grade 3 – expository writing web viewword. definition. audience. ... the girl’s turkey...

Dysart Unified School District

3rd GRADE

Interactive Expository WritingLanguage Arts Summative Assessment 2

Social Studies DBQ – Form B

“Laws Are Made to Keep Order”

Student Booklet Student Name

School

Date Criteria for final draft must be present to be graded

Teacher NameScore using the holistic rubric ________ (1-6)

1=FFB 2=FFB 3=APP4=Meets 5=Exceeds 6=Exceeds

Grade 3 – Expository Writing

Overview: Document Based Questions (DBQs) used as the writing benchmark for Language Arts and Social Studies provide primary and secondary source materials related to a specific theme in which students are asked to:

• Analyze individual documents using literacy strategies and questions/activities provided (DAY 1-2)• Complete prewriting graphic organizer(s) and/or prewriting outline(s) (DAY 2-4)• As part of the writing process, draft a 3+ paragraph essay response that answers the prompt• Revise, edit, and publish final response using the rubric

Suggested Timeline and Protocol for Teachers

Day 1-2 Day 2-4 Day 4-6 (+)

● Preview writing packet with students (students should have a copy and be shown on overhead)○ Explain procedures.○ Background Information

section read and clarified.○ Analyze prompt for clarity.○ All students should be able to

explain what the prompt asks.○ Read and discuss Strategies for

Success.○ Review expectations with

rubric. (Focus on Exceeds column. FFB and APR are not options.)

○ Share prerequisites○ Cite references used○ Clear and legible○ Completed on time.

● Students begin analysis of documents○ Students must analyze, take

notes, and respond to all questions for each document in complete sentences.

Students must share and discuss their findings and add to their notes using the Listening and Speaking Rubric.

*All work must be done in class. GRADES 3-5

● Complete pre-writing activities Graphic Organizers, Webs, research if necessary.

● Determine vocabulary needed to address the prompt

● It is highly suggested that students explain their thinking in the prewriting activities as a support in the use of documents.

● Students create thesis statements which clearly provide their opinion. Students will use the frame as a support in writing their thesis statements.

● Teacher should check that each student has a thesis statement.

● Students write a rough draft that addresses the prompt.

● Rough draft should include at least three paragraphs, introduction, explanation with evidence and a conclusion.

● Students should use not use conversational speaking or dialogue in their writing, such as “I am going to tell you about…” or “I hope you like this essay…”

● Students will peer-revise on the rough draft as guided by the material in this packet.

● Students will peer-edit.● Student use scoring rubric to

make final revisions on their own draft.

● Students complete their final draft.

● Rough draft will be handed in with final draft when complete.

● Final draft will be stapled with ONLY the cover sheet and rubric as instructed.

● Teacher will submit a sample to the district as requested.

Dysart Unified School District – June 2014


Strategies for Success

● Preview questions to set the purpose for reading the text.

● Underline/highlight direction words and specific topic words in the question. It is important that you fully understand the question to which you are responding.

● With every primary or secondary source document, realize that you need to analyze and identify the importance of that document in order to respond to the questions thoroughly.

● When reading a document, use reading strategies to help you understand. You should:

○ slow down○ write notes○ highlight○ reread○ pose questions○ visualize○ look for patterns○ use text features○ summarize

● Remember that the DBQ/Writing Benchmark is intended to be a collaborative and thoughtful learning activity. You should be actively engaged in speaking, listening, and writing within your group.

Speaking and Listening Rubric Grades 3-5



Skills: Approaches - 1 Meets - 2 Exceeds - 3

Preparation: ● Fails to read the material or skimmed it

● Fails to take notes or notes are irrelevant

● Fails to complete or attempt assigned tasks

● Actively pre-read the topic, including marking the text (if possible)

● Notes are present● Demonstrates understanding of

relevant vocabulary words● Attempts/completes assigned

tasks, may have generated some questions

● Actively pre-read and understood the topic, including marking the text (if possible)

● Internalizes some information (notes may be used as a trigger for recall)

● Demonstrates understanding of relevant vocabulary words

● Connects prior knowledge to topic● Completes assigned tasks with accuracy

and prepares questions.

