1 st Grade On Demand Opinion Assessment Anchor Paper Set

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1 1 st Grade On Demand Opinion Assessment Anchor Paper Set Title Score Chocolate Chip ce Cream Mostly 1 School is a Fun Place Mostly 2 New! Mexico! Mostly 2s and 3s New! Frunch Braids Mostly 3 Red Robin Mostly 3 No More Smoking Mostly 4 Prompt: An opinion text is writing to convince your reader to agree with you. Today you will think of something you like or dislike and write your opinion about it. When you write, include reasons that will convince others to agree with you. n your writing, make sure you: Write your opinion Give reasons and evidence to explain why you have that opinion Write an ending Check your work and make sure you did your best Students will be given two 30 minutes sessions within the same day. The break between sessions will be determined by the teacher

2 Name: SD Common Writing Assessment Rubric for Opinion Writing First Grade Pre-Kindergarten (1 point) Kindergarten (2 points) Grade 1 (3 points) Grade 2 (4 points) SCORE PRE SCORE POST STRUCTURE 1 Overall The writer told about something she liked or disliked with pictures and some writing. The writer told, drew, and wrote his opinion or likes and dislikes about a topic or book. The writer wrote her opinion or her likes and dislikes and said why. The writer wrote his opinion or his likes and dislikes and gave reasons for his opinion. 2 Lead 3 Transitions 4 Ending The writer started by drawing or saying something. The writer kept on working. The writer ended working when he had said, drawn, and written all he could about his opinion. The writer wrote her opinion in the beginning. The writer wrote his idea and then said more. He used words such as because. The writer wrote a beginning in which he got readers attention. He named the topic or text he was writing about and gave his opinion. The writer said more about her opinion and used words such as and and because. The writer wrote a beginning in which she not only gave her opinion, but also set readers up to expect that her writing would try to convince them of it. The writer connected parts of his piece using words such as also, another, and because. The writer had a last part or page. The writer wrote an ending for his piece. The writer wrote an ending in which she reminded readers of her opinion. 5 Organization On the writer s paper, there was a place for the drawing and a place where she tried to write words. The writer told his opinion in one place and in another place he said why. The writer wrote a part where she got readers attention and a part where she said more. The writer s piece had different parts; he wrote a lot of lines for each part. TOTAL: TOTAL: DEVELOPMENT 6 Elaboration* The writer put more and then more on the page. The writer put everything she thought about the topic (or book) on the page. The writer wrote at least one reason for his opinion. The writer wrote at least two reasons and wrote at least a few sentences about each one. (X2) (X2) 7 Craft* The writer said, drew, and wrote some things about what she liked and did not like. The writer had details in pictures and words. The writer used labels and words to give details. The writer chose words that would make readers agree with his opinion. (X2) TOTAL: (X2) TOTAL: * Elaboration and Craft are double-weighted categories: Whatever score a student would get in these categories is worth double the amount of points. For example, if a student exceeds expectations in Elaboration, then that student would receive 8 points instead of 4 points. f a student meets standards in Elaboration, then that student would receive 6 points instead of 3 points. SD,

3 Pre-Kindergarten (1 point) Kindergarten (2 points) Grade 1 (3 points) Grade 2 (4 points) LANGUAGE CONVENTONS SCORE PRE SCORE POST 8 Spelling 9 Punctuation The writer could read his pictures and some of his words. The writer tried to make words. The writer could label pictures. The writer could write her name. The writer could read her writing. The writer wrote a letter for the sounds she heard. The writer used the word wall to help her spell. The writer put spaces between words. The writer used lowercase letters unless capitals were needed. The writer wrote capital letters to start every sentence. The writer used all he knew about words and chunks of words (at, op, it, etc.) to help him spell. The writer spelled all the word wall words right and used the word wall to help him spell other words. The writer ended sentences with punctuation. The writer used a capital letter for names. The writer used commas in dates and lists. To spell a word, the writer used what she knew about spelling patterns (tion, er, ly, etc.). The writer spelled all of the word wall words correctly and used the word wall to help her figure out how to spell other words. The writer used quotation marks to show what characters said. When the writer used words such as can t and don t, he put in the apostrophe. TOTAL: TOTAL: * Elaboration and Craft are double-weighted categories: Whatever score a student would get in these categories is worth double the amount of points. For example, if a student exceeds expectations in Elaboration, then that student would receive 8 points instead of 4 points. f a student meets standards in Elaboration, then that student would receive 6 points instead of 3 points. SD,

4 lst Grade Opinion Anchor Paper: "Chocolate Chip ce Cream" Score: Mostly Nome Dote / \ Ëþn qt \o P \ ô "\ e_ ( fv)1 È (./ lt y \\[ f\rurrt\ ' tr e- ohiç \cecrealv\," x1{* i:; '{u"^t

