Grade 4 Third Prompt

Informational Reports Writing a Newspaper Article

English/Language Arts Content Standards: 1.0 Writing Strategies 1.2 Create multiple-paragraph compositions. 2.0 Writing Applications (Genres and Their Characteristics) 2.3 Write information reports:

a. Frame a central question about an issue or situation. b. Include facts and details for focus.

Writing Situation

A “fad” is a fashion in dress, actions, items, or speech that is popular for a brief time. (i.e., Pokemon, baggy jeans, break dancing, scooters.) Think about some of the fads that students on your own campus follow. Which ones are acceptable at your school? Which fads have been banned by school officials? Think back to last year’s fads and note which ones are still “in.” (Allow an opportunity for discussion.) Directions for Writing

A student from the state of Virginia is seeking information for her school newspaper about popular elementary school fads that occur in other states. The California school that she has chosen is yours. Write an article for her newspaper in which you report on the current acceptable fads at your school. Include information on which fads were popular last year but are no longer “in.” Writing Conventions

For this writing task, students will write an informational essay that: a. is written to an identified audience. b. establishes and supports a central idea. c. concludes with a paragraph that summarizes the points. d. uses fluid and legible cursive or joined italic. e. demonstrates grade- level appropriate sentence structure, grammar, punctuation, capitalization,

and spelling. Resources: Reading/Language Arts Framework for California Public Schools, pp. 115-116 Writers Express Handbook, pp. 72-77 Writers Express Lessons and Assessments, pp. 38-41 Writers Express Program Guide, pp. 75-82

Grade 4

Third Prompt Rubric

Informational Report Writing a Newspaper Article

4 § Fully addresses the prompt. § Is clearly organized in a logical sequence that frames a central question

about an issue or situation. § Is appropriate for the intended audience. § Is a multi-paragraph composition with an introduction that establishes a

central idea, supporting details that include facts and details for focus, and an effective summary conclusion.

§ Has a variety of sentence patterns that include compound and complex sentences.

§ Has effectiveness and variety of word choice. § Has descriptive language that uses well-chosen sensory details. § Has grade- level appropriate spelling, grammar, capitalization, and

punctuation; contains few, if any, errors that do not interfere with understanding the writing.

§ Has fluid, legible handwriting using cursive or joined italic. 3 § Responds to the prompt.

§ Is organized in a logical sequence. § Is appropriate for the intended audience. § Is a multi-paragraph composition with an introduction, some supporting

details, and a summary conclusion. § Has more than one sentence pattern that include compound and complex

sentences. § Has some variety in word choice. § Has some descriptive language and sensory details. § Has mainly grade- level appropriate spelling, grammar, capitalization,

and punctuation; contains some errors that do not interfere with understanding the writing.

§ Has legible cursive or joined italic handwriting with appropriate spacing and most letters formed correctly.

2 § Attempts to respond to the prompt. § May lack organization. § May be inappropriate for the intended audience. § May lack proper paragraphing and/or details that support a central idea. § Contains mainly one sentence pattern; may use some compound

sentences. § May have little or no variety in word choice. § May contain little or no descriptive language or sensory details. § Has handwriting that is difficult to read with errors that may interfere

with meaning.

1 § May not respond to the prompt. (May be off topic.) § Lacks organization; may not support a central idea. § May be inappropriate for the intended audience. § Has mainly incomplete and/or incoherent sentences. § Contains mainly basic sight words with no descriptive language. § May contain frequent and numerous errors in spelling, grammar,

capitalization, and punctuation that interfere with the understanding of the writing.

