Grade 4

Opinion

Writing Extended Response

Compose Full Texts

Thunderstorms

Conventions

Evidence/Elaboration

Organization/Purpose

There is a run-on sentence (“I like the wind it feels good to be nice and cool”). The response is too brief to assume more than partial control of the convention.

There are no errors with punctuation.

There are unnecessary capital letters for “There” and “Conclusion.”

There is an error with the frequently confused words &#8220;brake&#8221; and &#8220;break.&#8221; There are places where missing words cause confusion (e.g. “There so much rain…”, the article “a” is missing from “I am even little too scared”, and “rather” is missing from the last sentence). Although these errors are not serious or frequent, the response is too brief to assume more than partial control of the convention.

There is a single spelling error (&#8220;Colarado&#8221;).

The ideas from the sources are general, vague, and listed rather than integrated. The second reason (&#8220;I like the wind&#8221;) is not evidence-based enough to support the opinion (both Florida and Colorado experience weather patterns based on wind/breezes carrying air up into the cooler atmosphere, causing storms). Other inaccuracies, or limited attempts at providing evidence, weaken the response (“There are even several lightning storms per day”).

There are vague references to two sources, but no specific information is provided and there are no attributions.

The supporting information is vague, and the weak attempts to develop these ideas are based on inadequately explained opinions (e.g., “I hate getting wet and loud noises”). Other attempts to develop ideas (“So, we can’t enjoy our nice summer brake”) again connect to why Florida is bad and not why Colorado is good.

The limited language is vague (e.g., “I hate getting wet&#8230;&#8221;; &#8220;I like the wind”) and repetitive (“so much rain”).

While not inappropriate, the response is too brief and general to show any evidence of style for the audience.

The response is very brief, and the focus is on listing the negative aspects of Florida as opposed to supporting the positive aspects of Colorado. Therefore, the response drifts from the intended task.

There are a few weak attempts to connect ideas (“First”; “Second”; and “In Conclusion”).

The opinion is stated in the first sentence and restated in the last, but there is no real introduction or conclusion.

Although the response indicates there are two reasons, the response is too brief to progress, and neither reason adequately supports the opinion that Colorado is better than Florida.

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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: 5457

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