Grades 3-5 Benchmark Writing AssessmentOpinion/Argument Writing

Teacher DirectionsWeek before assessment:

Read through the Assessment Administration Guide and make any school wide decisions prior to the day of the assessment.

Day of assessment: Start the session by explaining to students that today they will be demonstrating how much they have learned about writing strong sentences and

paragraphs over the years, as well as how they can use what they have read to support a claim. Make sure students understand that while this is not a graded piece, they should do their best work so that you, as the teacher, can understand who they are as writers.

Provide each student with a copy of the prompt and the articles. 3rd Grade: “Seven Characteristics of a Saint” and “Saint Germaine”4th-5th Grades: “Seven Characteristics of a Saint” and “St. Elizabeth Ann Seton”

Read through the directions with the students, clarifying any directions needed.

The articles provide information needed to address the prompt and should be read aloud twice with students following along silently. Clarify any vocabulary that may need clarified. Students should be encouraged to highlight, circle or make notes on the articles as they listen. (If a teacher chooses to provide a graphic organizer, this should be the practice in every classroom.)

The writing must be done without help, but students may have access to personal dictionaries, word walls, or any other resources they are accustomed to using while writing. Provide lined paper from your classroom for writing. Unlined paper may be provided for drawing and taking notes. (See Assessment Administration Guide regarding students with accommodations, or use of computers during the assessment.)

Allow approximately 60 minutes for the assessment, but the prompt should not be strictly timed. Students should be given the time needed to write and proofread.

This will be first draft writing, but encourage students to proofread and correct any errors they find.

CCSS W.1 Anchor Standard:Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

Grades 3-5 Benchmark Writing AssessmentOpinion/Argument Writing

Student Directions

Today you are being asked to write an essay where you state your opinion and support it with information from readings. Through this piece of writing we are hoping to learn about you as a writer. It is important that you take your time to do your best work.

Remember, a strong essay: Is written in paragraphs Has an introduction that hooks the reader Has a clear focus/thesis/opinion statement Uses specific facts and examples from the reading to support the opinion Has a conclusion Uses precise language and linking words to connect ideas Has correct spelling, capitalization and spelling

When you are finished, make sure to take the time to read over your piece and correct any mistakes you find.

As you listen to the readings think about. What characteristics of a saint does (Saint Germaine or Saint Elizabeth Ann Seton) most live out? Feel free to underline or take notes on the readings so that you can use them in your answer.

Once you are done listening to the articles:1. On a piece of lined paper, write a complete heading (name, date, class) on the upper left hand side of the paper.2. After listening to “Seven Characteristics of a Saint” and the reading about either Saint Germaine or Saint Elizabeth Ann Seton, write an essay

that argues Why is (Saint Germaine or Saint Elizabeth Ann Seton) a saint? Use evidence from the texts to support your answer.

CCSS W.1 Anchor Standard:Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

3rd -5th grade reading

Six Characteristics of the Saints  

1. All saints are filled with the love of God.They have chosen God above all others and made a commitment to God.

2. All saints love other human beings.It cannot be any other way. In the First Letter of John (4:20) we read: “If anyone says, ‘I love God,’ but hates his brother, he is a liar; for whoever does not love a brother whom he has seen cannot love God whom he has not seen.” Although saints may be different in many ways, they are always generous.

3. All saints are risk-takers.When God called, they answered. For some it was taking a chance on a new way of life in a new place.

4. The saints are humble, willingly and lovingly giving God all the credit for the work they do.The saints showed their humility by using whatever gifts they had to perfection, but never bragging about themselves.

5. Saints are people of prayer.Some, especially members of religious orders, had entire days of prayer. Others found their time with God in other ways.None of the saints saw prayer as a waste of time or as an activity for only the weak.

6. The saints are not perfect.Each of the saints had human flaws and faults. They made mistakes. Even at the end of their lives, they still found themselves in need of forgiveness.

If we look at the lives of all the saints, we can certainly find faults. Far from discouraging us, this can give us courage. Perfection is not what we are striving for, unless it is as perfect a love as possible.

adapted from: Fuchs, Lucy. "I'd Like to Say: We're All Called to Be Saints  - November 2004 Issue of St. Anthony Messenger Magazine Online.

Franciscans Media, 1 Nov. 2004. Web. 20 Apr. 2015.

