Grade 3
ELA – Opinion
Performance Task
Assessment
TV Time
Student Name: _________________________________
Date: ____________________
SBAC Third Grade Opinion Performance Task
Task Overview and Teacher Directions:
Title: TV Time
Part 1
Before writing a newspaper article about whether or not kids should watch TV,
students will be introduced to the topic through reading two informative texts,
watching a video clip, and answering research questions on the topic. Students may
take notes on what they read and watch. Students should also have access to the
texts and video throughout the performance task. After reading, students will then
respond individually to selected-response items and constructed-response items.
Part 2
Finally, students will work individually to compose a full-length newspaper article
stating their opinion about whether or not kids should watch TV, remembering to
state their opinion, provide reasons to support their opinion and to include a
closing statement or section. Students may also refer to their notes, passages or
video as needed. Drafting and revising will be involved.
Scorable Products: Student responses to the selected-response questions in part 1
and the essay in part 2 will be scored.
Teacher preparation/Resource requirements: The teacher should ensure that
sufficient blank paper and writing utensils are available for student note taking.
Teacher should conduct standard preparation, registration, etc., for computer-based
testing. The testing software will include access to spell check but not to grammar
check.
STUDENT DIRECTIONS
TV Time Opinion Performance Task
Task:
The mayor of your town recently said: “It always seems really sad to see
young people spending so much time staring at a television. If we could unplug all
the TV sets in America, our children would grow up to be healthier, better
educated, and more independent human beings.”
Your town’s newspaper, the Auburn Reporter, wants to print the four best
student responses to the mayor’s statement. You will write an opinion paper
telling whether or not you agree with the mayor. Do you think kids should watch
television? Why or why not?
After you have looked at these sources, you will answer some questions
about them. Briefly scan the sources and the three questions that follow. Then, go
back and read the sources carefully so you will have the information you will need
to answer the questions and write a newspaper article sharing your opinion about
whether or not kids should be watching TV.
In Part 2, you will write a newspaper article using information you have
read.
Directions for beginning:
You will now look at three sources. You can look at any of the sources as
often as you like.
Research Questions:
After looking at the sources, use the rest of the time in Part 1 to answer three
questions about them. Your answers to these questions will be scored. Also, your
answers will help you think about the information you have read and looked at,
which should help you write your newspaper article.
You may look at the sources as often as you think it would be helpful. You
may also look at your notes. Answer the questions in the spaces below them.
Note Guidelines for Source #1: Turn it Off
Main Idea of Section
Supporting Details
Section #1 is mostly about:
 ________________________________
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 ________________________________
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 ________________________________
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 ________________________________
 ________________________________
 ________________________________
Section #2 is mostly about:
 ________________________________
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 _________________________________
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 _________________________________
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 _________________________________
 _________________________________
 _________________________________
Section #3 is mostly about:
 ________________________________
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 _________________________________
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 _________________________________
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 _________________________________
 _________________________________
 _________________________________
Part 1:
Sources for Performance Task:
Source #1: This passage is about TV-Turnoff Week and why it is important to
turn off the TV and enjoy other activities.
Turn It Off!
TV-Turnoff Week
On April 22, millions of televisions around the world will go blank. Then,
TV viewers everywhere will take extreme action. Entire families and groups of
friends will head outdoors to ride bikes or to play. Will you join in – or will you
just sit there and watch?
April 22-28 is TV-Turnoff Week. A group called TV-Turnoff Network
started the yearly event in 1995. This year, people in every U.S. state and more
than 12 countries are expected to take part.
Too Much TV
Each year, kids in the U.S. spend more time glued to the tube than doing
anything else – except for sleeping. On average, kids ages 2-5 spend 35 hours a
week watching TV. Kids ages 6-11 spend an average of 28 hours a week. Many
health care groups are worried. Studies show that watching too much TV can
mean bad news.
Health Risks
One health risk is that kids may develop bad eating habits by viewing the
many ads for junk food. Also, it’s hard to get enough play and exercise if you’re
