling idea or main idea of a topic is focused, clearly stated, and strongly maintained controlling idea or main idea of a topic is introduced and communicated clearly within the context

The response has a clear and effective organizational structure creating unity and completeness: use of a variety of transitional strategies logical progression of ideas from beginning to end effective introduction and conclusion for audience and purpose strong connections among ideas, with some syntactic variety

The response provides thorough and convincing support/evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response achieves substantial depth that is specific and relevant: use of evidence from sources is smoothly integrated, comprehensive, and concrete effective use of a variety of elaborative techniques

The response clearly and effectively expresses ideas, using precise language: use of academic and domain-specific vocabulary is clearly appropriate for the audience and purpose

The response demonstrates a strong command of conventions: few, if any, errors are present in usage and sentence formation effective and consistent use of punctuation, capitalization, and spelling

2

Points

The response is adequately sustained and generally focused: focus is clear and for the most part maintained, though some loosely related material may be present some context for the controlling idea or main idea of the topic is adequate

The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected: adequate use of transitional strategies with some variety adequate progression of ideas from beginning to end adequate introduction and conclusion adequate, if slightly inconsistent, connection among ideas

The response provides adequate support/evidence for the controlling idea or main idea that includes the use of sources, facts, and details: some evidence from sources is integrated, though citations may be general or imprecise adequate use of some elaborative techniques


The response demonstrates an adequate command of conventions: some errors in usage and sentence formation may be present, but no systematic pattern of errors is displayed adequate use of punctuation, capitalization, and spelling

1

Point

The response may be related to the topic but may provide little or no focus: may be very brief may have a major drift focus may be confusing or ambiguous

The response has little or no discernible organizational structure: few or no transitional strategies are evident frequent extraneous ideas may intrude

The response provides minimal support/evidence for the controlling idea or main idea that includes little or no use of sources, facts, and details: use of evidence from the source material is minimal, absent, in error, or irrelevant


The response demonstrates a lack of command of conventions: errors are frequent and severe and meaning is often obscure

0 Point A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target.

28


Narrative Writing Grades 3 - 8


4 Points

The narrative, real or imagined, is clearly focused and maintained throughout: effectively establishes a setting, narrator and/or characters, and point of view*

The narrative, real or imagined, has an effective plot helping create unity and completeness: effective, consistent use of a variety of transitional strategies logical sequence of events from beginning to end effective opening and closure for audience and purpose

The narrative, real or imagined, provides thorough and effective elaboration using details, dialogue, and description: effective use of a variety of narrative techniques that advance the story or illustrate the experience

The narrative, real or imagined, clearly and effectively expresses experiences or events: effective use of sensory, concrete, and figurative language clearly advance the purpose

The narrative, real or imagined, demonstrates a strong command of conventions: few, if any, errors in usage and sentence formation effective and consistent use of punctuation, capitalization, and spelling

3 Points

The narrative, real or imagined, is adequately focused and generally maintained throughout: adequately establishes a setting, narrator and/or characters, and point of view*

The narrative, real or imagined, has an evident plot helping create a sense of unity and completeness, though there may be minor flaws and some ideas may be loosely connected: adequate use of a variety of transitional strategies adequate sequence of events from beginning to end adequate opening and closure for audience and purpose

The narrative, real or imagined, provides adequate elaboration using details, dialogue, and description: adequate use of a variety of narrative techniques that generally advance the story or illustrate the experience

The narrative, real or imagined, adequately expresses experiences or events: adequate use of sensory, concrete, and figurative language generally advance the purpose

The narrative, real or imagined, demonstrates an adequate command of conventions: some errors in usage and sentence formation but no systematic pattern of errors is displayed adequate use of punctuation, capitalization, and spelling

2 Points

The narrative, real or imagined, is somewhat maintained and may have a minor drift in focus: inconsistently establishes a setting, narrator and/or characters, and point of view*

The narrative, real or imagined, has an inconsistent plot, and flaws are evident: inconsistent use of basic transitional strategies with little variety uneven sequence of events from beginning to end opening and closure, if present, are weak weak connection among ideas

The narrative, real or imagined, provides uneven, cursory elaboration using partial and uneven details, dialogue, and description: narrative techniques, if present, are uneven and inconsistent

The narrative, real or imagined, unevenly expresses experiences or events: partial or weak use of sensory, concrete, and figurative language that may not advance the purpose

The narrative, real or imagined, demonstrates a partial command of conventions: frequent errors in usage may obscure meaning inconsistent use of punctuation, capitalization, and spelling

1 Point

The narrative, real or imagined, may be maintained but may provide little or no focus: may be very brief may have a major drift focus may be confusing or ambiguous

The narrative, real or imagined, has little or no discernible plot: few or no transitional strategies are evident frequent extraneous ideas may intrude

The narrative, real or imagined, provides minimal elaboration using little or no details, dialogue, and description: use of narrative techniques is minimal, absent, in error, or irrelevant