Rules and Roles: ● Speaks out of order/interrupts

● Strays from topic or task● Disrespectful or disruptive● Ineffective use of time

● Takes turns instead of talking over others

● Stays on task/topic● Respects others’ roles● Effective use of time● Completes task/role as

assigned

● Expresses own views while respectfully acknowledging others’ views

● Stays on task/topic and encourages others to do the same

● Upon task completion, helps others, and/or works ahead when appropriate

Questioning: ● Does not pose questions or poses questions that are off topic

● Does not ask clarifying questions

● Does not answer questions or provides answers that are vague or off topic

● Questions attempt to make obvious connections

● Questions are based on personal observations and ideas

● Asks clarifying questions to check understanding

● Makes relevant comments that contribute to the discussion

● Questions make connections between credible evidence, others’ views, and personal observations

● Asks specific questions which elaborate on the remarks of others.

● Makes relevant comments that further understanding for the group

● Poses questions beyond the basic facts, seeks extensions in learning

Personal Reflections:

● Disregards or ignores information expressed by others

● Does not develop point of view or refuses to consider changing point of view

● Disengages from conversation when new information is presented

● Expresses own views with support

● Considers changing position, but often doesn’t despite lack of evidence

● Willing to ask for clarification when needed

● Listens and accepts new information based on evidence provided

● Reflects on own views in light of new information

● Recognizes positions posed by others● Uses substantial evidence in forming

opinion(s).

Main Ideas: ● Does not state main ideas and/or supporting details of information presented in multiple formats

1. States (3rd gr.),2. Paraphrases (4th gr.) OR3. Summarizes (5th gr.):● main ideas and few supporting

details from information presented in multiple formats

1. States (3rd gr.),2. Paraphrases (4th gr.) OR3. Summarizes (5th gr.):● main ideas are supported with details

from information presented in multiple formats

Active Listening: ● No eye contact● Not paying attention● Off-task● Side talking/fidgeting● interrupting

● Eye contact● Facing the speaker● Not making side conversations

with others● Hands and feet to themselves● Able to state the ideas of● others

● Constant eye contact● Concentrated body language including

head nodding and leaning forward● Restates the ideas of others with

accuracy.

3rd Grade Document Based Question



“Laws are Made to Keep Order.”

Background information:

In our school district, there are tens of thousands of students. In our country, there are hundreds of millions of children under the age of 18. There is a big problem facing all these children – obesity. According to the Centers for Disease Control and Prevention, “Obesity now affects 17% of all children and adolescents in the United States - triple the rate from just one generation ago.” There are many public officials that are working to get mandates (or laws) that control the content of what Americans eat in order to stop the problem.

Think about: ○ Why do people go to fast food restaurants?○ The types of food that you eat more of: vegetables, fruits, whole

grains, or fatty foods and fast food? (Teacher: Take a survey of your class.)

○ How often do students eat unhealthy treats in school? ○ The consequences of being overweight. ○ The reasons why the government makes laws.○ What effect does advertising have on people’s choice on diet?

Possible Thesis Frame

The government passes laws and regulations that restrict what Americans eat in order to________________________________.


PROMPT

Explain why the government regulates what Americans eat through programs and laws.


Academic Vocabulary

The academic vocabulary is used to support student understanding of instructions and activities throughout the DBQ process.

Word Definition

audience the people reading your writing

document a written or printed piece that gives information or evidence; any written item, such as a book, article, or letter, especially of a factual or informative nature

citing to mention in support, proof, or confirmation; refer to as an example

analyze look closely and figure out

evidence Proof

conflict Disagreement

expository to explain; interpret, to make a detailed statement

3rd Grade Document Based Question“Laws are Made to Keep Order”

Document A: Read the article using strategies to help in understanding.



Link to Kid News about banning sugary drinks. http://htekidsnews.com/soda-ban-in-nyc/

Soda Ban in NYCSeptember 14th, 2012

Do your parents ever try to limit how much soda you drink? Too much, they say, isn’t good for you? Now, in New York City, the mayor has also stepped in to limit how much soda you can have — and it applies whether you’re kid OR an adult!