always inside watching TV. Research shows that children who spend more than 4
hours per day watching TV are more likely to be overweight.
TV is also full of violent shows, which may lead to bad behavior. Two
weeks ago, scientists released a new study about TV viewing. The researchers
found that kids who watched more than one hour of TV a day were more likely to
show mean behavior as they grew older.
Another concern is how watching a lot of TV can affect how you do in
school. When you are in front of the television, you are not doing things like
reading and getting your homework done. If you want to do better in school, turn
off the TV!
TV-Turnoff Network’s goal is to encourage life outside the box. “We’re not
anti-TV,” says Frank Vespe, director of the Network. The turnoff, says Vespe,
will help kids tune into real life so that “they won’t have time for TV.”
Is it really possible to live without SpongeBob SquarePants and The
Powerpuff Girls? Nathaniel Foote, 8, took part in TV-Turnoff last year. He says
that, “there were 8,000 other things” to do. Think of how busy you’d be if you
tried just 80 of those things!
Did you know?
 Hours in a year that the average American child watches television:
1,023
 Hours spent in school: 900
 9 out of 10 kids surveyed said they felt “upset” or “scared” by something
they saw on TV.
Information based on the following sources: Time for Kids Magazine;
http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pag
es/Children_And_Wat_54.aspx
Note Guidelines for Source #2: TV Can Be Good for Kids!
Main Idea of Section
Supporting Details
Section #1 is mostly about:
 _________________________________
_______________________
 _________________________________
_______________________
 _________________________________
 _________________________________
Section #2 is mostly about:
 _________________________________
_______________________
 _________________________________
_______________________
 _________________________________
_______________________
 _________________________________
Section #3 is mostly about:
 _________________________________
_______________________
 _________________________________
_______________________
 _________________________________
_______________________
 _________________________________
Section #4 is mostly about:
 _________________________________
_______________________
 _________________________________
_______________________
 _________________________________
_______________________
 _________________________________
Source #2:
This article is about why watching TV can be good for you.
TV Can Be Good for Kids!
Lots of kids love to watch TV. In fact, they like TV so much that they might
hear something like this from mom or dad: “Enough! Turn that thing off and find
something else to do!” It can be great advice if you are watching hours and hours
of TV each day, but there are many reasons why some TV time can be good for
kids.
Brain Boost
Is there a subject you really enjoy? More likely than not, there is a TV
show, movie, or educational DVD that will help you learn more about that subject
in detail. Many kids watch and love nature shows, like those on Animal Planet.
Maybe you saw a show about sharks, and now you are all ready to head to the
library to check out more books on this fascinating creature. Are you into
cooking? There are many cooking shows that might interest you. Preschoolers
can even get help learning the alphabet on public television.
Watching TV can help kids learn about a variety of subjects. It can also
provide opportunities to spark even more learning.
World Exploration
Most kids are not able to visit the rainforest or see a giraffe in the wild, but
many have seen these things on TV. Thankfully, there are shows and movies that
allow viewers to see amazing video of nature, animals and people in places they
may never get to visit. Both kids and adults now have the chance to travel the
globe and learn about different cultures. Everyone can learn from this type of
media and gain a better understanding of the world.
Getting into Books
Of the new movies that are released each year, you can bet that several of
them are based on books. Watching TV can actually encourage kids to read more.
How? Parents can challenge their kids to read a book with the promise of
watching the movie when they finish it. Or, kids may see a movie and like it so
much that they decide to read the book. After reading the book and watching the
movie, kids can discuss the differences between the book and the movie. This can
help kids develop thinking skills.
Positive People
Many TV shows have started giving kids positive role models. Some main
characters are making healthy eating choices, taking care of the environment or
treating others with kindness. As kids see their favorite characters making positive
choices, they will be influenced in a good way. And what about the characters that
don’t set such a good example? Parents and kids can talk about why they didn’t
make good choices and what would have been a better choice.
It’s true that too much of anything is too much. But watching some TV can
actually do a lot of good for today’s kids!
Information is based on the following source:
http://kidstvmovies.about.com/od/healthytvhabits/a/tvgoodforkids.htm
Source #3: Watch the short video clip using the link below. Read the vocabulary
words and definitions before you watch the video. Then, use the note taking guide
to help you listen for important information.
Video Clip
Vocabulary Words and Definitions:
interaction – contact with something