The narrative, real or imagined, expression of ideas is vague, lacks clarity, or is confusing: uses limited language may have little sense of purpose

The narrative, real or imagined, demonstrates a lack of command of conventions: errors are frequent and severe and meaning is often obscured

0 Points A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target.

SBAC Writing Assessment Rubrics for Narrative Full Compositions Grades 3-8

29


Opinion Writing Grades 3 - 5


4 Points

The response is fully sustained and consistently and purposefully focused: opinion is clearly stated, focused, and strongly maintained opinion is communicated clearly within the context

The response has a clear and effective organizational structure creating unity and completeness: effective, consistent use of a variety of transitional strategies logical progression of ideas from beginning to end effective introduction and conclusion for audience and purpose

The response provides thorough and convincing support/evidence for the writer’s opinion that includes the effective use of sources, facts, and details: use of evidence from sources is smoothly integrated, comprehensive, and relevant effective use of a variety of elaborative techniques

The response clearly and effectively expresses ideas, using precise language: use of academic and domain-specific vocabulary is clearly appropriate for the audience and purpose

The response demonstrates a strong command of conventions: few, if any, errors in usage and sentence formation effective and consistent use of punctuation, capitalization, and spelling

3 Points

The response is adequately sustained and generally focused: opinion is clear and for the most part maintained, though some loosely related material may be present context provided for the claim is adequate

The response has an recognizable organizational structure, though there may be minor flaws and some ideas may be loosely connected: adequate use of transitional strategies with some variety adequate progression of ideas from beginning to end adequate introduction and conclusion

The response provides adequate support/evidence for the writer’s opinion that includes the use of sources, facts, and details: some evidence from sources is integrated, though citations may be general or imprecise adequate use of some elaborative techniques


The response demonstrates an adequate command of conventions: some errors in usage and sentence formation are present, but no systematic pattern of errors is displayed adequate use of punctuation, capitalization, and spelling

2 Points

The response is somewhat sustained with some extraneous material or a minor drift in focus: may be clearly focused on the opinion but is insufficiently sustained opinion on the issue may be unclear and unfocused

The response has an inconsistent organizational structure, and flaws are evident: inconsistent use of transitional strategies with little variety uneven progression of ideas from beginning to end conclusion and introduction, if present, are weak

The response provides uneven, cursory support/evidence for the writer’s opinion that includes partial or uneven use of sources, facts, and details: evidence from sources is weakly integrated, and citations, if present, are uneven weak or uneven use of elaborative techniques

The response expresses ideas unevenly, using simplistic language: use of domain-specific vocabulary that may at times be inappropriate for the audience and purpose

The response demonstrates a partial command of conventions: frequent errors in usage may obscure meaning inconsistent use of punctuation, capitalization, and spelling

1 Point

The response may be related to the purpose but may offer little or no focus: may be very brief may have a major drift opinion may be confusing or ambiguous

The response has little or no discernible organizational structure: few or no transitional strategies are evident frequent extraneous ideas may intrude

The response provides minimal support/evidence for the writer’s opinion that includes little or no use of sources, facts, and details: use of evidence from sources is minimal, absent, in error, or irrelevant


The response demonstrates a lack of command of conventions: errors are frequent and severe and meaning is often obscured


SBAC Opinion/Persuasion Writing Assessment Rubrics for Grade 3 – 5

30




4 Points


sustained and consistently

and purposefully focused:

controlling idea or main idea

of a topic is focused, clearly

stated, and strongly

maintained controlling idea

or main idea of a topic is

introduced and

communicated clearly within

the context

The response has a clear and

effective organizational structure

creating unity and completeness:

use of a variety of transitional

strategies logical progression of

ideas from beginning to end

effective introduction and

conclusion for audience and

purpose

The response provides thorough and

convincing support/evidence for the

controlling idea or main idea that includes the

effective use of sources, facts, and details:

use of evidence from sources is smoothly

integrated

comprehensive, and relevant effective use of

a variety of elaborative techniques

The response clearly and

effectively expresses ideas,

using precise language: use of

academic and domain-specific

vocabulary is clearly appropriate

for the audience and purpose

The response demonstrates a

strong command of

conventions: few, if any, errors

are present in usage and

sentence formation effective

and consistent use of

punctuation, capitalization,

and spelling

3 Points

The response is adequately

sustained and generally

focused: focus is clear and

for the most part

maintained, though some

loosely related material may

be present some context for

the controlling idea or main

idea of the topic is adequate

The response has an evident

organizational structure and a

sense of completeness, though

there may be minor flaws and some

ideas may be loosely connected:

