Text-Based Writing Prompts: Administration and Scoring Guidelines

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1 Text-Based Writing Prompts: Administration and Scoring Guidelines Teacher Directions: Students will read a stimulus about a single topic. A stimulus consists of several texts written on a single topic. The stimulus may include informational or literary fiction or nonfiction texts and can cover a wide array of topics. After reading the stimulus, the students will respond to a writing prompt in which they will provide information on a topic, develop a narrative, or take a stance to support an opinion or argument. Students will be required to synthesize information from the text sets and must cite specific evidence from the texts to support their ideas. Students informative/explanatory responses should demonstrate a developed and supported controlling idea. Students opinion/argumentative responses should support an opinion/argument using ideas presented in the stimulus. Students will have 120 minutes to read the passages, and plan, write, revise and edit their essay. Students should read the prompt first. They should be encouraged to highlight, underline, and take notes to support the planning process. Scoring: The attached text-based rubric should be used to score student responses. While the total possible points on the rubric is ten, it is recommended that three individual scores be given one score for each of the three domains on the rubric. This will allow the teacher to determine specific areas of need within individual student responses, thus allowing for differentiation in the writing instruction that follows these formative writing tasks. The three domains are: Purpose, Focus, Organization (PFO), Evidence and Elaboration (EE), and Conventions of Standard English (CSE). Teachers should score holistically within each domain PFO (4-points), EE (4-points), and CSE (2-points). Each level of scoring within a domain is based on the overarching statement for the score found in the rubric. For example, on the grades 6-11 rubric for argumentation, the overarching statement for a score of 4 in the Purpose, Focus, Organization domain is, The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clear and effective organizational structure creating coherence and completeness. The bulleted points that follow the statement must be considered as factors in the scoring, but should not be utilized as a checklist. Most, but not all, of the bulleted points will be evident in the student writing for a score at a specific level. Teachers should keep in mind that a score of 3 on the rubric for a domain signals student proficiency in the addressed writing standard with a score of 4 representing mastery. In the CSE domain, a score of two represents student proficiency in the standard.

2 Sixth Grade: Argumentative Prompt (March) Write an argumentative essay explaining whether or not fast food is unhealthy. Support your claim using evidence from the texts. Manage your time carefully so that you can: Read the passages Plan your essay Write your essay Revise and edit your essay Your written response should be in the form of a multi-paragraph essay. Remember to spend time reading, planning, writing, revising and editing.

3 How Fast Food Affects Nutrition In Teens by Rose Welton, Demand Media Eating fast food regularly can keep your teen from getting nutrients needed for development. Fast food can be a tempting option for meals, especially if your teenager has a busy schedule. Although the options are temporarily filling and relatively inexpensive, regularly eating fast food can negatively affect your teenager s health. It is important to understand the problems it can cause, along with ways you can encourage your teen to make healthy choices at fast food restaurants. Nutritious Foods According to HealthyChildren.org, teenage boys typically need 2,800 calories a day and teenage girls need 2,200 calories a day. If too much of your teen s calorie intake comes from fast food and junk food instead of complex carbohydrates, lean proteins and monounsaturated fats, she will be missing out on the nutrients she needs for energy and development. While eating fast food occasionally won t affect her ability to obtain nutrients, eating it frequently or for most meals can be harmful. Obesity Fast food s large portions and high number of calories contribute to weight gain. According to the Academy of Nutrition and Dietetics, just one large soda and french fries can be more than 600 calories, which can be a considerable chunk of your teen s recommended daily calorie intake. Regularly eating fast food can lead to obesity, which will place your teen at increased risk for obesity in adulthood. Other Problems Fast foods are high in fat and salt. Eating foods containing saturated fats can lead to clogged arteries, among other problems. Instead of these unhealthy fats, your teen needs foods such as olives and nuts that are rich in monounsaturated fat, which is necessary for development. Additionally, foods high in salt such as cheeseburgers and fries can contribute to health problems such as high blood pressure and heart disease. Recommendations Instead of relying on fast food, encourage your teen to look for convenience foods that are healthier such as cut raw vegetables, dried fruit or rice cakes. KidsHealth.org also recommends looking at the nutrition facts at a fast food restaurant ahead of time and planning to order low-fat and low-calorie options. Remind your teen that in a pinch he can choose to order smaller grilled items instead of large fried options.