CCSS W.1 Anchor Standard:Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

3rd grade Reading:

Saint Germaine

Saint Germaine lived from 1579-1601. She lived her whole life in France. We celebrate her feast day

on June 15.

Germaine loved Jesus with all her heart. She took care of the family sheep. Her stepmother was

unkind to her. Her parents would not allow her to go to school. They made her live in the barn with the

sheep. Germaine never complained. She taught the neighborhood children how to love Jesus. They loved

Germaine, too. Germaine went to Mass every morning. The sheep never wandered while she was gone!

Her parents finally were sorry for the way they treated her. Germaine forgave them. She was just twenty-

two when she died.Muldoon, Kathleen M., and Susan Helen Wallace. "Saint Germaine." My First Book of Saints. Boston: Pauline & Media, 2006. 118. Print.

CCSS W.1 Anchor Standard:Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

4th-5th grade reading

St. Elizabeth Ann Seton

Elizabeth Ann Bayley Seton was the first person in the United States to be declared a saint.

Elizabeth’s Episcopalian parents handed on to her their own faith. Her mother and stepmother taught her to pray and read Scriptures. Her father, a doctor, taught her to love and serve the poor. As a young girl, Elizabeth took food to the poor near her home. After she was married, she and her sister in law, Rebecca, visited the poor and sick in the slums.

Elizabeth was prepared for New York high society. At the age of nineteen she married handsome William Seton, the son and business partner of the owner of a wealthy shipping firm. No one could have guessed the plans God had for her. Will and Elizabeth were devoted to each other. They loved their five children-three girls and two boys.

Everything went well until 1803, when Will Seton’s business went bankrupt and his health failed. The Filicchi family in Italy invited Will, Elizabeth, and their oldest daughter Anne to visit so Will could recuperate in the warm, sunny Italian climate.

The journey was rough. Because there had been an epidemic in New York before the Setons left, when they landed in Italy the police quarantined them in an old fort. If after six weeks they did not come down with the disease, they would be able to enter Italy. Will, already ill, had to lie in the cold, damp room. Elizabeth cared for him as well as she could, but a few weeks after they were freed, Will died.

The Filicchis, who were Catholic, helped Elizabeth. Finally, she realized that God was calling her to become Catholic. She went to a priest to learn about the truths of the faith. Later, she and her children became Catholic. Because of their decision, her family and many friends turned against her, and she found herself on her own.

To support herself and her children, she opened a Catholic boarding school for girls in Maryland. Women came to help Elizabeth, and the school grew. Soon it seemed obvious that God was asking Elizabeth to dedicate her life completely to him. She and the other women began a community of religious Sisters, who later became known as the Daughters of Charity. Elizabeth Seton received the title of “Mother,” head of the community. Elizabeth raised her children. Her two sons entered the navy. Anna became a nun but died at an early age, as did Rebecca. Catherine became a Sister of Mercy and worked with those in prison.

CCSS W.1 Anchor Standard:Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

Today thousands of Daughters of Charity carry on Mother Seton’s work. They serve in hospitals, homes for the aged, and schools.

Adapted from: Glavich, Mary Kathleen. "Saint Elizabeth Ann Seton." Saints Kit All the Saints of the Roman Calendar and More. Chicago, Ill: Loyola UP, 1994. Print.3rd Grade Writing Rubric - (Opinion/Argument)

Scoring Elements

Not Yet Approaches Expectations Meets Expectations Advanced

1 1.5 2 2.5 3 3.5 4

Focus/OpinionW.3.1a, bW.3.4

• Responds to some or no parts of the prompt

• Demonstrates little to no understanding of topic/text

• Responds to most parts of the prompt

• States an opinion that demonstrates limited understanding of topic/text

• Responds to all parts of the prompt

• States an opinion that demonstrates an understanding of topic/text

• Responds skillfully to all parts of the prompt

• States an opinion that demonstrates an insightful understanding of topic/text

Organization W.3.1a, c, dW.3.4

• Organizes with no evidence of paragraph structure

• Uses no linking words

• Organizes ideas and information in an incomplete paragraph structure (e.g., missing aconclusion)

• Uses some linking words to connect reasons to opinion but simplistically or ineffectively

• Organizes ideas and information using a clear topic sentence, details, explanation, and concluding sentence

• Uses linking words and phrases to connect reasons to opinion

• Organizes ideas and information into logical, coherent paragraphs that are clear to the reader