adequate use of transitional

strategies with some variety

adequate progression of ideas from

beginning to end adequate

introduction and conclusion

The response provides adequate

support/evidence for the controlling idea or

main idea that includes the use of sources,

facts, and details: some evidence from

sources is integrated, though citations may be

general or imprecise adequate use of some


The response adequately

expresses ideas, employing a

mix of precise with more general

language use of domain-specific

vocabulary is generally

appropriate for the audience

and purpose

The response demonstrates

an adequate command of

conventions: some errors in

usage and sentence formation

may be present, but no

systematic pattern of errors is

displayed adequate use of


and spelling

2 Points

The response is somewhat

sustained and may have a

minor drift in focus: may be

clearly focused on the

controlling or main idea, but

is insufficiently sustained

controlling idea or main idea

may be unclear and

somewhat unfocused

The response has an inconsistent

organizational structure, and flaws

are evident: inconsistent use of

transitional strategies with little

variety uneven progression of ideas

from beginning to end conclusion

and introduction, if present, are

weak

The response provides uneven, cursory


main idea that includes partial or uneven use

of sources, facts, and details: evidence from

sources is weakly integrated, and citations, if

present, are uneven weak or uneven use of


The response expresses ideas

unevenly, using simplistic

language: use of domain-

specific vocabulary that may at

times be inappropriate for the

audience and purpose


partial command of

conventions: frequent errors in

usage may obscure meaning

inconsistent use of


and spelling

1 Point

The response may be related

to the topic but may provide

little or no focus: may be very

brief may have a major drift

focus may be confusing or

ambiguous

The response has little or no

discernible organizational structure:

few or no transitional strategies are

evident frequent extraneous ideas

may intrude

The response provides minimal


main idea that includes little or no use of

sources, facts, and details: use of evidence

from the source material is minimal, absent,

in error, or irrelevant

The response expression of

ideas is vague, lacks clarity, or is

confusing: uses limited

language or domain-specific

vocabulary may have little sense

of audience and purpose


lack of command of

conventions: errors are

frequent and severe and

meaning is often obscure


SBAC Informational Writing Assessment Rubrics for Grade 3 – 5

31


Research Rubric: Interpret and Integrate Information Grades 3-5 (Claim 4 – Target 2)

2 Points The response gives sufficient evidence of the ability to locate, select, interpret and integrate information within and among sources of information.

1 Point The response gives limited evidence of the ability to locate, select, interpret and integrate information within and among sources of information.

0 Points A response gets no credit if it provides no evidence of the ability to locate, select, interpret and integrate information within and among sources of information.


2 Point The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.

1 Point The response gives limited evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.

0 Points A response gets no credit if it provides no evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.


2 Point The response gives sufficient evidence of the ability to cite evidence to support opinions and ideas.

1 Point The response gives limited evidence of the ability to cite evidence to support opinions and ideas.

0 Points A response gets no credit if it provides no evidence of the ability to cite evidence to support opinions and ideas.

Research Rubric: Analyze/Integrate Information Grades 6 – 11 (Claim 4 – Target 2) 2 Points The response gives sufficient evidence of the ability to gather, analyze and integrate information within and among multiple sources of information.

1 Point The response gives limited evidence of the ability to gather, analyze and integrate information within and among multiple sources of information.

0 Points A response gets no credit if it provides no evidence of the ability to gather, analyze and integrate information within and among multiple sources of information.

Research Rubric: Evaluate Information Sources Grades 6 – 11 (Claim 4 – Target 3) 2 Point The response gives sufficient evidence of the ability to evaluate the credibility, completeness, relevancy, and/or accuracy of the information and sources.

1 Point The response gives limited evidence of the ability to evaluate the credibility, completeness, relevancy, and/or accuracy of the information and sources.

0 Points A response gets no credit if it provides no evidence of the ability to evaluate the credibility, completeness, relevancy, and/or accuracy of the information and sources.

Research Rubric: Use Evidence Grades 6 – 11 (Claim 4 – Target 4)

2 Point The response gives sufficient evidence of the ability to cite evidence to support arguments and/or ideas.

1 Point The response gives limited evidence of the ability to cite evidence to support arguments and/or ideas.

0 Points A response gets no credit if it provides no evidence of the ability to cite evidence to support arguments and/or ideas.

SBAC Research Assessment Rubrics for Grade 6 – 11

32

SBAC Research Assessment Rubrics for Grade 3-5


More About Research Claim #4

Claim #4 Research has 4 Targets. Targets 2,3 and 4 are Scored or Assessed.

The following pages have the Research “paired” Language, Speaking and Listening and Writing standards that should be taught together.

Target 1: Planning Target 2: Interpret and Integrate Information Target 3: Evaluate Information Sources Target 4: Use Evidence

33


Kindergarten– CLAIM #4 RESEARCH AND INQUIRY Research Planning Target 1, DOK 2-3 (Standard W.6 is a DOK 1 when not part of a PT)

Conduct short research projects to answer a multi-step question or to investigate different aspects (subtopics) of a broader topic or concept.