4 Cook more meals at home, first lady says By Associated Press, adapted by Newsela staff on Word Count 676 First lady Michelle Obama exercises and dances with the Super Sprowtz during a visit to La Petite Academy in Bowie, Md., Feb. 27, 2014, to encourage healthy habits at preschools as part of her "Let's Move" program. Photo: AP Photo/Carolyn Kaster WASHINGTON First, Michelle Obama got kids around the country to get up and move to fight weight problems. Now, the first lady is telling them to eat home-cooked meals. In Obama's campaign to slim down the nation's kids, she is encouraging people to cook more meals at home. Home-cooked meals are healthier. And they save money too, said Obama at a health conference in Washington on Friday. The first lady said home-cooked meals have less fat and salt which can lead to heart disease than meals prepared in restaurants. She said too many people think they don't have the time or ability to cook for themselves. But plenty of meals can be put together in less than 30 minutes. Home-cooked meals also can cost less than fast food.

5 Decline In Obesity Obama began focusing on the problem of overweight children as soon as she got to the White House in She pledged Friday to stick with the issue even after her husband leaves office. "We cannot walk away from this issue until obesity rates drop for children of every age and every background," she said. Obesity ( is when a person has too much body fat. Obese children are more likely to have heart disease, high blood pressure and diabetes when they are adults. "We cannot walk away until every child in this country has a shot at a healthy life," she said. "And that's why I'm in this thing for the long haul. And I mean long after I leave the White House, because I believe in finishing what I start." Obama praised recent federal numbers showing a sharp decline in obesity rates among children ages 2 to 5. She called it a small, though important, achievement. But the decline in obesity is still not enough to say the problem is solved, she said. Obama urged everyone to keep working on solutions, especially among older kids. "Now is not the time to take our foot off the gas and congratulate ourselves on a job well done," Obama said. "Just the opposite. Now is the time to fight even harder, because we now know it is possible to make a difference on this issue." Obama has been trying to convince food and drink makers, restaurants and others to make healthier products. Federal laws and rule are leading to healthier school breakfast and lunch programs. The government also will require food makers to update the "Nutrition Facts" label on packaged foods. The label lists basic information about a food, such as how much fat, sugar and salt it contains. The updated label will include the latest scientific information about the link between food and health. Healthy Home Cooking The first lady said she is working with supermarkets to give out recipes and offer cooking demonstrations. She is also asking schools to teach students basic cooking skills. Chefs should offer affordable cooking classes in their restaurants, she said. Obama said eating home-cooked meals is one of the best ways families can be healthier. Growing up, Obama said her mother set aside a certain amount of money to spend on food. Her mother planned her meals weekly. She also shopped for groceries every Saturday.

6 "The question is 'How do we help families start cooking again, even if it's just one or two meals a week?'" she told the audience. The conference was organized by the Partnership for a Healthier America. The audience included health professionals and business leaders. Obama is honorary chairwoman of the partnership. It is a nonprofit group created in connection with "Let's Move," the program she began to fight childhood obesity. The partnership works to support the goals of Let's Move. It also works with businesses to help improve the health of Americans. So far, more than 70 companies have promised to make their products healthier, said Larry Soler. He is in charge of the Partnership for a Healthier America. Among the companies was yogurt maker Dannon. The company announced Friday that it will reduce the amount of sugar and fat in all its products.

7 Eating junk food and losing weight is possible, proves science teacher By Sumit Passary, Tech Times January 8, 12:02 AM A science teacher claims that it is possible to lose weight even after eating junk food on a regular basis. A 2004 American documentary "Super Size Me" showed Morgan Spurlock, an American independent filmmaker, who ate only McDonald's food three times a day for a continuous 30-day period. As a result of a complete McDonald's diet, the then-32-year-old Spurlock claimed to gain 24.5 pounds, a 13 percent increase in body mass and a cholesterol level of 230. Spurlock also experienced mood swings, sexual dysfunction and fat accumulation in his liver. It took Spurlock fourteen months to lose the weight gained using a vegan diet supervised by his future wife. However, John Cisna, a science teacher in the Colo-Nesco School District, went on a McDonald's only diet for 90 days and interestingly lost weight. "I can eat any food at McDonald's (that) I want as long as I'm smart for the rest of the day with what I balance it out with," Cisna told local TV station KCCI. The science teacher approached the owner of a local McDonald's franchise who agreed to provide 90 days of meals to Cisna free of cost. Cisna ate McDonald's food three times a day: breakfast, lunch and dinner. However, Cisna followed strict daily nutritional limitations of 2,000 calories. The science teacher tried to follow the recommended daily dietary allowances for nutrients such as carbohydrates, proteins, fat calories and cholesterol. Cisna took the help of three of his students who used McDonald's online nutritional information to build daily meals for their teacher to ensure that he is on track with the nutritional limitations. "So this isn't something where you say 'well he went to McDonalds and he only had the salads. No, I had the Big Macs, the quarter pounders with cheese. I had sundaes, I had ice cream cones," added Cisna.