§ Handwriting may be mostly illegible. BP § Blank Paper

Grade 4 Third Prompt - Student Page

Informational Report Writing a Newspaper Article

Writing Situation A “fad” is a fashion in dress, actions, items, or speech that is popular for a brief time. (i.e., Pokemon, baggy jeans, break dancing, scooters.) Which ones are acceptable at your school? Which fads have been banned by school officials? Think back to last year’s fads and note which ones are still “in.” Directions for Writing A student from the state of Virginia is seeking information for her school newspaper about popular elementary school fads that occur in other states. The California school that she has chosen is yours. Write an article for her newspaper in which you report on the current acceptable fads at your school. Include information on which fads were popular last year but are no longer “in.” Writing Conventions For this writing task, you will write an informational essay that: a. is written to an identified audience. b. establishes and supports a central idea. c. concludes with a paragraph that summarizes the points. d. uses fluid and legible cursive or joined italic. e. demonstrates grade- level appropriate sentence structure, grammar, punctuation, capitalization,

and spelling.

District Writing Sample Scoring Rationale Third Prompt, Grade 4

Informational Reports Writing a Newspaper Article

Rubric Score Point: 4 high Characteristics that make the paper a high 4:

a. Fully address the prompt. b. Has legible cursive handwriting.

c. Contains a variety of sentence patterns.

d. Is appropriate for the intended audience.

e. Has descriptive language that uses well-chosen sensory details.

f. Is a multi-paragraph composition with a strong introduction, supporting details, and

conclusion.

g. Includes some spelling errors. Additional instructional steps for the writer’s growth would include:

a. Teaching the student some techniques for proofreading.

Teacher Notes:

District Writing Sample Scoring Rationale Third Prompt, Grade 4

Informational Reports Writing a Newspaper Article

Rubric Score Point: 4 anchor Characteristics that make the paper an anchor 4:

a. Is appropriate for the intended audience.

b. Has complete, coherent sentences.

c. Includes a strong concluding paragraph.

d. Has clear paragraphs.

e. Has legible cursive handwriting with occasional errors in letter formation.

f. Contains incorrect grammar in places. Additional instructional steps for the writer’s growth would include:

a. Reviewing the cursive formation of the letters “w” and “v”.

b. Reviewing the correct spelling of “a lot”.

Teacher Notes:

District Writing Sample Scoring Rationale Third Prompt, Grade 4

Informational Reports Writing a Newspaper Article

Rubric Score Point: 4 low Characteristics that make the paper a low 4:

a. Has an effective concluding summary paragraph.

b. Has clear paragraphs that support the central idea.

c. Contains a variety of sentence patterns.

d. Has legible cursive handwriting with errors in letter formation.

e. Has paragraphing errors. Additional instructional steps for the writer’s growth would include:

a. Demonstrating for the student how to use proper paragraphing.

b. Reviewing the cursive formation of the letters “n” and “m”.

Teacher Notes:

District Writing Sample Scoring Rationale Third Prompt, Grade 4

Informational Reports Writing a Newspaper Article

Rubric Score Point: 3 high Characteristics that make the paper a high 3:

a. Responds to the prompt.

b. Contains paragraphs that support the central idea.

c. Has grade-level appropriate grammar.

d. Has legible cursive handwriting.

e. Lacks proper paragraphing.

f. Humor is found in the descriptive language.

g. Includes a variety of word choices. Additional instructional steps for the writer’s growth would include:

a. Instructing the student to leave more space after ending marks.

b. Reviewing the rules for using commas and practicing how to look for errors in his/her handwriting.

c. Demonstrating for the student how to use proper paragraphing, emphasizing the

indenting.

Teacher Notes:

District Writing Sample Scoring Rationale Third Prompt, Grade 4

Informational Reports Writing a Newspaper Article

Rubric Score Point: 3 anchor Characteristics that make the paper an anchor 3:

a. Contains errors in forming contractions.

b. Has legible cursive handwriting.

c. Includes more than one sentence pattern.

d. Includes a strong closing paragraph.

e. Contains some run-on sentences.

f. Has some spelling errors that do not interfere with meaning. Additional instructional steps for the writer’s growth would include:

a. Reviewing the formation of contractions.

b. Exposing the student to quality literature that emphasized the editorial style.

c. Practicing correct spelling and grammar usage by completing DOL daily.