prolonged – make longer
suitable – right
appropriate – right
impair – hurt
social skills – how a person gets along with others
Note Guidelines for Source #3: Toddler/Preschool Children and Watching
Television
What to listen for:
What the speaker said:
What is the trouble _________________________________________________
with TV?
_________________________________________________
How much TV
_________________________________________________
should kids ages 23 watch each day? _________________________________________________
How can prolonged _________________________________________________
TV viewing
_________________________________________________
(watching too
much TV) affect
children?
What advice does
the speaker give
about watching
TV?
_________________________________________________
_________________________________________________
Combining Notes from All 3 Sources:
Reasons Why Kids SHOULD
Watch TV
Reasons Why Kids Should NOT
Watch TV
Questions:
1. Which topic can be found in both reading passages?
A. Effects of TV on reading
B. Effects of TV on weight gain
C. Effects of TV on traveling new places
2. Which source tells parents to watch a TV show before their children do to see if
it is okay for their child?
A. Video Clip
B. Turn it Off!
C. TV Can Be Good for Kids!
3. This question has two parts. First, answer Part A. Then, answer Part B.
Part A:
Which source might make a parent think about letting their child watch TV?
A. Source 1
B. Source 2
C. Source 3
Part B:
Which sentence from the source best supports your answer in Part A?
A. As kids see their favorite characters making positive choices, they will be
influenced in a good way.
B. From the ages of 2-3 years old, children should watch a maximum of a half
an hour of TV per day.
C. Kids in the U.S. spend more time glued to the tube than doing anything else
– except for sleeping.
Student Directions for Part 2:
You will now look at your sources, take notes, and plan, draft, revise and
edit your article. You may use your notes and go back to the sources. Now read
your assignment and the information about how your newspaper article will be
scored; then begin your work.
Your assignment:
The mayor of your town recently said: “It always seems really sad to see
young people spending so much time staring at a television. If we could unplug all
the TV sets in America, our children would grow up to be healthier, better
educated, and more independent human beings.”
Your assignment is to write an opinion paper that is several paragraphs long
telling whether or not you agree with the mayor. Do you think kids should watch
television? Why or why not?
Make sure to state your opinion clearly, use reasons for your opinion and
support your reasons with details. Be sure to use details from the sources using
your own words.
REMEMBER: A well-written opinion essay:
 has a clear opinion
 is well-organized and stays on the topic
 uses transitions
 uses details from the sources to support your opinion
 develops ideas clearly
 uses clear language
 follows rules of writing
Now begin your work on your opinion essay
1. Plan your article
2. Write your article
3. Revise and edit the final draft
Word-processing tools and spell check are available to you.
For Part 2, you are being asked to write an article that is several paragraphs long.
Write your response below. Remember to check your notes and your
prewriting/planning as you write and then revise and edit your article.
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Scoring Information
Selected Response Question Answer Key
1. Which topic can be found in both reading passages?
A. Effects of TV on reading
B. Effects of TV on weight gain
C. Effects of TV on traveling new places
2. Which source tells parents to watch a TV show before their children do to see if
it’s okay for their child?
A. Video Clip
B. Turn it Off!
C. TV Can Be Good for Kids!
3. This question has two parts. First, answer Part A. Then, answer Part B.
Part A:
Which source might make a parent think about letting their child watch TV?
A. Source 1
B. Source 2
C. Source 3
Part B:
Which sentence from the source best supports your answer in Part A?
A. As kids see their favorite characters making positive choices, they will
be influenced in a good way.
B. From the ages of 2-3 years old, children should watch a maximum of a half
an hour of TV per day.
C. Kids in the U.S. spend more time glued to the tube than doing anything else
– except for sleeping.
Sample Generic 4-point Opinion (Grades 3-5) Writing Rubric
Score
4
Statement of Purpose/Focus and
Organization
Development: Language and
Elaboration of Evidence
Conventions
Statement of
Purpose/Focus
Organization
Elaboration of
Evidence
Language and
Vocabulary
Conventions
The response is
fully sustained and
consistently and
purposefully
focused:
 Opinion is
clearly stated,
focused, and
strongly
maintained
The response has
a clear and
effective
organizational
structure creating
unity and
completeness:
 Effective,
consistent use
of a variety
of transitional
strategies
The response
provides thorough
and convincing
support/evidence
for the writer’s
opinion that
includes the
effective use of
sources, facts, and
details:
 use of
evidence from
sources is
smoothly
integrated,
comprehensiv
e, and
relevant
The response
clearly and
effectively
expresses ideas,
using precise
language:
 use of
academic and
domainspecific
vocabulary is
clearly
appropriate
for the
audience and
purpose
The response
demonstrates a
strong command of
conventions:
 few, if any,
errors are
present in usage
and sentence
formation