The ban was approved yesterday, and it’s the first decision like it in the U.S.

Starting in March 2013, places like movie theaters, restaurants, cafeterias, and sporting arenas

can’t sell sodas (or other sugary drinks like energy drinks) larger than 16 fluid ounces.

You can still get whatever size you want at convenience stores like 7-Eleven, at supermarkets, and from vending machines, as well. They aren’t ruled by the New York City Health Board.

If you want more soda after your 16 ounces from places with restrictions, you can go buy another one … you just can’t get it in a container bigger than 16 ounces at once. The idea is that you won’t mindlessly sip a huge cup’s worth, but you can make a choice to go back and buy more.

Photo/graphic credit: NYC.gov

Why?

Mayor Bloomberg says it’s to save lives. The reasoning is that too much sugar leads to health problems, including being overweight and obese. Obese basically means being very overweight



and it’s a big problem in the U.S., including for kids. He added that, “Obesity for the first time in the history of the world will kill more people this year in the world than starvation.”

Of course, it’s not easy to tell a city with 8 million people in it (the most populated city in the U.S. and one of the largest in the world) how much soda it can –and can’t — drink. Those who oppose it, like some small business owners and beverage companies, say the ban limits freedoms. Some protesters held signs at a rally saying, “My cup size is none of your business!” Those who oppose it may still try to overturn the new rule before it goes into effect. What do you think?

Respond to Reading: Discuss your answers

1. Reread paragraph one and rewrite the Mayor’s proposal in your own words. What are Mayor Blumberg’s reasons for placing these restrictions on certain size sugary drinks.

2. Mayor Blumberg reported, “Obesity for the first time in the history of the world will kill more people this year in the world than starvation.” Why is this fact important for people to know? Explain your reaction to this quote.

3. Why do some people oppose Mayor Blumberg’s efforts to limit how much soda people drink? Do you agree or disagree with Mayor Blumberg’s ban and why?



4. What is the difference (in calories and grams of sugar) between a 16 oz. soda and a 64 oz. soda? Use what you know about healthy eating to describe what you think this could mean for a person’s health.

*Additional Resources for students to research, discuss, and collaborate on.

1. Time for Kids, “Good-Bye Big Drinks” by Alice Park, 2012

http://www.timeforkids.com/news/goodbye-big-drinks/46886

Now, read about the most recent change to this ban in NYC.

2. Time for Kids, “Big Drinks Are Back” by Alice Park

http://www.timeforkids.com/news/big-drinks-are-back/84276

Document B: Read the article using strategies to help in understanding.

Disney’s Diet: Less Junk Food AdsJune 7th, 2012

Notes


http://www.timeforkids.com/news/big-drinks-are-back/84276

http://www.timeforkids.com/news/goodbye-big-drinks/46886


Ingredients in food like this would be reviewed to meet new nutrition

standards before they'd be advertised by Disney.

The Walt Disney Company — one of the biggest media companies in the

world for kids — made a very big announcement this week. They’re going

to stop advertising junk food to kids.

This is important because eating junk food, and not getting enough

exercise, is being linked to more and more health problems in kids. One in

every 3 children and teenagers in the U.S. is now overweight or obese!

Obese means excessively overweight. This statistic is according to the

Centers for Disease Control and Prevention (CDC).

The CDC is a government agency that helps monitor the country’s health.

Years ago, we mainly saw these problems in adults but now we’re seeing

them in kids, too. Being overweight or obese can lead to heart problems, is

a risk for Type-2 Diabetes, and can lead to other health problems.

When we keep seeing commercials for toys, restaurants, cars, food, and

other things, it’s hard not to want them. A lot of companies’ ads will make

their product look like you’ll be happier somehow if you have it. And in the

case of junk food — because the junk food makers want you to buy it so

they can make money – they don’t tell you it’s bad for you. This can be

confusing for adults, but it’s especially confusing for kids. Kids don’t have

as much life experience yet and tend to believe what people tell them.

Some organizations say that companies shouldn’t be allowed to advertise

directly to kids at all.

Ads you see and hear are one of the major ways a media company, like

Disney, makes money. A company with something to sell will make a

commercial and then they’ll pay Disney money (usually lots!) to show

their ad. Disney owns the Disney channel, has shows on the ABC network,

makes movies, has radio stations and websites, which reach millions of

kids every day. That’s very powerful.

So when millions of kids are being bombarded by tons of junk food ads, it

can become a big contributor to the growing number of kids’ health

problems.

Notes



Junk food can include products that have too much sugar, too much salt,

too much fat, and chemicals (like food coloring and preservatives). Food

that grows in nature, like fruits and vegetables, often don’t have someone

to make ads for them, or there’s not as much money to spend on it if they

do.

Disney worked with nutrition experts and the U.S. government’s nutrition

guidelines to make sure that the ads you see by 2015 (in 3 years) will

meet Disney’s improved nutrition standards. This means that some

products (like Capri Sun and Kraft Lunchables, according to The New York

Times) won’t be able to show their ads. It also means that some companies

now have to go back and figure out a way to make their snacks, cereals

and drinks, for example, healthy enough to meet the standards.

Disney will have a “Mickey Check” logo on products to serve as a bit of a

short cut for shoppers to know if a product meets the criteria. Some

people like this idea, but others don’t. Those who don’t say that it isn’t for

Disney to approve what’s right for kids to eat and what’s not. There’s also

a lot of symbols like that out there from other groups and after a while

people stop paying much attention.

Is Disney doing this only because they care about your health? Partially,

but not entirely. Even the head of Disney, Robert Iger, said in an interview

with The New York Times that it’s a good business decision.

Are the ads you’re going to see, and the packages with the “Mickey Check”

on them, going to be perfectly nutritious? Not necessarily. So you still have

to inform yourself. Margo Wootan, the Director of Nutrition Policy at the

Center for Science in the Public Interest told The New York Times, “This

limits the marketing of the worst junk foods, but it won’t mean you’re only

going to see ads for apples, bananas, and oranges, either.”

But First Lady Michelle Obama, who was at the announcement, said, “This

new initiative is truly a game changer for the health of our children. …

With this new initiative, Disney is doing what no major media company

has ever done before in the U.S. – and what I hope every company will do

going forward. When it comes to the ads they show and the food they sell,

Notes



they are asking themselves one simple question: “Is this good for our

kids?”

Many believe it’s a step in the right direction.

Additional Resources can be found at the link below for the article above.

http://htekidsnews.com/disneys-diet-less-junk-food-ads/

Respond to Reading: Discuss your answers1. Why has the Walt Disney Company stopped its junk food advertising?

2. The article states, “One in every 3 children and teenagers in the U.S. is now overweight or obese!” Why do you think more children are obese now compared to the past?

3. Do you agree or disagree with the idea that commercials influence kids to eat junk food? Explain reasons for your thinking.

4. What are some health problems that could result from eating too much junk food?

Document C: Read the article using strategies to help in understanding.

Preschooler’s Homemade Lunch Replaced with Cafeteria “Nuggets”State agent inspects sack lunches, preschoolers purchase cafeteria food insteadBy Sara Burrows- Carolina Journal News Reports, Feb. 14th, 2012

RAEFORD — A preschooler at West Hoke Elementary School ate three

Notes


http://htekidsnews.com/disneys-diet-less-junk-food-ads/


chicken nuggets for lunch Jan. 30 because the school told her the lunch her mother packed was not nutritious. The girl’s turkey and cheese sandwich, banana, potato chips, and apple juice did not meet U.S. Department of Agriculture guidelines, according to the interpretation of the person who was inspecting all lunch boxes that day.

The Division of Child Development and Early Education at the Department of Health and Human Services requires all lunches served in pre-kindergarten programs — including in-home day care centers — to meet USDA guidelines. That means lunches must consist of one serving of meat, one serving of milk, one serving of grain, and two servings of fruit or vegetables, even if the lunches are brought from home. When home-packed lunches do not include all of the required items, child care providers must supplement them with the missing ones.

The girl’s mother — who said she wishes to remain anonymous to protect her daughter from retaliation — said she received a note from the school stating that students who did not bring a “healthy lunch” would be offered the missing portions, which could result in a fee from the cafeteria, in her case $1.25.

While the mother and grandmother thought the potato chips and lack of vegetable were what disqualified the lunch, a spokeswoman for the Division of Child Development said that should not have been a problem.

The state regulation reads:“Sites must provide breakfast and/or snacks and lunch meeting USDA requirements during the regular school day. The partial/full cost of meals may be charged when families do not qualify for free/reduced price meals.

“When children bring their own food for meals and snacks to the center, if the food does not meet the specified nutritional requirements, the center must provide additional food necessary to meet those requirements.”

http://sni.scholastic.com/SN3/10_22_12_SN3/book#

Respond to reading: Discuss your answers

1. Based on the article, are chicken nuggets a healthier option that a turkey sandwich? How do you know?



2. Reread the last paragraph. According to the quote, was the mother supposed to pay for the additional food provided to her daughter?

3. Do you believe that the USDA requirement in paragraph 6 is a fair law made to protect the health of children? Explain why or why not.

Document D: Actively watch the video and complete the following questions based on the information presented by taking notes and discussing with partners or whole class.

“Childhood Obesity: Quality Physical Education as a Solution” – Teacher Tube

http://www.teachertube.com/viewVideo.php?title=Childhood_Obesity__Quality_Physical_Education_as_a_Solution&video_id=238902

Respond to reading: Discuss your answers





1. Why is obesity now considered a problem?

2. What are some health consequences to childhood obesity?

3. What are the main causes of childhood obesity?

4. How can Active PE help the problem?

5. Would you like to participate in Active PE? Why or why not?

*Additional Resource for students to research, discuss, and collaborate on. “…Teaching kids at a young age, that movement is a part of their lives…” Dr. Lydia Tinajero-DeckChildhood Obesity: Kids Fight Back; Video Story by Gabriela Quirós for QUEST Northern California on May 01, 2012 (14 minute video & article)http://science.kqed.org/quest/video/childhood-obesity-kids-fight-back/Pre-WritingPlease be sure to carefully re-read the prompt and your notes. Complete the organizer below to plan your essay. Use the information you organize to create a rough draft on a separate sheet of paper. Read the rubric for specific expectations for your essay of 3 or more paragraphs.

PROMPT


http://science.kqed.org/quest/video/childhood-obesity-kids-fight-back/


Explain why the government regulates what Americans eat through programs and laws.

Possible Thesis Frame

The government passes laws and regulations that restrict what Americans eat in order to________________________________.

Graphic Organizer


Paragraph #1 – IntroductionAttention Getter:

Bridge/Background:

Thesis Statement:


ROUGH DRAFT: Now that you have organized your thoughts and planned your essay, begin your first draft on YOUR OWN paper. DO NOT FORGET YOUR CITATIONS! Citations will look like: (Document A)

*****************

PEER REVISION


Paragraph #2 – Body Paragraph (include citations)Topic Sentence (Should tie to thesis)

Main Point #1 -

Evidence from reading

Elaboration/Explanation

Main Point #2-

Evidence from reading

Elaboration/Explanation

Conclusion/Transition

Paragraph #3 – Conclusion Restate the Thesis Statement and main points:

Leave the reader with a final thought:


Name of Writer: __________________________________________________

Name of Peer Editor: _____________________________________________

Trade essays with a partner. You can mark on your partner’s rough draft with colored pencils/highlighters to help him/her as you go through these revision questions. Introduction:Circle the way in which the author attempted to capture the reader’s interest at the beginning of the introduction.

Anecdote Unusual fact Startling statement Catchy quote

What is the author’s thesis (the last statement of the introduction that states the prompt)?

________________________________________________________________________________________________________

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Does the thesis clearly state the author’s most important point?

With 5 being the BEST, how well does the introduction capture the reader’s interest? 1 2 3 4 5

What made it strong?

What could make it better?

Body Paragraph:Color the citations green.

Underline the topic sentence in the body paragraph. Put a box around the evidence: facts, definitions, and details from the articles about the topic.

Circle transition, linking words, or phrases in brown.



Underline the explanation of the evidence in red. What is the concluding sentence?

Conclusion:How does the author make a lasting impression on the reader?

With 5 being the BEST, how engaging and thoughtful was the conclusion?

1 2 3 4 5

What made it strong?

What could make it better?

Extra comments or suggestions:

EDITING:Identify spelling, punctuation, and capitalization errors.

Use a green colored pencil to mark capitalization errors that need to be fixed.

Use a red colored pencil to mark punctuation errors that need to be fixed.

Use a purple colored pencil to circle misspelled words.

SELF-REFLECTIONREMEMBER: This is your paper. If you don’t agree with an editing correction made by your partner, you should check a dictionary or check the rules for grammar to make a final decision. Use the Revision Checklist, Editing Checklist, and the Holistic Rubric to improve your writing to the Score Point 5 and 6.

Revision Checklist



Did I… Yes No

-Write an interesting beginning?

-Write a thesis statement?

-Organize my ideas throughout the essay?

-Use supporting evidence from the documents?

-Explain what the evidence means to my thesis?

-Write a conclusion restating my thesis statement?

-Include citations from my sources correctly?

Editing Checklist

Did I… Yes No

-Use complete sentences?

-Use a variety of sentence types?

-Use precise vocabulary?

-Use all other spelling, grammar, punctuation and capitalization rules to the best of my ability?

Use the rubric to tell the teacher what to notice about your writing. Circle the comments that best show how good your paper is.

Holistic Rubric for Self EvaluationScore Point 6● Exceptional clarity, focus, and

control of the topic.● Rich, relevant, and credible

details.● A strong sequence of events.

● Carefully chosen words and clear sentences/ideas.

Score Point 5● Clarity, focus, and control of the

topic.● Balanced details.

● A relevant beginning and ending.

● A variety of words and sentences that sound natural.

● A good voice from the writer that

Score Point 4● Adequate ideas with an order

that might be ordinary.● Mostly relevant details that are

clear.● Sequence of events may become

weak.● Effective word choice that is



● A strong voice from the writer that the reader can sense.

● Strong conventions with very few errors.

Grade: Exceeds

the reader can sense.● Good use of conventions with few

errors.

Grade: Exceeds

common.● A sense of voice is present.

● Good conventions were errors don’t affect the reading of the piece.

Grade: Meets

Score Point 3● Simple ideas but not very

interesting.● Details become a little unclear.

● A weak sequence of events and possible out of order.

● Repetition of words and misused.

● A weak voice and little sense of audience.

● Many errors in conventions affect the reading of the piece.

Grade: Approaches

Score Point 2● Very simple and unclear ideas.

● Details are weak or are missing.

● Missing parts of the sequence of events.

● Repetitive words used and it becomes awkward sounding.

● No voice present and may sound choppy and like rambling.

● Many errors in conventions and it becomes hard to read.

Grade: FFB

Score Point 1● No purpose or clear ideas.

● Very little or no details.

● No clear sequence of events.

● Limited vocabulary used and very basic words.

● No voice present or sense of audience.

● Severe and frequent errors in conventions.

Grade: Falls Far Below

Score: FFB 1-2 APR 3 Meets 4 EX 5-6

Final DraftClearly and legibly write your final draft on the attached final draft paper in pencil or in blue or black ink; check to ensure you have cited the source items.

Criteria for the Final Draft: clear and legible writing cite references – use and cite attached documents to support writing use pencil or blue/black ink complete on time

To submit your final draft: 1. Take the cover page off the front of this packet and your final draft from the back of the packet. 2. Staple the cover page to your final draft.3. Turn in the final to your teacher.

Final Draft

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Holistic Rubric – Grades 3-12SCORE POINT 6

Response is sophisticated and skillful in written communication, demonstrated by exceptional clarity, focus, and control in

development and organization that often shows insight.

in-depth and/or creative exploration of the topic using rich, relevant, and credible details.

a strong, perhaps creative, beginning, and a satisfying conclusion.

specifically and carefully chosen words that are skillfully crafted into phrases and sentences that enhance meaning.

intentional and committed interaction between the writer and the reader.

effective and/or creative use of a wide range of conventions with few errors.

SCORE POINT 5

Response is excellent and skillful in written communication, demonstrated by clarity, focus, and control in topic

development and organization a balanced and thorough explanation

of the topic using relevant details. an inviting beginning and a satisfying

sense of closure. a broad range of carefully chosen

words crafted into phrases and varied sentences that sound natural.

awareness of the reader and commitment to the audience and topic.

effective use of a wide range of conventions with few errors.

o accurate, may contain only minor historical errors.

SCORE POINT 4

Response is appropriate and acceptable in written communication, demonstrated by ideas adequately developed with a

clear and coherent presentation of ideas with order and structure that can be formulaic.

relevant details that are sometimes general or limited; organization that is clear, but sometimes predictable.

a recognizable beginning and ending, although one or both may be somewhat weak.

effective word choice that is functional and, at times, shows interaction between writer and audience.

somewhat varied sentence structure with good control of simple


Grade 3 – Expository Writingo insightful with no historical errors.o makes original and specific connections

using resources.o uses background knowledge for all support

content.o thesis is prompt-driven and fits seamlessly

in opening paragraph.o relies on a variety of the documents and

includes outside resources, all of which are cited correctly

o makes obvious connections using relevant resources.

o uses background knowledge consistently.

o includes clear thesis statement in the opening paragraph.

o appropriately relies on a variety of the documents and may use outside sources, all of which are cited correctly

constructions a natural sound. control of standard conventions

although a wide range is not used; errors that do not impede readability.

o accurate, may contain only minor historical errors.

o makes connections using some resources.

o uses background knowledgeo thesis statement is clear.o cites multiple documents correctly

SCORE POINT 3Response is inadequate in written communication, demonstrated by broad or simplistic ideas that are

understood but often ineffective. attempts at organizing that are

inconsistent or ineffective; beginnings and endings that are underdeveloped; repetitive transitional devices.

developmental details that are uneven, somewhat predictable, or leave information gaps; details not always placed effectively in the writing.

reliance on clichés and overused words that do not connect with the reader; limited audience awareness.

monotonous and sometime misused words; sentences may sound mechanical, although simple constructive are usually correct.

limited control of standard conventions with significant errors.

o Historically accurate but overly generalo loosely makes connections to some

resources.o uses background knowledge/facts with

some connections.o includes a thesis, though it is not very

clear.o cites multiple documents correctly

SCORE POINT 2Response is poor in written communication, demonstrated by overly simplistic and sometimes

unclear ideas that have insufficiently developed details.

sequencing of ideas that is often just a list; missing or ineffective details that require reader and inference to comprehend and follow.

missing beginning and/or ending. repetitive, monotonous, and often

misused words awkwardly strung into sentences that are difficult to read because they are either choppy or rambling; many sentences that begin with repetitive noun + verb pattern.

lack of audience awareness. little control of basic conventions

resulting in errors impeding readability.

o Contains multiple historical errorso loosely uses background

knowledge/facts with no connections.o includes a general topic statement, but

not a thesiso uses more than one document

correctly but relies on one document OR cites only one document

SCORE POINT 1Response is inferior in written communication, demonstrated by lack of purpose or ideas and

sequencing. organization that obscures the main

point. an attempt that is too short to offer

coherent development of an idea, if it is stated.

extremely limited vocabulary that shows no commitment to communicating a message.

sentences with confusing word order that may not permit oral reading.

severe and frequent errors in conventions.

o has significant historical misinterpretation.

o no apparent thesis or topic statement.

CITATIONS are a pre-requisite for scoring.

Score: FFB 1-2 APR 3 Meets 4 EX 5-6


grade 3 – expository writing web viewword. definition. audience. ... the girl’s turkey...

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