8 During the course of the 30-day experiment period, Cisna started walking for 45 minutes a day. Cisna reports that by the end of the ninetieth day he lost 37 pounds and his cholesterol dropped from 249 to 170. Cisna says that the reason for the experiment is not to encourage people to eat more at McDonald's but to pay attention to the daily nutritional requirement of the body. "The point behind this documentary is, 'Hey, it's (a) choice. We all have choices. It's our choices that make us fat not McDonald's," added Cisna Tech Times, All rights reserved.

9 FINAL English Language Arts Text-based Writing Rubrics Grades 6 11: Argumentation UPDATED OCTOBER 2014

10 FINAL ELA Text-based Writing Rubrics, Grades 6 11: Argumentation Florida Standards Assessments Score Purpose, Focus, and Organization (4-point Rubric) 4 The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clear claim and effective organizational structure creating coherence and completeness. The response includes most of the following: Strongly maintained claim with little or no loosely related material Clearly addressed alternate or opposing claims* Skillful use of a variety of transitional strategies to clarify the relationships between and among ideas Logical progression of ideas from beginning to end with a satisfying introduction and conclusion Appropriate style and tone established and maintained 3 The response is adequately sustained and generally focused within the purpose, audience, and task; and it has a clear claim and evident organizational structure with a sense of completeness. The response includes most of the following: Maintained claim, though some loosely related material may be present Alternate or opposing claims included but may not be completely addressed* Adequate use of a variety of transitional strategies to clarify the relationships between and among ideas Adequate progression of ideas from beginning to end with a sufficient introduction and conclusion Appropriate style and tone established Grades 6 11 Argumentation Text-based Writing Rubric (Score points within each domain include most of the characteristics below.) Evidence and Elaboration (4-point Rubric) The response provides thorough, convincing, and credible support, citing evidence for the writer s claim that includes the effective use of sources, facts, and details. The response includes most of the following: Smoothly integrated, thorough, and relevant evidence, including precise references to sources Effective use of a variety of elaborative techniques to support the claim, demonstrating an understanding of the topic and text Clear and effective expression of ideas, using precise language Academic and domain-specific vocabulary clearly appropriate for the audience and purpose Varied sentence structure, demonstrating language facility The response provides adequate support, citing evidence for the writer s claim that includes the use of sources, facts, and details. The response includes most of the following: Generally integrated and relevant evidence from sources, though references may be general or imprecise Adequate use of some elaborative techniques Adequate expression of ideas, employing a mix of precise and general language Domain-specific vocabulary generally appropriate for the audience and purpose Some variation in sentence structure Conventions of Standard English (2-point Rubric begins at score point 2) Continued on the following page 1 UPDATED OCTOBER 2014

11 FINAL ELA Text-based Writing Rubrics, Grades 6 11: Argumentation Florida Standards Assessments Score Purpose, Focus, and Organization (4-point Rubric) Evidence and Elaboration (4-point Rubric) Conventions of Standard English (2-point Rubric) 2 The response is somewhat sustained within the purpose, audience, and task but may include loosely related or extraneous material; and it may have a claim with an inconsistent organizational structure. The response may include the following: Focused claim but insufficiently sustained or unclear Insufficiently addressed alternate or opposing claims* Inconsistent use of transitional strategies with little variety Uneven progression of ideas from beginning to end with an inadequate introduction or conclusion 1 The response is related to the topic but may demonstrate little or no awareness of the purpose, audience, and task; and it may have no discernible claim and little or no discernible organizational structure. The response may include the following: Absent, confusing, or ambiguous claim Missing alternate or opposing claims* Few or no transitional strategies Frequent extraneous ideas that impede understanding Too brief to demonstrate knowledge of focus or organization The response provides uneven, cursory support/evidence for the writer s claim that includes partial use of sources, facts, and details. The response may include the following: Weakly integrated evidence from sources; erratic or irrelevant references or citations Repetitive or ineffective use of elaborative techniques Imprecise or simplistic expression of ideas Some use of inappropriate domain-specific vocabulary Most sentences limited to simple constructions The response provides minimal support/evidence for the writer s claim, including little if any use of sources, facts, and details. The response may include the following: Minimal, absent, erroneous, or irrelevant evidence or citations from the source material Expression of ideas that is vague, unclear, or confusing Limited and often inappropriate language or domain-specific vocabulary Sentences limited to simple constructions The response demonstrates an adequate command of basic conventions. The response may include the following: Some minor errors in usage but no patterns of errors Adequate use of punctuation, capitalization, sentence formation, and spelling The response demonstrates a partial command of basic conventions. The response may include the following: Various errors in usage Inconsistent use of correct punctuation, capitalization, sentence formation, and spelling 0 The response demonstrates a lack of command of conventions, with frequent and severe errors often obscuring meaning. *Not applicable at grade 6 2 UPDATED OCTOBER 2014