Teacher Notes:

District Writing Sample Scoring Rationale Third Prompt, Grade 4

Informational Reports Writing a Newspaper Article

Rubric Score Point: 3 low Characteristics that make the paper a low 3:

a. Responds to the prompt.

b. Has complete sentences.

c. Lacks descriptive language and word choice variety.

d. Is appropriate for the intended audience.

e. Has legible cursive handwriting with appropriate spacing.

f. Lacks a concluding paragraph. Additional instructional steps for the writer’s growth would include:

a. Modeling how to write a concluding paragraph by summarizing the main points.

b. Modeling how to improve word choice variety.

Teacher Notes:

District Writing Sample Scoring Rationale Third Prompt, Grade 4

Informational Reports Writing a Newspaper Article

Rubric Score Point: 2 high Characteristics that make the paper a high 2:

a. Has complete sentences.

b. Attempts to respond to the prompt.

c. Lacks sensory details.

d. Contains grammar errors.

e. Has legible cursive handwriting with errors in letter formation.

f. Has many errors in spelling.

g. Needs to consider the audience and purpose for the essay. Additional instructional steps for the writer’s growth would include:

a. Practicing correct spelling and grammar usage by completing DOL daily.

b. Reviewing the cursive formation of the letters “n” and “m”.

c. Exposing the student to quality literature that represents the editorial style.

Teacher Notes:

District Writing Sample Scoring Rationale Third Prompt, Grade 4

Informational Reports Writing a Newspaper Article

Rubric Score Point: 2 anchor Characteristics that make the paper a high 2:

a. Attempts to respond to prompt.

b. Lacks proper paragraphing.

c. Uses mainly one sentence pattern.

d. Contains little sensory details.

e. Needs punctuation, especially end marks.

f. Lacks cursive handwriting.

g. Has weak organization.

Additional instructional steps for the writer’s growth would include:

a. Teaching the student some prewriting techniques and structures.

b. Demonstrating for the student how to develop a paragraph and how to use proper paragraphing.

c. Instructing the student on the rules for using a period and then modeling how to apply

those rules when writing.

Teacher Notes:

District Writing Sample Scoring Rationale Third Prompt, Grade 4

Informational Reports Writing a Newspaper Article

Rubric Score Point: 2 low Characteristics that make the paper a low 2:

a. Attempts to respond to prompt.

b. Contains mainly one sentence pattern.

c. Contains little variety in word choice.

d. Lacks organization and repeats ideas.

e. Lacks cursive handwriting.

f. Lacks proper paragraphing. Additional instructional steps for the writer’s growth would include:

a. Teaching the student some prewriting techniques and structures.

b. Reviewing cursive letter formations.

c. Modeling how to write a paragraph with a topic sentence and supporting details.

Teacher Notes:

District Writing Sample Scoring Rationale Third Prompt, Grade 4

Informational Reports Writing a Newspaper Article

Rubric Score Point: 1 high Characteristics that make the paper a high 1:

a. Frequent and numerous misspelled words.

b. No descriptive language.

c. Lacks proper paragraphing.

d. Lacks organization. e. Has cursive handwriting.

Additional instructional steps for the writer’s growth would include:

a. Instructing the student on the elements and structure of a paragraph.

b. Reviewing the directions for writing to be sure the student understands the purpose.

Teacher Notes:

District Writing Sample Scoring Rationale Third Prompt, Grade 4

Informational Reports Writing a Newspaper Article

Rubric Score Point: 1 anchor Characteristics that make the paper an anchor 1:

a. Lacks organization.

b. Lacks proper paragraphing.

c. Has numerous spelling errors.

d. Responds to prompt by listing fads.

e. Attempts cursive handwriting but has problems with spacing. Additional instructional steps for the writer’s growth would include:

a. Instructing the student on proper cursive handwriting.

b. Instructing the student on the elements and structure of a paragraph.

Teacher Notes: