Opinion Writing…
Performance Task
Pre-Assessment
Photo credit: Thinkstock
Teacher Directions
Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond
Background
This is a pre-assessment to measure the task of writing an opinion essay. Full compositions
or essays are always part of a Performance Task. A complete performance task would have:
Part 1
• A Classroom Activity (30 Minutes)
(35 minutes)
• Passages to Read (2 – 4 depending on the grade)
• 3 Research Questions
Part 2
• A Full-Composition (70 Minutes)
This assessment is an abbreviated Performance Task (PT). SBAC PT’s are normally completed
in two days. The time-schedule below is the “norm,” for a PT. Students should have access
to spell-check resources but no grammar-check resources. Students can refer back to their
passages, notes and 3 research questions as often they’d like.
Directions
30 minutes
1. You may wish to have a 30 minute classroom activity. The purpose of a PT activity is to
insure that all students are familiar with the concepts of the topic and know and
understand key terms (vocabulary) that are at the upper end of their grade level (words
they would not normally know or are unfamiliar to their background or culture).
The classroom activity DOES NOT pre-teach any of the content that will be assessed!
35 minutes
2. Students read the passages independently. If you have students who can not read
the passages you may read them to those students but please make note of the
accommodation. Remind students to take notes as they read. During an actual SBAC
assessment students are allowed to keep their notes as a reference.
3. Students answer the 3 research questions. During an actual SBAC assessment these
questions would be scored. For this abbreviated PT they will not be. Students should
also refer to their answers when writing their full opinion piece.
15 minute break
70 Minutes
4.
Students write their full composition (opinion piece).
SCORING
An Opinion Rubric is provided. Students receive three scores:
1. Organization and Purpose
2. Evidence and Elaboration
3. Conventions
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Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond
Grades 6-8: Generic 4-Point Opinion Argumentation Rubric
Statement of Purpose/Focus and Organization
Score
Statement of
Purpose/Focus
Organization
[Smarter Balanced CCSS ELA Writing Rubrics (Adapted)]
Development: Language and Elaboration of Evidence
The response is fully The response has a clear and
sustained and
effective organizational
consistently and
structure creating unity and
purposefully focused: completeness:
4
The response provides
thorough and convincing
support/evidence for the
writer’s claim that includes
• claim is clearly
• effective, consistent use of a the effective use of
stated, focused and
variety of transitional
sources, facts, and details.
strongly maintained
strategies
The response achieves
• alternate or opposing • logical progression of ideas
substantial depth that is
claims are clearly
from beginning to end
specific and relevant:
•
The response clearly
and effectively
expresses ideas,
using precise
language:
The response
demonstrates a
strong command of
conventions:
The response is
adequately sustained
and generally
focused:
The response has an evident The response provides
organizational structure and adequate
a sense of completeness,
support/evidence for
though there may be minor writer’s claim that includes
• claim is clear and for flaws and some ideas may be the use of sources, facts,
the most part
loosely connected:
and details. The response
maintained, though • adequate use of transitional achieves some depth and
some loosely related
strategies with some variety specificity but is
material may be
• adequate progression of
predominantly general:
The response
adequately expresses
ideas, employing a
mix of precise with
more general
language:
The response
demonstrates an
adequate command
of conventions:
The response is
somewhat sustained
and may have a
minor drift in focus:
The response has an
inconsistent organizational
structure, and flaws are
evident:
The response
expresses ideas
unevenly, using
simplistic language:
The response
demonstrates a
partial command of
conventions:
• may be clearly
focused on the claim
but is insufficiently
sustained
• claim on the issue
may be somewhat
unclear and
unfocused
• inconsistent use of basic
transitional strategies with
little variety
• uneven progression of ideas
from beginning to end
• conclusion and introduction,
if present, are weak
• weak connection among
ideas
The response may be
related to the
purpose but may
offer little relevant
detail:
The response has little or no The response provides
discernible organizational
minimal support/evidence
structure:
for the writer’s claim that
• few or no transitional
includes little or no use of
strategies are evident
sources, facts, and details:
addressed*
• claim is introduced
and communicated
clearly within the
context
3
effective introduction and
• use of evidence from
conclusion for audience and
sources is smoothly
purpose
integrated, comprehensive,
• strong connections among
relevant, and concrete
ideas, with some syntactic
• effective use of a variety of
variety
elaborative
present
ideas from beginning to end • some evidence from
• context provided for • adequate introduction and
sources is integrated,
the claim is adequate conclusion
though citations may be
• adequate, if slightly
general or imprecise
inconsistent, connection
• adequate use of some
among ideas
elaborative techniques
2
1
0
Conventions
Language and
Vocabulary
Elaboration of Evidence
• may be very brief
• may have a major
drift
• claim may be
confusing or
ambiguous
• frequent extraneous ideas
may intrude
The response provides
uneven, cursory
support/evidence for the
writer’s claim that includes
partial or uneven use of
sources, facts, and details,
and achieves little depth:
•evidence from sources is
weakly integrated, and
citations, if present, are
uneven
•weak or uneven use of
elaborative techniques
• few, if any, errors are
present in usage and
• use of academic and
sentence formation
domain-specific
vocabulary is clearly • effective and
consistent use of
appropriate for the
punctuation,
audience and
capitalization, and
purpose
spelling
• some errors in usage
and sentence
formation may be
• use of domainspecific vocabulary is present, but no
generally appropriate systematic pattern of
errors is displayed
for the audience and
• adequate use of
purpose
punctuation,
capitalization, and
spelling
• use of domain• frequent errors in
specific vocabulary
usage may obscure
may at times be
meaning
inappropriate for the • inconsistent use of
audience and
punctuation,
purpose
capitalization, and
spelling
The response
expression of ideas is
vague, lacks clarity,
or is confusing:
•
• use of evidence from
sources is minimal, absent,
•
in error, or irrelevant
The response
demonstrates a lack
of command of
conventions:
uses limited language •
or domain-specific
vocabulary
may have little sense
of audience and
purpose
errors are frequent
and severe and
meaning is often
obscure
A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target].
Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond
Listening
& reading
Productive
modalities*: Ways
in which students
communicate to others (e.g.,
speaking, writing, and
drawing). Instruction and
assessment of productive
modalities focus on students’
communication of their own
understanding or
interpretation.
Interactive modalities*:
Collaborative use of receptive and
productive modalities as “students
engage in conversations, provide
and obtain information, express
feelings and emotions, and
exchange opinions” (Phillips, 2008,
p. 3).
Standard
4
Productive
(S & W)
An ELL
can…
…construct
gradeappropriate
oral and
written claims
and support
them with
reasoning and
evidence.
Speaking
&
Writing
Listening,
speaking,
reading,
and
writing
10 - make accurate use of standard English to communicate in gradeappropriate speech and writing
Receptive modalities*:
Ways in which students receive
communications from others (e.g.,
listening, reading, viewing).
Instruction and assessment of
receptive modalities focus on
students’ communication of their
understanding of the meaning of
communications from others.
9 - create clear and coherent grade-appropriate speech and text
ELP 6th – 8th Grade Band Standards Organized by Modality
1
construct meaning from oral presentations and literary and
informational text through grade-appropriate listening,
reading, and viewing
8
determine the meaning of words and phrases in oral
presentations and literary and informational text
3
speak and write about grade-appropriate
complex literary and informational texts
and topics
4
construct grade-appropriate oral
and written claims and support
them with reasoning and
evidence
7
adapt language choices to purpose, task,
and audience when speaking and writing
2
participate in grade-appropriate oral and written exchanges
of information, ideas, and analyses, responding to peer,
audience, or reader comments and questions
5
conduct research and evaluate and communicate findings to
answer questions or solve problems
6
analyze and critique the arguments of others orally and
in writing
By the end of an English language proficiency level, an ELL in grades
6-8 can . . .
1
2
3
4
5
…express
an
opinion
about a
familiar
topic.
…construct a
claim about a
familiar topic,
and give a
reason to
support the
claim.
…gather information
from multiple
provided print &
digital sources &
summarize or
paraphrase
observations, ideas, &
information, with
labeled illustrations,
diagrams, or other
graphics, as
appropriate, & cite
sources.
…gather information
from multiple print &
digital sources, using
search terms
effectively; quote or
paraphrase the data &
conclusions of others,
using charts, diagrams,
or other graphics, as
appropriate; & cite
sources, using a
standard format for
citation.
…gather information from
multiple print & digital
sources, using search terms
effectively; & (at Grade 8)
evaluate the credibility of
each source; quote or
paraphrase the data &
conclusions of others, using
charts, diagrams, or other
graphics, as appropriate; &
cite sources, using a standard
format for citation.
This performance task is based on writing. As an option if you’d like to monitor growth for ELP as a second goal, teachers can choose to
assess ELP standard 4 because it aligns with this specific performance task. Your student’s full composition can be analyzed to identify English
language proficiency levels. It is evident that students will be navigating through the modalities to get to the end product. However, it is
important to keep in mind what the full opinion writing performance task is assessing and how deeply the student understands class content
and language. The ELP growth goal is to provide the “just-right scaffolds” for students to demonstrate their understanding in order for them
to move
from
one proficiency
level
the Richmond
next.
Rev.
Control:
09/06/2014
HSD – OSP
andto
Susan
Oregon ELP Standards Aligned with Performance Task, 2014; Arcema Tovar
Opinion Writing Pre-Assessment
Student and Class Scoring:
Scoring Key: Total # Correct
1 = Emerging
0-4
2 =
5-7
3 Developing
= Proficient 8 - 10
4 = Exemplary 11 - 12
School Year:
2014-15
Grade:
Teachers Name:
School:
Focus and
Organization
Student Name:
Score
3
Elaboration
Conventions Student ELP
and Evidence
Total Score
Score
Score
3
4
10
1.
Daffy Duck and Friends
2.
Micky Mouse
4
4
4
12
3.
Minnie Mouse
4
4
3
11
4.
Road Runner
4
4
0
8
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
4
Total Students
To use the Excel Version of this Score sheet.
http://sresource.homestead.com/index.html
Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond
% Proficient
% Exemplary
25%
75%
25%
75%
25%
50%
50%
50%
Opinion Writing…
Performance Task
Pre-Assessment
Student Name:______________________
Date: __________________
Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond
Directions:
35 Minutes
1. Read each article.
2.
Take notes as you read. You can use your notes to
help you write your opinion essay.
3.
Answer the 3 questions when you are done reading.
You may also use your answers to help you write your
opinion essay.
STOP AND WAIT FOR YOUR TEACHER
70 Minutes
4. Write your opinion essay.
Your science class is creating a website on recent scientific discoveries, and your assignment
is to find out more about genetically modified (GM) food (food grown from seeds which
scientists have changed by adding or taking away genetic material) and how it compares with
foods that are not genetically modified.
Many people have strong feelings for or against producing GM food. You will read two
articles about genetically modified foods, which present arguments for and against their use.
You will then read one article about organic farming. You will then write an opinion essay on
the topic, in which you argue either for or against the production and use of genetically
modified foods. Your essay will eventually be published on your class website.
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Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond
The Wave of the Future?
Source One
Grade Equivalent
Lexile Measure
Mean Sentence Length
Mean Log Word Frequency
Word Count
6.9
900
11.49
3.21
816
Source: Genetically Modified Foods: Helpful or Harmful by Deborah B Whitman 2000
GM foods are Genetically-modified foods. GM foods have been in the news a lot lately. GM foods are plants
that have been created for humans and animals to eat by using new biology methods. Some of the plants
people and animals eat have been modified in a lab. Many public interest groups are against GM foods.
What are the Advantages?
There may be advantages to creating our own foods. More than 6 billion people live on the world. In 50 years
there could be 12 billion people. GM foods may help us to have enough food to feed everyone.
Insects can destroy crops. Farmers can face great loss while people in developing countries may starve.
Farmers use pesticides to get rid of the insects. However; people do not want to eat food that has been treated
with pesticides. GM foods can help rid us of the need for pesticides.
Plant diseases destroy crops. Scientists are hoping they can create GM foods that do not get diseases.
Frost is another source of danger to crops. GM tobacco and potatoes have been given an antifreeze gene. Now
these plants can grow in colder climates.
Drought Resistant: As the world population increases, land that was once used for farming will be needed for
housing. Farmers will have to be able to grow crops anywhere. Creating plants that can go for long periods
without rain or grow in high salt content soil will help people grow crops in places that they haven’t been able to
before.
Malnutrition is common in many countries. People often eat only a single crop, such as rice. Rice does not
have enough nutrients to stop malnutrition. If rice could be changed to have more vitamins and minerals it
could help stop malnutrition.
Ready to Sell: There are now over 40 GM plant types that the United States has approved to sell. The U.S.
produces more GM crops than any other country. Most are grown by U.S. farmers.
Soybeans and corn are grown the most, with cotton and potatoes next. These crops were modified to resist
insects and pesticides. In the U.S., 54% of all soybeans sold in 2000 were GM foods.
What are the Criticisms?
Many groups are worried about GM foods and their likely hazards. They say that food companies care more
about profit than the environmental hazards, human health risks or economic concerns of GM foods can cause.
A study in Nature showed that pollen from GM corn killed monarch butterfly caterpillars. Pollen was blown
from the corn unto milkweed plants (which is the main food for monarchs). If the toxins from corn or other GM
foods are killing monarch butterflies other species could also be at risk.
Pesticide Resistance: Some insects are no longer affected by pesticides. Eventually insects may also no longer
be affected by GM crops that produce their own pesticides. If this happens, GM crops could risk being
destroyed by insects.
Gene Transfer: Another concern is that GM crops will cross-breed with weeds. These “super weeds” would also
become resistant to pesticides and take over fields where crops would normally grow.
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Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond
The Wave of the Future? Continued…
Human Health Risk: Many children in the US have allergies to peanuts and other foods. It is possible
that introducing a gene into a plant could create new allergies.
There is a growing concern that introducing new genes into plants may have an unexpected and
negative impact on human health. A recent study claimed that rats that ate GM potatoes had
differences in their intestines than rats that ate unchanged potatoes.
Economic concerns: It is expensive and takes a long time to bring GM foods to the market. Companies
that produce these foods wish to make a profit and so they have patented the foods, making it
impossible for other companies to market them. These patents raise the price of seeds so much that
smaller farmers and third world countries can’t afford seeds to grow GM crops.
Regulations: Governments around the world are hard at work to regulate the process of making GM
foods and approve new kinds of GM plants. But, some governments are responding in different ways.
Even in the United States, there are three different government groups that have control over the GM
food production.
Conclusion
Genetically-modified foods could help solve the world's hunger and malnutrition problems. It could
help protect and preserve the environment by producing more food so we don’t rely on pesticides.
Yet there are many challenges ahead. We must be sure that GM foods are safe to eat. There needs to
be more government regulations.
Many people feel that GM foods will be our future and that we cannot ignore a technology that has
such giant potential benefits. However, we must proceed with caution to avoid causing unintended
harm to human health and the environment as a result of our enthusiasm for this powerful technology.
Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond
Grade Equivalent
Lexile Measure
Mean Sentence Length
Mean Log Word Frequency
Word Count
6.7
What’s a GMO?
A genetically modified (GMs) plant is one that has been created in a lab by taking genes from one plant
and forcing them into an entirely different plant. This gives the plant a new trait that is not possible in
nature.
What kinds of new traits have been added to our food crops?
Traits have been added to some GM plants which let the farmers spray weed-killers directly on a crop
without killing it. Other GM crops produce their own internal pesticide so farmers don’t need to spray
them for insects.
Why should you be concerned about GMs?
Some animals that have been fed GM foods have grown tumors. Some have smaller brains, livers and
birth defects. GMs have also been linked with allergies and various stomach problems in humans.
What foods are GM?
Soy, corn, sugar beets, cotton , canola, Hawaiian papaya, zucchini and yellow squash are the GM foods
that are grown the most. Cooking oil is derived from corn and soy GM plants. Cornstarch and corn
syrup are also made from GM plants. Most products in the supermarket contain GM ingredients!
How do GMs impact the environment?
Crops are being genetically engineered so they can withstand massive spraying of toxic pesticides, to
rid them of insects. These pesticides don’t break down in the environment, and end up in our streams.
We now see new super weeds and super bugs that are becoming resistant to pesticides too, so more
and stronger pesticides are being used. The built-in pesticides found in genetically engineered crops
may be largely responsible for the dying off of many insects, including honey bees and Monarch
butterflies.
What can you do to avoid GMs?
We need laws that all GMs are labeled. Until then, avoid buying processed food products containing
corn, soy, canola, and vegetable oil. Buy organic when possible.
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Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond
Grade Equivalent
Lexile Measure
Mean Sentence Length
Mean Log Word Frequency
Word Count
7.0
1000
15.9
3.48
410
Organic Farm Camp
Sources: Ravalli Republic Interns learn about organic farming,
Eco Kids
This past summer, I went through a local farming program to learn about agriculture. I spent three
weeks "camping" on an organic farm. What does organic farming mean? It is farming that does not
use pesticides. Sometimes organic food costs more than food grown by other farms, but many people
are willing to pay more. They believe organic farming is better for the environment and healthier for
us.
I learned about local agriculture and also was able to help younger children understand where food
comes from. The first two weeks my team and I learned, worked and planned for camp for younger
kids. The last week we became camp counselors to "Sprout Farmers," the name of our younger
"students."
During the week of Sprout Farmers Camp, we taught younger campers how to play games and about
composting. Fertilizer is something farmers put on their land so it will grow more food. Food scraps
and other organic waste can be changed into fertilizer through a process known as composting.
Composting occurs when the waste is broken down into a mush by tiny microbes or worms.
We built our own compost piles and took care of them throughout the week. We had to keep the
compost piles between 140 and 160 degrees. We helped the Sprout Farmers make a book about how
composting works. Our little campers learned the importance of how to tell if a compost pile is too
wet and to keep it evenly mixed. They added decayed green plants, hay and chicken bedding manure,
and turned it to add air.
It was fun and I learned how much our local farms and community are connected. Many delicious
foods can be grown locally, which means that less energy is spent bringing the food to your door. It
also means that more farmers in your area will have jobs.
At the farm I learned that organic farming is not only great for people, but also for the animals. I
noticed that the animals had better living spaces and more room to run around than non-organic
farms. The animals were fed healthy foods, which prevents them from getting sick.
Organic farmers use their knowledge about their crops and the local climate to manage their farms
well. Large farming companies use chemicals and new technology to produce a lot of food in a short
amount of time. They often forget how important it is to think about the history, of the land.
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Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond
Think About It.
Then, answer each question.
Interpret and Integrate Information Research Target 2
1. Explain why most people have strong feelings about genetically modified food. Use details
from the three sources to support your answer.
Use Evidence Research Target 4
2. Which piece of information from the three sources could be used as the strongest,
most convincing supporting evidence for the production of genetically modified
food? Use details from the article to explain your answer.
Use Evidence Research Target 4
3. Which piece of information from the three sources could be used as the strongest,
most convincing supporting evidence against the production of genetically modified
food? Use details from the article to explain your answer.
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Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond
STOP
Close your books and wait for instructions!
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Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond
Your Performance Task
Your assignment:
Your science class is creating a website on recent scientific discoveries, and your assignment is to
find out more about genetically modified (GM) food (food grown from seeds which scientists have
changed by adding or taking away genetic material) and how it compares with foods that are not
genetically modified.
Many people have strong feelings for or against producing GM food. You will read two articles about
genetically modified foods, which present arguments for and against their use. You will then read
one article about organic farming. You will then write an opinion essay on the topic, in which you
argue either for or against the production and use of genetically modified foods. Your essay will
eventually be published on your class website.
You may use your notes, your 3 answered questions and refer to the passages as much as you’d like.
REMEMBER: A well-written opinion article:
•
•
•
•
•
•
•
•
has a clear opinion
is well-organized and stays on the topic
has an introduction and a conclusion
uses transitions
uses details from the sources to support your opinion
develops ideas clearly
uses clear language
follows rules of writing (spelling, punctuation, and grammar)
You will receive three scores for your essay:
1. Organization and Purpose
 Statement of purpose/focus – how well you clearly state your opinions on the topic and maintain your
focus
 Organization – how well your ideas logically flow from the introduction to conclusion using effective
transitions and how well you stay on topic throughout the essay.
2. Evidence and Elaboration
 Elaboration of evidence – how well you provide evidence from sources about your opinions and
elaborate with specific information
 Language and Vocabulary – how well you effectively express ideas using precise language that is
appropriate for your audience and purpose
3. Conventions
 Conventions – how well you follow the rules of usage, punctuation, capitalization, and spelling
Now begin work on your opinion article. Manage your time carefully so that you can
1. plan your article
2. write your article
3. revise and edit the final draft of your article
Word-processing tools and spell check are available to you
Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond
14
Name
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Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond