As a teacher, remember to:
-
Know what the question is asking.
- Teacher
thinks: Prompt
is asking students to form and express an opinion
on whether the U.S. should stop making pennies.
- Information
from the editorial has to be in the answer.
-
Be very familiar with the editorial
and know how the question should be answered.
- Teacher
does: Write
a complete answer yourself using the editorial, so
that you have a good model to compare to the student
writing.
-
Know the key elements needed
for a response to be complete.
- Teacher
thinks: Student
states opinion about the U.S. making pennies.
- Information
from the editorial is used to explain student's opinion.
-
Understand the scoring criteria.
-
Teacher
thinks:
- A
2 point score will
clearly state student opinion about whether U.S. should
stop making pennies, include information from the
editorial to support the opinion.
- A
1 point score will
include a student opinion, but might not refer to
the editorial to support reasoning. There may be an
attempt to support or include a reason for the opinion.
- A
zero point score may be "I don't know."
It may also make a statement without any attempt to
explain the reasoning, and does not use any evidence
from the text.
Let's see how Student
1 answers this prompt.
Prompt: Do you think the United States should
stop making pennies? Why or why not? Use information
from
the editorial as well as your own opinion to support
your answer.
Student 1 Answer:
|
No
I don't think they should stop making pennies
anymore because that is what makes up a dollar.
100 pennies is 1 dollar. 5 pennies make up
a nickel. 10 pennies makes up a dime, and
25 pennies make a quarter. It's the whole
purpose of money.
|
What does Student 1 earn
for this response?
How does this chart compare to the scoring
criteria? As a teacher, what score would you assign to
Student 1's response?
Explanation of score: The student does make an
attempt at a reason for their opinion, "It's
the whole purpose of money." Because of the
clear opinion, and attempt at providing a reason, even
though it is not text-based,
the student earns a score of 1.
Let's score another response.
Prompt: Do you think the United States
should stop making pennies? Why or why not? Use
information from
the editorial as well as your own opinion
to support your answer.
Student 2 Answer:
|
They
should. Because we need them to make money
like if you had $5.00 but you needed 50
cents more and your mom only gave you 45
cents you could go and get 5 more pennies
to make $5.50.
|
Think about what score Student
2 earned for this response. As a teacher,
what score would you assign to Student 2's response?
Be able to say why based on the scoring criteria.
-
Does student include their opinion
about if the U.S. should stop making pennies?
- Does the student include information from the editorial
to support the opinion?
Explanation for scoring:
Click here:
And one more response to score:
Prompt: Do you think the United States
should stop making pennies? Why or why not? Use
information
from the editorial as well as your own opinion
to support your answer.
Student 3 Answer:
|
I
think the U.S. should stop making pennies
because we don't use them very often and
they aren't that useful. Just like the
editorial said, it would be a lot easier
of having cash purchases rounded to the
nearest nickel.
|
Think about what score Student
3 earned for this response. As a teacher,
what score would you assign to Student 3's response?
Be able to say why based on the scoring criteria.
This should be an easy one.
Notice other key
elements making Student 3's response clear and
complete.
-
Clear introductory sentence
incorporating part of the question. This sets
up the reader to expect a clear connection,
and to know exactly where the writer is going.
"I
think the U.S. should stop making pennies because
. . ."
- Specific wording to connect the opinion to the
editorial. Again, the reader is given clear direction
to the writer's thoughts and a key indicating a response
to the second part of the prompt.
"Just like the editorial said . . . "
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