Target 1 Standards W.6.6 and W.6.7 in Writing Research is part of the Planning Phase I stage of Performance Tasks.

W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

Speaking and Listening Support Standards for Target #1

SL.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting

clarification if something is not understood.

SL.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood

SL.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Kindergarten– CLAIM #4 RESEARCH AND INQUIRY Interpret and Integrate Information Target 2 Research, DOK 2 Locate information to support central ideas and subtopics; Select and integrate information from data or print and non-print sources. W.4.8 is Primary Target.

Target 2 Standard W.8 for Interpret and Integrate begins Phase II for Performance Tasks and Full Compositions.

W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Language Use W-2d, W-3d, L-3a, L-3c, L-6 (refer to full composition target sheets)

Edit/Clarify L.1, L.2, L-3b (refer to full composition target sheets)

34


Kindergarten– CLAIM #4 RESEARCH AND INQUIRY

Evaluate Information Sources Target 3 Research, DOK 3 Distinguish relevant-irrelevant information (e.g., fact-opinion).

W.9a – Literature W.9.b - Informational

Target 3 Research can include both literature and informational text. Target 3 focuses on students identifying relevant and irrelevant information (fact or opinion in

grades K – 2).

W.9 Writing standard 9 begin in grade 4, however it is important to instruct components of this standard in all grades.



Kindergarten– CLAIM #4 RESEARCH AND INQUIRY

Use Evidence Target 4 Research, DOK 3 Generate conjectures or opinions and cite evidence to support them based on prior knowledge and evidence collected and analyzed. W.4. 8 is Primary Target

Target 4 Research with writing – Target 4 – focuses on supporting an opinion or conjecture using cited evidence and prior knowledge. Writing standard 9 can be

integrated with this task.

W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.



35


Grade One– CLAIM #4 RESEARCH AND INQUIRY

Research Planning Target 1, DOK 2-3 (Standard W.6 is a DOK 1 when not part of a PT)



W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).


SL.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

SL.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

SL.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Grade One CLAIM #4 RESEARCH AND INQUIRY

Interpret and Integrate Information Target 2 Research, DOK 2

Locate information to support central ideas and subtopics; Select and integrate information from data or print and non-print sources. W.4.8 is Primary Target.


W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Language Use W.1.3 (part) – use temporal words, L.1.6 (refer to full composition target sheets)

Edit/Clarify L.1.1, L.1.2 (refer to full composition target sheets)

36


GRADE One– CLAIM #4 RESEARCH AND INQUIRY



Target 3 Research can include both literature and informational text. Target 3 focuses on students identify relevant and irrelevant information (fact or opinion in grades K – 2).




GRADE One – CLAIM #4 RESEARCH AND INQUIRY

Use Evidence Target 4 Research, DOK 3

Generate conjectures or opinions and cite evidence to support them based on prior knowledge and evidence collected and analyzed. W.4. 8 is Primary Target

Target 4 Research with writing – Target 4 – focuses on supporting an opinion or conjecture using cited evidence and prior knowledge. Writing standard 9 can be integrated with this task.

W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.



37


Grade Two– CLAIM #4 RESEARCH AND INQUIRY




W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).


SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

SL.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

SL.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences

Grade Two – CLAIM #4 RESEARCH AND INQUIRY




W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Language Use W.2.3 part – use temporal words to signal event order, L2.3a, L-6 (refer to full composition target sheets)

Edit/Clarify L.2.1, L.2.2, refer to full composition target sheets)

38


GRADE Two – CLAIM #4 RESEARCH AND INQUIRY







GRADE Two – CLAIM #4 RESEARCH AND INQUIRY



Target 4 Research with writing – Target 4 – focuses on supporting an opinion or conjecture using cited evidence and prior knowledge. Writing standard 9 can be integrated with this task

W.2.8 Recall information from experiences or gather information from provided sources to answer a question.



39


Grade Three– CLAIM #4 RESEARCH AND INQUIRY




W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others

W.3.7 Conduct short research projects that build knowledge about a topic


SL.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

SL.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace

Grade Three– CLAIM #4 RESEARCH AND INQUIRY




W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories

Language Use W.3.2c, W.3.3e, L.3.3a, L-6 (refer to full composition target sheets)

Edit/Clarify L.3.1, L.3.2, L.3.3a (refer to full composition target sheets)

40


GRADE Three – CLAIM #4 RESEARCH AND INQUIRY







GRADE Three – CLAIM #4 RESEARCH AND INQUIRY



Target 4 Research with writing – Target 4 – focuses on supporting an opinion or conjecture using cited evidence and prior knowledge. Writing standard 9 can be integrated with this

task.

W.3.8 Conduct short research projects that build knowledge about a topic



41


GRADE FOUR – CLAIM #4 RESEARCH AND INQUIRY




W.4.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding

skills to type a minimum of three pages in a single sitting.

W.4.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.


SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.3 Identify the reasons and evidence a speaker provides to support particular points.

SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or

themes; speak clearly at an understandable pace.


Interpret and Integrate Information Target 2 Research, DOK 2 Locate information to support central ideas and subtopics; Select and integrate information from data or print and non-print sources.

Target 2 Standard W.8 for Interpret and Integrate begins Phase II for Performance Tasks and Full Writes.

W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of

sources.

W.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Language Use W.2.3 , W-3d, L-3a, L-3c, L-6 (refer to full composition target sheets)


42





Target 3 Standard W.9 for evaluate information sources is part of Phase II for Performance Tasks and Full Compositions.

W.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably – Focus on relevant and irrelevant information.







task.

W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of

sources.

W.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.



43


GRADE FIVE – CLAIM #4 RESEARCH AND INQUIRY




W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient

command of keyboarding skills to type a minimum of two pages in a single sitting.

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.


SL.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

SL.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an

understandable pace.

GRADE FIVE – CLAIM #4 RESEARCH AND INQUIRY

Interpret and Integrate Information Target 2 Research, DOK 2 Locate information to support central ideas and subtopics; Select and integrate information from data or print and non-print sources.


W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and

provide a list of sources.

W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Language Use W.5.1c, W.5.2d, W.5.3d, L.5.3a, L-6 (refer to full composition target sheets)

Edit/Clarify L.5.1, L.5.2, L.5.3b (refer to full composition target sheets)


GRADE Five – CLAIM #4 RESEARCH AND INQUIRY







GRADE Five – CLAIM #4 RESEARCH AND INQUIRY




task.

W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished

work, and provide a list of sources.




45


Grade Six – CLAIM #4 RESEARCH AND INQUIRY




W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding

skills to type a minimum of three pages in a single sitting.

W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.


SL.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study

SL.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

SL.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact,

adequate volume, and clear pronunciation.

GRADE Six – CLAIM #4 RESEARCH AND INQUIRY


Locate information to support central ideas and subtopics; Select and integrate information from data or print and non-print sources.


W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while

avoiding plagiarism and providing basic bibliographic information for sources


Language Use W.6.1.c, W.6.1.d, L-3a, L-3c, L-6 (refer to full composition target sheets)

Edit/Clarify L.6.1, L.6.2, L6.3b (refer to full composition target sheets)

46












Target 4 Research with writing – Target 4 – focuses on supporting an opinion or conjecture using cited evidence and prior knowledge. Writing standard 9 can be integrated with this task.

W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while

avoiding plagiarism and providing basic bibliographic information for sources




47


[Blank Page]


Three Types of Writing

• Informational/Explanatory • Opinion/Persuasive/Argument • Narrative

The following pages (2 per grade) are the three types of writing “paired” with Language and/or “other” writing targets. Teaching these standards together support the SBAC model of assessments and instruction.

49


KINDERGARTEN NARRATIVE WRITE AND REVISE

Summative Assessment Target 1

Write and Revise Brief Narrative Texts for Purpose Specific Targets

Target # 1 WRITE/REVISE BRIEF TEXTS: Write or revise one or more paragraphs...

W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

a drawing, dictating, and writing to narrate a single event

b drawing, dictating, and writing to narrate several loosely linked events

c tell about the events in the order in which they occurred

d provide a reaction to what happened

Language Support Standards for Write and Revise Brief Narrative Texts

Target # 8 LANGUAGE & VOCABULARY USE: Strategically use language and vocabulary...

L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Target #9 EDIT/CLARIFY: Apply or edit grade-appropriate grammar usage and mechanics...

L.K.1a Print many upper- and lowercase letters

L.K.1b Use frequently occurring nouns and verbs.

L.K.1c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

L.K.1d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

L.K.1e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

L.K.1f Produce and expand complete sentences in shared language activities.

L.K.2a Capitalize the first word in a sentence and the pronoun I

L.K.2b Recognize and name end punctuation.

L.K.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes).

L.K.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

KINDERGARTEN NARRATIVE FULL COMPOSITION


Full Composition Narrative Text

Target # 2 Write full compositions demonstrating narrative strategies...

W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked

events, tell about the events in the order in which they occurred, and provide a reaction to what

happened.

W.K.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by

revising and editing.

KINDERGARTEN INFORMATIONAL/EXPLANATORY WRITE AND REVISE


Write and Revise Brief Informational/Explanatory Texts for... Purpose Specific Targets


W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

a students names what he/she is writing about

b supply some information about the topic















KINDERGARTEN INFORMATIONAL FULL COMPOSITION


Full Composition Informational Text

Target # 4 Write full compositions on informational or explanatory texts on a topic....

W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which

they name what they are writing about and supply some information about the topic.

W.K.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by

revising and editing.

50


KINDERGARTEN OPINION/ARGUMENT WRITE AND REVISE




W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

a Draw, dictate and/or write to tell a reader the topic or the name of the book they are writing about.

b State an opinion or preference about the book or topic.
















