1. Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond 1 Opinion Writing… Performance Task Performance Task Pre-Assessment Teacher Directions Photo credit: Thinkstock

2. 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 2

3. Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond Score Statement of Purpose/Focus and OrganizationDevelopment: Language and Elaboration of Evidence Conventions Statement of Purpose/Focus OrganizationElaboration of Evidence Language and Vocabulary 4 The response is fully sustained and consistently and purposefully focused: opinion is clearly stated, focused, and strongly maintained opinion is communicated clearly within the context The response has a clear and effective organizational structure creating unity and completeness: effective, consistent use of a variety of transitional strategies logical progression of ideas from beginning to end effective introduction and conclusion for audience and purpose 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, comprehensive, and relevant effective use of a variety of elaborative techniques The response clearly and effectively expresses ideas, using precise language: use of academic and domain- specific vocabulary is clearly appropriate for the audience and purpose The response demonstrates a strong command of conventions: few, if any, errors in usage and sentence formation e 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 context provided for the claim is adequate The response has an recognizable organizational structure, though there may be minor flaws and some ideas may be loosely connected: adequate use of transitional strategies with some variety adequate progression of ideas from beginning to end adequate introduction and conclusion 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 adequate use of some elaborative techniques The response adequately expresses ideas, employing a mix of precise with more general language: use of domain- specific vocabulary is generally appropriate for the audience and purpose The response demonstrates an adequate command of conventions: some errors in usage and sentence formation are present, but no systematic pattern of errors is displayed adequate use of punctuation, capitalization, and spelling 2 The response is somewhat sustained with some extraneous material or a minor drift in focus: may be clearly focused on the opinion but is insufficiently sustained opinion on the issue may be unclear and unfocused The response has an inconsistent organizational structure, and flaws are evident: inconsistent use of transitional strategies with little variety uneven progression of ideas from beginning to end conclusion and introduction, if present, are weak 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 weak or uneven use of elaborative techniques The response expresses ideas unevenly, using simplistic language: use of domain- specific vocabulary that may at times be inappropriate for the audience and purpose The response expresses ideas unevenly, using simplistic language: use of domain- specific vocabulary that may at times be inappropriate for the audience and purpose 1 The response may be related to the purpose but may offer little or no focus: may be very brief may have a major drift opinion may be confusing or ambiguous The response has little or no discernible organizational structure: few or no transitional strategies are evident frequent extraneous ideas may intrude 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 sources is minimal, absent, in error, or irrelevant The response expression of ideas is vague, lacks clarity, or is confusing: uses limited language or domain-specific 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 obscured 0 A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target]. Grades 3-5: Generic 4-Point Opinion Writing Rubric [ Grades 3-5: Generic 4-Point Opinion Writing Rubric [Smarter Balanced CCSS ELA Writing Rubrics (Adapted)] 3

4. Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond 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. Listening & reading 9 - create clear and coherent grade-appropriate speech and text 10 - make accurate use of standard English to communicate in grade- appropriate speech and writing 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 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. Speaking & Writing 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 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). Listening, speaking, reading, 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 Standard An ELL can… By the end of an English language proficiency level, an ELL in grades 4-5 can... 4 Productive (S & W) …construct grade- appropriate oral and written claims and support them with reasoning and evidence. 12345 …express an opinion about a familiar topic. …construct a simple claim about a familiar topic, and give a reason to support the claim. …construct a claim about familiar topics, introducing the topic and providing a few reasons or facts to support the claim. …construct a claim about a variety of topics: introduce the topic, provide several reasons or facts to support the claim, and provide a concluding statement. …construct a claim about a variety of topics: introduce the topic, provide logically ordered reasons or facts to support the claim, and provide a concluding statement. 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 to the next. ELP 4 th – 5 th Grade Band Standards Organized by Modality Oregon ELP Standards Aligned with Performance Task, 2014; Arcema Tovar

5. Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond Opinion Writing Pre-Assessment Student and Class Scoring: School Year:2014-15Grade: Teachers Name: School: Student Name: Focus and Organization Elaboration and Evidence Conventions Student Total ELP Score Score 1.Daffy Duck and Friends33410 2.Micky Mouse44412 3.Minnie Mouse44311 4.Road Runner4408 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 4Total Students % Proficient25% 50% % Exemplary75% 50% 1 2 3 4 = Emerging = Developing = Proficient = Exemplary Scoring Key: 0 - 4 5 - 7 8 - 10 11 - 12 Total # Correct To use the Excel Version of this Score sheet. http://sresource.homestead.com/index.html

6. Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond Student Name:______________________ Date: __________________ Opinion Writing… Performance Task Performance Task Pre-Assessment 6

7. Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond 7 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 assignment: The legislature has passed a new law that allows only service dogs to go with their owners into public places. You are working on the school newsletter, and you have been asked to write a multi-paragraph article giving your opinion on the new law. In your article, you will take a side as to whether you think allowing only service dogs in public places is a good law or whether other service animals should also be permitted. Your article will be read by the teachers and students at your school. In your article, clearly state your opinion and support your opinion with reasons that are thoroughly developed using information from what you have read and viewed.

8. Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond Monkey See Monkey Do By Helping Hands Monkey Helpers.Org Source 1 College Life Did you know some monkeys go to college? The Monkey College is located in Boston and is both challenging and fun. The Monkeys have highly skilled trainers to help them become good service animals. Training fits each monkey’s personality and skills. Each monkey goes from learning easy tasks to the most difficult and intricate of tasks. Trainers use a laser pointer or speak simple words to direct the monkeys. Monkeys get praise and small food rewards. At every stage, trainers make sure the monkeys have fun while they learn. Three Levels of Training Training a service monkey takes about five years at The Monkey College. Service monkeys work and progress with the same trainer through three levels of training. At each level, the tasks become more complex. The monkeys practice in a place that looks just like a home or an apartment. When they graduate they can do many tasks. They work with household items like refrigerators, CD players, and televisions. They get used to being around a variety of wheelchairs. The Cubicle Training begins in a small, plain room called The Cubicle. It is extremely quiet so monkeys can concentrate on what their trainers are saying. Monkeys start “learning how to learn.” The first step is called “bell training.” A monkey learns that the sound of a bell means it will get a treat. When a monkey does a task correctly the trainer rings a bell and says “Good girl/boy!” Then the monkey gets peanut butter. The monkey learns to link the sound of the bell with praise and a healthy treat. The bell tells the monkey it is getting a reward. Trainers reward their monkey students each time a correct response is made, so the monkeys learn which behavior they are being praised for. In the Cubicle, the monkeys also learn how to tell items apart that look nearly identical. When teaching this task, trainers reward a monkey for touching a laser light point. The trainer then points the light at a single wooden block, so the monkey will pick up the block. They work together until the monkey can choose the correct block out of seven identical ones. This training helps the monkeys do many tasks. A disabled person can ask a monkey helper to choose a single light switch, DVD, drink bottle, remote control, or other item out of several similar items. The Travis Roy Training Room (The B-Room) At first the bell is still used in the next level of training in The B-Room. But soon, the bell is taken away. The monkeys learn to respond only to verbal praise and peanut butter. Finally the peanut butter is taken away and the monkeys respond simply to verbal praise. As they advance more in the B-Room, the monkeys learn more and more complex tasks and how to work more objects. They are also first shown a wheelchair in this room. Here is where they learn to respond to commands such as “sun,” which means “please flip on the light switch.” Monkey students learn to do tasks with many steps, such as placing a water bottle in a holder, opening the top, and placing a drinking straw into the bottle. Monkeys enjoy doing tasks with many steps. The Melvin R. Seiden Training Room (The Apartment) The final stage of training takes place in the “Apartment.” The monkeys learn more advanced skills such as how to open cans of food and how to do some tasks that even some humans find hard. They learn how to use different kinds of CD players, DVD players, and MP3 players. During their college years, the monkeys live in cozy dens just like the homes they’ll someday live in. They are even potty trained. In these cozy dens, they also keep their toys, blankets, food and water. When they are not training or playing, this is where they relax and sleep. 8 Grade Equivalent5.8 Lexile Measure960 Mean Sentence Length13.85 Mean Log Word Frequency3.41 Word Count651

9. Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond Service Animals by Lorraine Murray Jan. 2007 Advocacy for Animals Source 2 Today more than ever before, animals provide help to people who are disabled. These service animals help people with tasks they would otherwise not be able to do. Service animals are not pets. They are working animals doing a job. Because of this they are allowed to enter public places. Guide dogs help people who can’t see, move about safely. Training of guide dogs began in Germany during World War I. They helped blinded soldiers. In 1929 a training school began in the United States called the Seeing Eye. Guide-dog puppies are often German shepherds, Labrador and Golden retrievers. These dog breeds are calm, smart, helpful, and strong. Puppies that will become guide dogs spend their first year with foster families. They get used to being with people. The foster families teach them basic obedience skills. At the age of 18 months, guide dogs enter formal training, which lasts from about three to five months. During formal training the dogs learn to get used to a harness, stop at curbs and learn how to keep a human safe when walking in low or blocked places. They learn to disobey a command if it means their human partner is in trouble. Hearing dogs have become more common. Most often these are dogs that have been rescued from animal shelters. They are all breeds. They are trained to alert their human partners to sounds such as an alarm clock, a baby’s cry, or a telephone. Hearing service dogs raise the alert by touching the partner with a paw and then leading him or her to the source of the sound. Then they lay down until the human partner can take action. They are also trained to know danger signals such as fire alarms and sounds of intruders. Dogs can be trained for many purposes. For example there are service dogs, which help people who use wheelchairs, hearing dogs, guide dogs and even seizure-alert dogs. There are companion dogs and even cats who give support for people in hospitals and places where people are lonely. These animals bring much needed friendship. Animals are also used in programs to help older patients in nursing homes. Some patients might be given the task of buckling a dog’s collar or feeding small treats to a cat. This can help the patient gain better use of their hands. Dogs and cats are not the only animals that can assist humans. Capuchin monkeys are small, quick, and smart. They can help people who are can’t move or have trouble moving. These monkeys help with much needed tasks such as turning on lights and picking up dropped objects. One of the more rare service animals is the guide horse. A program in the United States trains miniature horses to guide the people who can’t see in the same way that guide dogs do. The tiny horses may be a choice for people who are allergic to dogs or are more comfortable with horses. Animals can help humans in many ways. People that train service animals take steps to make sure that the animals are loved and healthy. Grade Equivalent5.9 Lexile Measure920L Mean Sentence Length13.33 Mean Log Word Frequency3.44 Word Count520

10. Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond A New Law By Clare Mishica Source #3 This article about a new law about service animals is based on information in the following source:  http://www.ada.gov/service_animals_2010.htm A man has a large snake draped over his shoulders. He wants to enter a café to have lunch and says the snake is a service animal that comforts him. In the past, the law would have required the café to allow the man to bring his snake inside since people were allowed to choose any service animal as their partner. This included pigs, birds, cats, and lizards! However, the law changed in 2011. The new law permits the use of dogs only as service animals in public places. This law change was necessary for several reasons. First, the new law protects people from diseases. Different animals carry certain diseases, and when the animals go into public places, they might pass the illness to the crowd. In addition, some animals have not learned how to keep an area clean. For instance, birds could leave droppings behind on a store floor. This would cause an unhealthy setting for others. The new law also keeps people safe from danger. For example, monkeys can behave in ways that are hard to predict. They can become angry in a flash. Because of this, a monkey brought onto a bus could suddenly hurt a person sitting nearby. On the other hand, dogs are tame animals that have been pets for hundreds of years. People can better trust their actions. People who run businesses are pleased with the law change, too. They can easily help people who have service dogs. These trained animals sit quietly by café tables. They do not bark during shows. They listen to commands. Under the old law, places like hotels were supposed to handle service animals like horses or goats! Such a task could create problems. For example, some animals are large or noisy. Others might cause damage or have special needs. A business must also consider the well-being of all its guests. Some people prefer to use service animals other than dogs, and this is still possible. The new law limits only the kind of service animals permitted in public places. In private, people are welcome to choose other species. In fact, one group works to train capuchin monkeys to help people with severe disabilities do tasks in their home. These monkeys have similar hand and finger control as humans, so they can perform more tasks than other animals. Would you like to learn more about the new laws for service animals? You can visit the Americans with Disabilities Act (ADA) website. It gives details and reasons for the law changes. 10 Grade Equivalent6.0 Lexile Measure850L Mean Sentence Length11.86 Mean Log Word Frequency3.45 Word Count427

11. Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond Think About It. Then, answer each question. 11 Use Evidence Research Target 4 3. Why might people choose to use service monkeys instead of other service animals? Provide specific reasons from at least two sources. Be sure to name each source. Evaluate Information Sources Research Target 3 2.Which of the sources best support the new law? What are two strong reasons presented by that source? Interpret and Integrate Information Research Target 2 1. Which of the three sources would be most useful in arguing against the new law? Explain why. Support your answer with at least 2 details from that source.

12. Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond 12 STOP Close your books and wait for instructions!

13. Rev. Control: 09/06/2014 HSD – OSP and Susan Richmond 13 Your Performance Task Your assignment: The legislature has passed a new law that allows only service dogs to go with their owners into public places. You are working on the school newsletter, and you have been asked to write a multi- paragraph article giving your opinion on the new law. In your article, you will take a side as to whether you think allowing only service dogs in public places is a good law or whether other service animals should also be permitted. Your article will be read by the teachers and students at your school. In your article, clearly state your opinion and support your opinion with reasons that are thoroughly developed using information from what you have read and viewed. 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

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