Grade 4

Opinion

Writing Extended Response

Compose Full Texts

Thunderstorms

Conventions

Evidence/Elaboration

Organization/Purpose

There is a run-on sentence (&#8220;You can go to the beach you can have popsicles&#8221;), but otherwise, sentences are correctly formed.

There are no errors with grade-specific punctuation. Note: although there should be a comma to separate compound independent clauses in the sentence “Also Warm weather helps make rain and I like rain,” the second clause is short enough to overlook the requirement.

There are some unnecessary capital letters used (“Warm”; “The”) and also some missing capitals (“florida”).

There are no grade-specific grammar usage errors.

There are some spelling errors including, “sun shine” (sunshine); “geuss”; and “woln’t.”

Rather than integrating evidence from the source, the response includes too much relevant but not source-based information (&#8220;&#8230;[rain] helps plants grow&#8221;; &#8220;&#8230;rain makes the air less humid during really hot days&#8221;; &#8220;&#8230;rain gives wild animals water to drink&#8221;).

There are some vague references to source information but no attempts to attribute the information.

The elaboration attempts are mostly via connections to general personal choices (“I’ll know what clothes to wear” and “it’s fun to get wet”). These are not irrelevant but don’t adequately develop specific source evidence. Other ideas are unexplained (“Warm weather helps make rain”).

The vocabulary is adequate if somewhat repetitive.

The style is engaging, beginning with an appeal to the audience to “imagine” and then interspersed with periodic reaching out to the audience (“Wouldn&#8217;t you hate it if you were at the beach and it started snowing?!”).

The focus on wanting to live in Florida is maintained, with no significant drifts.

There is an overreliance on “also” to connect the somewhat random ideas.

The introduction is effective: it appeals to the audience, alluding to the choice and the supporting reasons without directly stating them. The conclusion is arguably less effective, beginning with the perfunctory &#8220;now that you know why” and a less-than-effective “do you agree with me?&#8221; But overall, the introduction and conclusion are more effective than adequate.

The response is predictable but organized, with each of the three “reasons” being adequately presented. There are minor drifts (e.g., in paragraph 4, the sentence stating it&#8217;s “fun to get wet” doesn’t explain how rain “can help us”).

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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 4: Opinion – Thunderstorms - ID: 5450

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