5 l't Grade: "Chocolate Chip lce Cream" Mostly 1 Descriptor Score Comments Overall L Lead 2 The writer told about something he liked with pictures and "writing." The "writing" is at an early emergent stage, including some pretend writing. The writer wrote his opinion at the beginning ("1 like chocolate chip ice cream.") This is very close to the quality of pre-k, level L writing, as the writer started by drawing and saying something. Tra nsitions L The writer kept on working. There is no evidence of level 2 qualities such as the word "because." E nd ing 1 The writer ended working, but did not have a last part or page. Organization Ela boration Craft Spel i ng Pu nctuation L L L L L The writer included a drawing and tried to write words. While the description of ice cream being "green and minty" does start to explain why, it is not at the quality of a level 2 or 3. The writer put more on the page, but it is not at the level of Kindergarten writing. The writer said, drew, and "wrote" some things about what he liked. The details in words that would be found at a level 2 are not evident. The writer tried to make words and could read his picture and some of his words. There is no evidence of using the word wall. The writer could write his name and labeled the picture. Level 2 qualities of spaces between words and lowercase letters were not consistently applied.

6 1st Grade Opinion Anchor Paper: Score: Mostly 2 "School is a Fun Place" # i ì" ' "{.{ tt{'t,. \1 L. '\1 $ {',fr ^,l r ( ) '1, { t\ ' Ít t.l, i:i \ :b.gl"*" R'' 'f "-""',ûi,ü'9'' n ''t*''- a t h Qi: e für' 'frfr:

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8 1 st Grade: School is a Fun Place Mostly 2 Descriptor Score Comments Overall 2 Lead 2 The writer wrote his opinion about a topic. The writer doesn t include sufficient evidence about why she likes school to earn the score of a 3. The writer wrote his opinion in the beginning - -she did not get the readers attention. Transitions 2 The writer wrote her idea and then said more Recess is fun to and lunch! She used the word and but didn t use more sophisticated transition words such as because, also or another. Ending 1 The writer ensded working when she had said, drawn, and written all he could about his opinion. She didn t have a last part or page. Organization 2 Elaboration 2 Craft 3 Spelling 3 Punctuation 2 The writer told his opinion in one place: { School is a fun place! in the beginning} and in another place: { But it is still fun when we get back from library. }This is more sophisticated than the score of 1 in which the writer simply has a place where she tried to write words. The writer put everything she thought about the topic on the page. She did not write a reason for why school is a fun place she simply listed that recess, lunch and library are fun too but didn t elaborate on why they are fun. The writer used labels and words to give details. This is a step above a score of 2 with the addition of labels even though the labels don t help convince the reader to agree with his opinion. The writer used all she knew about words and chunks of words {ch in lunch, ck in back}. The writer spelled all of the word wall words right {still, get, back, went, can, three, from, place}. The writer put space between words, used lowercase letters and wrote capitals to start some (not every) sentence. This is not a 3 because capitals, and periods are lacking.

9 1st Grade Opinion Anchor Paper: Mexico Score: Mostly 2s and 3s.tr..-.r...- & L

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11 1 st Grade: Mexico Scores of 2s and 3s Descriptor Score Comments Overall 3 Lead 3 Transitions 2 Ending 3 Organization 3 Elaboration 3 Craft 2 Spelling 2 Punctuation 3 The writer wrote his opinion about a topic said why. This is not a score of a 4 because of the lack of above grade level reasons for liking Mexico. The writer wrote his opinion in the beginning - he did get the readers attention using a question to hook the reader. The writer wrote his idea and then said more. He used the word and once which is listed under grade 1 on the rubric but the overall flow of the piece is below 1 st grade level despite the number of transition words used. The writer begins 3 of his sentences with the word Mexico and doesn t attempt a connecting word such as also or because. Note: scoring the area of transitions is mostly about the overall flow of the piece and less about counting the number of transition words used a piece can be at standard without the specific words listed on the rubric. Teaching point: Using the word *because*. Using the word because helps writers elaborate further on their reasons. Some teachers encourage their students to put stars ** around the word *because* to help emphasize its importance and *because* it s fun to put stars ** around words. The writer wrote an ending for his piece and it s clear he is wrapping it up by stating he hopes you had fun reading this book. The writer wrote a part where he got his reader s attention and then wrote more. The writer included one reason for his opinion. This is a low 3 because the writer didn t write much in terms of the actual number of sentences this is an instructional point the teacher would consider. The writer does not employ sufficient detail to warrant the score of a 3 for first grade level. He repeats the fun detail and doesn t provide words or labels detailing why it is fun or why being hot makes it a place in which to vacation. The writer could read his writing and he used the word wall to help him spell. He isn t quite at first grade standard for spelling due to the lack of sophisticated word choice and repetitions (very, to, fun). This is close to a 3 but not quite there. The writer ended sentences with punctuation (and even included an apostrophe in it s. He used capital letters at the beginning of most sentences and capitalized Mexico. He has good spacing. This is a low 3 and could be considered a high 2.