• Uses linking words and phrases skillfully to connect reasons to opinion

Support/Evidence RIT.3.1

• Does not support opinion with reasons

• Provides no or inaccurate explanation of how reasons support opinion

• Supports opinion with minimal or irrelevant and/or reasons

• Provides some explanation of how reasons support opinion

• Supports opinion with relevant reasons

• Provides clear explanation of how reasons support opinion

• Supports opinion skillfully with substantial and relevant facts, details, and/or reasons

• Provides explanations/analysis of how evidence supports opinion

LanguageL.3.1L.3.2

• Uses little to no correct sentence structure

• Demonstrates limited understanding of grade-level appropriate conventions, and errors interfere with the meaning

• Uses no academic or domain specific vocabulary

• Uses some correct but repetitive sentence structures

• Demonstrates some grade-level appropriate conventions, but errors may obscure meaning

• Uses limited academic and/or domain-specific vocabulary for the audience and purpose

• Uses correct and varied sentence structures

• Demonstrates grade-level appropriate conventions; errors are minor and do not obscure meaning

• Uses academic and domain specific vocabulary appropriate for the audience and purpose

• Uses purposeful and varied sentence structures

• Demonstrates creativity and flexibility when using conventions (grammar, punctuation, capitalization, and spelling) to enhance meaning

• Uses precise and sophisticated academic and domain-specific vocabulary appropriate for the audience and purpose

Rubric adapted from Elk Grove School District

CCSS W.1 Anchor Standard:Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

Grade 4 & 5 Writing Rubric (Opinion/Argument)Scoring Elements Not Yet Approaches Expectations Meets Expectations Advanced

1 1.5 2 2. 5 3 3.5 4

FocusW-1

Attempts to address prompt, but is off-task

Addresses prompt, but focus is uneven

Addresses prompt with an adequately detailed response; stays on task

Addresses key aspects of prompt in a detailed response; stays on task

Controlling IdeaW-1a

Lacks a clear opinion Establishes an opinion though may

lack clarity or credibility Establishes a credible opinion Establishes and maintains a

substantive and credible opinion

Reading/ Research (when applicable)RIT -1

Attempts to reference reading materials to develop response, but lacks connections or relevance to the purpose of the prompt.

Summary retells or is not accurate.

Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.

Summary mentions a key point but does not cover point sufficiently.

Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim.

Summary is concise and relates key points.

Accurately and effectively presents important details from reading materials to develop argument or claim.

Summary is concise and relates key and supporting points.

DevelopmentW-1bW-8W-9b

Attempts to provide reasoning and details in response to the prompt, but lacks sufficient development or relevance to the purpose of the prompt.

Presents appropriate reasoning and details to support and develop the focus and opinion.

Presents appropriate reasoning and sufficient details to support and develop the focus and opinion.

Presents sound reasoning and detailed information to effectively support and develop the focus and opinion.

OrganizationW-2a,c,eW-4

Does not organize ideas and information clearly

Lacks control of effective paragraph structure

Does not group related information together

Uses no linking words

Attempts to organize ideas and information in a paragraph structure that includes a sense of introduction, body and conclusion

Grouping of ideas lacks cohesion Attempts some linking words

Organizes ideas and information into a logical structure

Groups related information into paragraphs or sections

Uses linking words and phrases appropriately to connect ideas

Organizes ideas and information into purposeful, coherent paragraphs that include an elaborate introduction, structured body, and insightful conclusion

Logically groups information Uses linking words and phrases and

clauses skillfully

Sentence FluencyL-1f

Writes and expands on simple and complex sentences.

Little variety in sentence structure, starts or lengths.

Several errors in sentence formation.

Produces a piece with some variety in sentence structure, starts and lengths.

Some errors in sentence formation begin to affect reading of piece.

Produces a piece with a variety of sentence structures, starts and lengths.

Few errors in sentence formation.

Varies sentence patterns and starts, which creates interest and style.

Few to no errors in sentence formation.

ConventionsL-1L-2

Lacks cohesion and control of grammar, usage, and mechanics appropriate to grade level .

Demonstrates an uneven command of Standard English conventions appropriate to grade level.

Demonstrates a command of Standard English conventions, with few errors as appropriate to grade level.

Maintains a well-developed command of Standard English conventions, with few errors.

Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt

CCSS W.1 Anchor Standard:Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

CCSS W.1 Anchor Standard:Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.