Opinion is
communicated
clearly within
the context

logical
progression
of ideas from
beginning to
end


effective
introduction
and
conclusion
for audience
and purpose
effective use
of a variety of
elaborative
techniques

effective and
consistent use
of punctuation,
capitalization,
and spelling
3
The response is
adequately
sustained and
generally focused:
 opinion is clear
and for the
most part
maintained,
though some
loosely related
material may be
present

The response has
a recognizable
organizational
structure, though
there may be
minor flaws and
some ideas may
be loosely
connected:
 adequate use
of transitional
strategies
with some
variety
context
provided for the
claim is

adequate

2
The response is
somewhat
sustained and may
have a minor drift
in focus:
 may be clearly
focused on the
opinion, but is
insufficiently
sustained

opinion on the
issue may be
unclear and
somewhat
adequate
progression
of ideas from
beginning to
end

The response
adequately
expresses ideas,
employing a mix
of precise with
more general
language:
 use of
domainspecific
vocabulary is
generally
appropriate
for the
audience and
purpose
The response
demonstrates an
adequate command
of conventions:
 some errors in
usage and
sentence
formation may
be present, but
no systematic
pattern of errors
is displayed
The response
expresses ideas
unevenly, using
simplistic
language:
 use of
domainspecific
vocabulary
that may at
times be
inappropriate
for the
audience and
purpose
The response
demonstrates a
partial command of
conventions:
 frequent errors
in usage may
obscure
meaning

adequate use of
punctuation,
capitalization,
and spelling
adequate use
of some
elaborative
techniques
adequate
introduction
and
conclusion
The response has
an inconsistent
organizational
structure, and
flaws are evident:
 inconsistent
use of
transitional
strategies
with little
variety

The response
provides adequate
support/evidence
for the writer’s
opinion that
includes the use
of sources, facts,
and details:
 some
evidence from
sources is
integrated,
though
citations may
be general or
imprecise
uneven
progression
of ideas from
The response
provides uneven,
cursory
support/evidence
for the writer’s
opinion that
includes partial or
uneven use of
sources, facts, and
details:
 evidence from
sources is
weakly
integrated,
and citations,
if present, are
uneven

inconsistent use
of punctuation,
capitalization,
and spelling
unfocused
beginning to
end


1
The response may
be related to the
purpose but may
provide little or no
focus:
 may be very
brief


0
may have a
major drift
opinion may be
confusing or
ambiguous
conclusion
and
introduction,
if present, are
weak
The response has
little or no
discernible
organizational
structure:
 few or no
transitional
strategies are
evident

frequent
extraneous
ideas may
intrude
weak or
uneven use of
elaborative
techniques
The response
provides minimal
support/evidence
for the writer’s
opinion that
includes little or
no use of sources,
facts, and details:
 use of
evidence from
the source
material is
minimal,
absent, in
error, or
irrelevant
The response
expression of
ideas is vague,
lacks clarity, or
is confusing:
 uses limited
language or
domainspecific
vocabulary
 may have
little sense of
audience and
purpose
The response
demonstrates a lack
of command of
conventions:
 errors are
frequent and
severe and
meaning is
often obscure
A response gets no credit if it provides no evidence of the ability to write an organized
informational/explanatory essay.