Full Composition Opinion Text

Target #7 Write full compositions that are persuasive/opinion pieces about topics or texts...

W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

W.K.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

51


GRADE ONE NARRATIVE WRITE AND REVISE

Summative Assessment Target 1 Write and Revise Brief Narrative Texts for Purpose Specific Targets


W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

a recount two or more appropriately sequenced events

b include some details regarding what happened

c use temporal words to signal event order

d provide some sense of closure



L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).


L.1.1a Print all upper- and lowercase letters.

L.1.1b Use common, proper, and possessive nouns.

L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

L.1.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

L.1.1e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

L.1.1f Use frequently occurring adjectives.

L.1.1g Use frequently occurring conjunctions (e.g., and, but, or, so, because).

L.1.1h Use determiners (e.g., articles, demonstratives).

L.1.1i Use frequently occurring prepositions (e.g., during, beyond, toward).

L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts

L.1.2a Capitalize dates and names of people

L.1.2b Use end punctuation for sentences.

L.1.2c Use commas in dates and to separate single words in a series.

L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

GRADE ONE NARRATIVE FULL COMPOSITION

Full Composition Narrative Text Summative Assessment Target 2


W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some

details regarding what happened, use temporal words to signal event order, and provide some sense

of closure.

W.1.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed

by revising and editing.

GRADE ONE INFORMATIONAL/EXPLANATORY WRITE AND REVISE




W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

a Name a topic

b Supply facts about a topic

d provide some sense of closure




















GRADE ONE NARRATIVE WRITE AND REVISE

Full Composition Informational Text Summative Assessment Target 4


W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

W.1.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

52


GRADE ONE OPINION/ARGUMENT WRITE AND REVISE


Write and Revise Brief Opinion/Argument Texts for... Purpose Specific Targets


W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

a Introduce a topic or the name of a book they are writing about.

b State an opinion.

d Supply a reason for the opinion.

e Provide some sense of closure.




















GRADE ONE Opinion/Argument FULL COMPOSITION

Full Composition Opinion Text Summative Assessment Target 7


W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense

of closure.

W.1.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

53


GRADE TWO NARRATIVE WRITE AND REVISE




W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details

to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of

closure

a recount a well-elaborated event or short sequence of events

b include details to describe actions, thoughts, and feelings

c use temporal words to signal event order

d provide a sense of closure



L.2.3.a Compare formal and informal uses of English.

L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts,

including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).


L.2.1a Use collective nouns (e.g., group).

L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

L.2.1c Use reflexive pronouns (e.g., myself, ourselves).

L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.

L.2.2f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the

movie; The little boy watched the movie; The action movie was watched by the little boy).

L.2.2a Capitalize holidays, product names, and geographic names

L.2.2b Use commas in greetings and closings of letters.

L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.

L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

GRADE TWO NARRATIVE FULL COMPOSITION

Full Composition Narrative Text Summative Assessment Target 2


W.2.3 Write narratives to develop real or imagined experiences or events using effective technique,

descriptive details, and clear event sequences.



GRADE TWO INFORMATIONAL/EXPLANATORY WRITE AND REVISE Summative Assessment Target 3



W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section

a Introduce a topic

b develop points with facts and definitions

d provide a sense of closure




L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).







L.2.2f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).






GRADE TWO INFORMAITONAL TEXT FULL COMPOSITION



W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to

develop points, and provide a concluding statement or section



54


GRADE TWO OPINION/ARGUMENT WRITE AND REVISE

Summative Assessment Target 6 Write and Revise Brief Opinion/Argument Texts for...

Purpose Specific Targets


W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section

a Introduce a topic or book.

b State an opinion.

d Supply reasons to support an opinion.

e Provide a concluding statement or section.




L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).







L.2.2f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).






GRADE TWO OPINION/ARGUMENT FULL COMPOSITION

Full Composition Opinion Text Summative Assessment Target 7 Target #7 Write full compositions that are persuasive/opinion pieces about topics or texts...

W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.


55


GRADE THREE INFORMATIONAL/EXPLANATORY WRITE AND REVISE

Summative Assessment Target 3 Write and Revise Brief Informational/Explanatory Texts for...



W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

W.3.2b Develop the topic with facts, definitions, and details.

W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

W.3.2.d Provide a concluding statement or section.



L.3.3.a Choose words and phrases for effect.*

L.3.6

Acquire and use accurately grade-appropriate conversational, general academic and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).


L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

L.3.1b Form and use regular and irregular plural nouns.

L.3.1c Form and use regular and irregular verbs.

L.3.1d Form and use regular and irregular verbs.

L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

L.3.1f Ensure subject-verb and pronoun-antecedent agreement.*

L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

L.3.1h Use coordinating and subordinating conjunctions

L.3.1i Produce simple, compound, and complex sentences.