12 1st Grade Opinion Anchor Paper: "Red Robin" Score: Mostly 3

13

14 1 st Grade: Red Robin Mostly 3 Descriptor Score Comments Overall 3 The writer wrote her opinion and said why. The reasons tend to be list-like and are not developed in the way that a score of 4 writing might show. Lead 3 The writer got the readers attention, but did not set readers up to try to convince them of her opinion. Transitions 3 The writer said more about her opinion and used words such as because. Each part was not connected with words such as also or another, as specified at the 2 nd grade level. Ending 4 The writer wrote an ending in which she reminded readers of her opinion ( t is the best restaurant ever!... give Red Robin a 5 star! ). Organization 3 The writer wrote a part where she got readers attention and said more. Although she is close to a score of 4, she did not split her writing into different parts. Elaboration 3 The writer wrote reasons for her opinion that were at a 1 st grade level (food tastes delicious, they give kids an activity sheet, and it is a good place for your birthday). Craft 4 The writer chose words that would make readers agree with her opinion (ex. delicious, 5 star, then go to Red Robin ). Spelling 3 The writer used what she knew about words and chunks of words (er/ir). Punctuation 3 The writer ended sentences with punctuation. There was some capitalization for names (Red robin had the first R capitalized but not the second). She is very close to a score of 4 here with use of dashes and correct apostrophe in the contraction "it's".

15 1st Grade Opinion Anchor Paper: Frunch Braids Score: Mostly 3 n,t h B f h d \ 'r..].t,,.: ;i;r 1:;;'-. tt'. {

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17 l"'grade: "Frunch Braids" Mostly 3 Descriptor Score Comments Overall 3 The writer wrote her opinion and said why. She is not quite at a score of 4 because she lacks more than one reason ("it looks cool" & "it looks cool when it's done'- are basically the same reason). lt's unclear if the sentence "lt's a little easv to do but it's fijn" is a reason. Lead 3 The writer got her readers attention with a question and names the topic. She gave her opinion "l like frunch braids because..." This is not a score oí a 4 because there is no convincinq lanquaqe in the lead. Transitions 3 She uses transition words such as þecause, but, and, also but they don't connect the piece together at a 2nd grade level. She is at standard for first grade here. TeachÍng point, using the transition word "anothef. This would help the writer in two ways: 1. Give her another transition word to add to her repertoire 2. Set her up to think of another reason for her topic so she has two separate reasons. Ending 4 The writer wrote an ending and reminded her readers of her opinion. She is above standard here in her use of convincing language and a call to action. ("1 think you should search it up on the web..." "And try to do it.") Organization 3 The piece has adequate organization. She got the readers' attention and then said rnore, Although she wrote what might be considered a lot of lines for each part, her parts overlap and it's a bit disiointed. Ëlaboration 3 The writer scores a 3 here because she gives one reason for her opinion ("it looks cool" & "it looks cool when it's done" - are the same reason). She is close to a score of a 4 because she attempts elaboration "But lt takes a long time to do it." This is a good discussion point! 3 or 4? Craft 3 Although the ending has words that would make readers agree with her opinion, the other parts are not strong in opinion crafr moves. ln fact, she often uses vague language - "lt takes a long time to do it. lt is a little easy to do it but it's fun." Spelling 4 The writer is above standard for spelling.-pespite snell,sng French as Frunch she spells many 2nd and even 3' grade level words correctly. Punctuation 3 The writer is at standard here with very few errors in capitalization and punctuation errors. She is close to a 4 but doesn't exhibit 2nd grade level punctuation usage and she is missing a few apostrophes.

18 lst Grade Opinion Anchor: "No More Smoking" : Mostly4, \Jc mrore > nár T 't to / bl / o r \ red

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23 1 st Grade: No More Smoking Mostly 4 Descriptor Score Comments Overall 4 The writer wrote his opinion or his likes and dislikes and gave reasons for his opinion. Lead 4 The writer wrote a beginning in which he not only gave his opinion, but also set readers up to expect that his writing would try to convince them of it: Have you ever smoked? and You will be sorry if you start it! And ll tell you why if you read my book." Transitions 4 The writer connected parts of his piece using words such as also, another, and because. The paper reads smoothly with phrases such as, f you smoke and Worst of all Ending 4 The writer wrote an ending in which he reminded readers of his opinion. He recommends this review to all the people that started smoking and thinking about stopping smoking. Organization 4 The writer s piece had different parts; he wrote a lot of lines for each part. The parts are: Lungs Polluting Annoyed and finally Rating Elaboration 4 The writer wrote at least two reasons and wrote at least a few sentences about each one. Craft 4 The writer chose words that would make readers agree with his opinion. You could get lucky but there s a little chance. and haven t because it s deskusting! Spelling 4 The attempt and approximation at higher level words such as negative recommend and polluting make the spelling a 4. He used the word wall for words such as little, give, about. Punctuation 4 Punctuation is at a 2 nd grade level.

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