Grade 3

Opinion

Writing Extended Response

Compose Full Texts

Islands

Conventions

Evidence/Elaboration

Organization/Purpose

Because there are so many missing or inappropriate words, and only one period, it is difficult to assess where sentences begin or end  (e.g., “so thats it id pick the hot island only if and my there was water so the winner is hot island yea and…bye”).

Again, missing and/or inappropriate phrases make it difficult to assess control of grammar usage.

Errors with spelling cause confusion (“head aces,” “becouse,” “thermea”).

There are missing capital letters for the personal pronoun “I” and at the beginning of sentences.

There are missing apostrophes with contractions (“that[’]s,” “i[’]d”) and the response has only one period.

There are no specific references to text details. The few details that are included refer to “thermea and coldness and head aces”.

There are no attributions to source materials in this response.

The few details that are included refer to “thermea and coldness and head aces”.

The vocabulary is limited and ineffective in that it is difficult to understand what the writer is trying to convey.

As a result, there is also no style evident that would be appropriate for the audience.

This brief response introduces a clear statement of opinion about the writer’s choice, and concludes with a statement that matches that position.

This brief response introduces a clear statement of opinion about the writer’s choice and concludes with a statement that matches that position.

The writer does not utilize any real transitional strategies.

The response is too brief to determine a purposeful progression of ideas. However, there is a brief list of difficult to comprehend reasons why the student would prefer a hot island over a cold island.

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An annotation is the educator’s explanation of how a portion of the student’s response relates to the rubric and contributes to that trait’s score. For example, the educator might explain how the response meets the expectations of a specific score point. An annotation can also describe aspects of a student response that relate to multiple score points on the rubric to demonstrate nuance when determining a score.

Annotation

One of three traits scored for the ELA performance task full write, this trait measures a student’s ability to demonstrate command of grade-level conventions of standard English: grammar usage (including sentence formation), capitalization, punctuation, and spelling.

This trait measures students’ ability to select and integrate details that support, explain, illustrate, or develop ideas. Students should elaborate these details—that is, explain and connect them, guided by the writing purpose and audience needs.
For informative/explanatory and opinion/argumentative writing purposes, these details come from source materials.
For narrative writing, this trait is called Development/Elaboration, and students are expected to integrate and develop grade-appropriate story elements such as descriptive details and dialogue. For these tasks, events and experiences are inspired by source materials.

This trait measures students’ ability to establish and sustain a focus for the writing. This focus should be consistent with the task’s designated purpose and the intended audience. Strong introductions and conclusions (or, for narrative writing, beginnings and endings) and transitions help to create coherence.

Performance tasks measure a student’s ability to demonstrate critical-thinking and problem-solving skills by challenging students to apply their knowledge and skills to complex, real-world problems. In the performance task, students are presented with a collection of questions and activities connected to a single theme or scenario. These activities ask students to demonstrate capacities such as depth of understanding, writing and research skills, and complex analysis, which cannot be adequately assessed with traditional assessment questions. Performance tasks are taken on a computer (but are not computer adaptive) and take students one to two class periods to complete.

Performance Task

The prompt is the text provided to the student that requests their response. It includes some contextual information, but also includes a specific task that students complete in their writing response.

Prompt

For a deeper dive into the content behind this student response, navigate to the Sample Items Website to access the writing prompt or visit the Content Explorer to learn more about this content area.

Prompt & Target

“Purpose” is the context for a piece of writing, or what the writer intends to accomplish. Students write texts with the following purposes:
<ul>
<li>Narrative (grades 3–8): tell a story</li>
<li>Informational (grades 3–5): present facts or data using source material</li>
<li>Explanatory (grades 6–11): explain a topic or concept by analyzing source materials</li>
<li>Opinion (grades 3–5): present and defend a position</li>
<li>Argumentative (grades 6–11): present an argument using research to form and support claims</li>
</ul>
Purposes have subtle differences depending on grade, and each writing purpose has its own scoring rubric.

Purpose

This text was written by a student in response to a Performance Task writing prompt.

Response

A rubric is a set framework for scorers to reference when determining the quality of student writing. Each trait has its own rubric, and every point value is defined in detail with examples of what to expect from student writing at each level.

Rubric

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Sample Term One

Sample Term Two

Traits are different dimensions of a student response that educators evaluate when scoring. For example, an educator will assess grammar and spelling as part of the Conventions trait (maximum of two score points) but not take grammar or spelling into account when assessing the other traits. This approach ensures that scorers evaluate student writing from multiple angles.

Example for Grade 3: Opinion – Islands - ID: 447

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