L.3.2a Capitalize appropriate words in titles.

L.3.2b Use commas in addresses.

L.3.2c Use commas and quotation marks in dialogue.

L.3.2d Form and use possessives.

L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

L.3.2g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

L.3.3.b Recognize and observe differences between the conventions of spoken and written standard English.

GRADE THREE INFORMATIONAL FULL COMPOSITION




W.3.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose,

and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.3.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,

revising, editing, rewriting, or trying a new approach.

GRADE THREE OPINION WRITE AND REVISE

Summative Assessment Target 6 Write and Revise Brief OPINION Texts for...



W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

W.3.1b Provide reasons that support the opinion.

W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

W.3.1d Provide a concluding statement or section.




L.3.6

Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).



















GRADE THREE OPINION/ARGUMENT FULL COMPOSITION

Full Composition Opinion Text Summative Assessment Target 7


W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

W.3.4 Produce clear and coherent writing in which the development and organization are appropriate to task,

purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)



56


GRADE THREE NARRATIVE WRITE AND REVISE



W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations

W.3.3c Use temporal words and phrases to signal event order.

W.3.3d Provide a sense of closure.




L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).



















GRADE THREE NARRATIVE FULL COMPOSITION Full Composition Narrative Text Summative Assessment Target 2



W.3.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)


57


GRADE FOUR NARRATIVE WRITE AND REVISE




W.4.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

W.4.3b Use dialogue and description to develop experiences and events or show the responses of characters to situations.

W.4.3c Use a variety of transitional words and phrases to manage the sequence of events.

W.4.3e Provide a conclusion that follows from the narrated experiences or events.

Language Support Standards for Write and Revise Brief Narrative Texts Target # 8 LANGUAGE & VOCABULARY USE: Strategically use language and vocabulary...

W.4.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.

L.4.3.a Choose words and phrases to convey ideas precisely.*

L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).


L.4.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

L.4.1b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

L.4.1c Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

L.4.1d Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

L.4.1e Form and use prepositional phrases.

L.4.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

L.4.1g Correctly use frequently confused words (e.g., to, too, two; there, their).*

L.4.2a Use correct capitalization.

L.4.2b Use commas and quotation marks to mark direct speech and quotations from a text.

L.4.2c Use a comma before a coordinating conjunction in a compound sentence.

L.4.2d Spell grade-appropriate words correctly, consulting references as needed.

L.4.3b Choose punctuation for effect.*

L.4.3c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).




W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details,

and clear event sequences.

W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose,

and audience.




GRADE FOUR INFORMATIONAL/EXPLANATORY WRITE AND REVISE





W.4.2a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

W.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

W.4.2c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

W.4.2e Provide a concluding statement or section related to the information or explanation presented.



Target # 8 LANGUAGE & VOCABULARY USE: Strategically use language and vocabulary... W.4.3d Use precise language and domain-specific vocabulary to inform about or explain the topic.


L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).














L.4.3c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).





W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and

audience




58


GRADE FOUR OPINION/ARGUMENT WRITE AND REVISE Summative Assessment Target 6

Write and Revise Brief Opinion/Argument Texts for...Purpose Specific Targets Writing/revision pieces of 1‐2 paragraphs, used to demonstrate application of basic organizational

structures, narrative strategies, etc. are generally DOK 2 level items.


W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.4.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to

support the writer’s purpose

W.4.1b Provide reasons that are supported by facts and details.

W.4.1c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

W.4.1d Provide a concluding statement or section related to the opinion presented.





L.4.6

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal

precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife,

conservation, and endangered when discussing animal preservation).














L.4.3c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is

appropriate (e.g., small-group discussion).

Grade 4 Summative Assessment Target 4

Full Composition Opinion/ArgumentText



W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience

W.4.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach.



GRADE SIX NARRATIVE WRITE AND REVISE




relevant descriptive details, and well-structured event sequences.

W.6.3a Engage and orient the reader by establishing a context and introducing a narrator and/or

characters; organize an event sequence that unfolds naturally and logically.

W.6.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events,

and/or characters.

W.6.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from

one time frame or setting to another




W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey

experiences and events.

L.6.3.a Vary sentence patterns for meaning, reader/listener interest, and style.*

L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific...


L.6.1a Ensure that pronouns are in the proper case (subjective, objective, and possessive).

L.6.1b Use intensive pronouns (e.g., myself, ourselves).

L.6.1c Recognize and correct inappropriate shifts in pronoun number and person.*

L.6.1d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*

L.6.1e Recognize variations from standard English in their own and others' writing and speaking, and

identify and use strategies to improve expression in conventional language.*

L.6.2a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*

L.6.2b Spell correctly.

L.6.3b Maintain consistency in style and tone.*

Summative Assessment Target 2 Full Composition Narrative Text



relevant descriptive details, and well-structured event sequences.

W.6.4 Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are

defined in standards 1–3 above.)

W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising, editing, rewriting, or trying a new approach.

W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and

research.

GRADE SIX INFORMATIONAL/EXPLANATORY WRITE AND REVISE




W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the

selection, organization, and analysis of relevant content

W.6.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification,

comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and

multimedia when useful to aiding comprehension.

W.6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

W.6.2c Use appropriate transitions to clarify the relationships among ideas and concepts.

W.6.2f Provide a concluding statement or section that follows from the information or explanation presented.




W.6.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.








L.6.1e Recognize variations from standard English in their own and others' writing and speaking, and identify and use

strategies to improve expression in conventional language.*

W.6.2e Establish and maintain a formal style







W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information

through the selection, organization, and analysis of relevant content

W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to

task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3

above.)

W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by

planning, revising, editing, rewriting, or trying a new approach.


60


GRADE SIX OPINION/ARGUMENT WRITE AND REVISE

Summative Assessment Target 6 Write and Revise Brief Opinion/Argument Texts for...



W.6.1 Write arguments to support claims with clear reasons and relevant evidence.

W.6.1a Introduce claim(s) and organize the reasons and evidence clearly.

W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the

topic or text.

W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

W.6.1e Provide a concluding statement or section that follows from the argument presented.











L.6.1e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to

improve expression in conventional language.*

W.6.2d Establish and maintain a formal style




KINDERGARTEN OPINION FULL COMPOSITION

Summative Assessment Target 7 Full Composition Opinion Text

Target # 7 Write full compositions that are persuasive/opinion pieces about topics or texts...

W.6.1 Write arguments to support claims with clear reasons and relevant evidence.

W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach.


61


GRADE FIVE NARRATIVE WRITE AND REVISE




W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive

details, and clear event sequences.

W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event

sequence that unfolds naturally.

W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or

show the responses of characters to situation.

W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.




W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.

L.5.3.a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases,

including those that signal contrast, addition, and other logical relationships (e.g., however, although,

nevertheless, similarly, moreover, in addition).


L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular

sentences.

L.5.1b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

L.5.1c Use verb tense to convey various times, sequences, states, and conditions.

L.5.1d Recognize and correct inappropriate shifts in verb tense.*

L.5.1e Use correlative conjunctions (e.g., either/or, neither/nor).

L.5.2a Use punctuation to separate items in a series.*

L.5.2b Use a comma to separate an introductory element from the rest of the sentence.

L.5.2c Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of

the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

L.5.2d Use underlining, quotation marks, or italics to indicate titles of works.

L.5.2e Spell grade-appropriate words correctly, consulting references as needed.

L.5.3b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.




W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive

details, and clear event sequences.


purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)




GRADE FIVE INFORMATIONAL/EXPLANATORY WRITE AND REVISE Summative Assessment Target 3

Write and Revise Brief Informational/Explanatory Texts for...




W.5.2a Introduce a topic clearly, provide a general observation and focus, and group related information logically;

include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples

related to the topic.

W.5.2c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast,

especially).

W.5.2e Provide a concluding statement or section related to the information or explanation presented.




W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.


L.5.6

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases,

including those that signal contrast, addition, and other logical relationships (e.g., however, although,

nevertheless, similarly, moreover, in addition).


L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in

particular sentences.







L.5.2c Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of

the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).







W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly..


purpose, and audience. (




62


GRADE FIVE OPINION/ARGUMENT WRITE AND REVISE


Write and Revise Brief Opinion/Argument Texts for...




W.5.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose

W.5.1b Provide logically ordered reasons that are supported by facts and details.

W.5.1c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

W.5.d Provide a concluding statement or section related to the opinion presented.





L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and

other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).


L.5.1a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.







L.5.2c Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to

indicate direct address (e.g., Is that you, Steve?).





Full Composition Opinion Text

Target # 7 Write full compositions that are persuasive/opinion pieces about topics or texts...


W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations

for writing types are defined in standards 1–3 above.)

W.5.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach.


63


[Blank Page]


Selected and Constructed Response Templates

65


Short Constructed Response Rubric Write the standard here:

Change the standard to a specific text question or stem with the addition of only a few words.

Scoring Notes: (very important – to be written by teacher in “adult language” be very specific!).

Essential Elements of a

Complete

Interpretation:

Aspects of the Task and

Sufficient Evidence:

Strong Organized and Consistent

Focus.... Sentences Vary:

3 Student Response:

2

Student Response:

1

Student Response:

0

Student response: does not meet any of the criteria.

66


Write the standard here:

Change the standard to a specific text question or stem with the addition of only a few words.

Selected Response:

Write three distractors and one correct answer.

a)

b)

d)

a)

b)

c)

d)

List your rationale of distractors, student…

c)

67

guide t c/ y ela - homesteadsresource.homestead.com/files/2015-2016/assessments/... ·...

Documents