It's a good guess that by now you understand
the editorial, "When Pennies Make Too
Little Cents" so well you could teach
it. Let's do that! You be the teacher. You have three
students in your class and will score their writings
in a short answer format. Even if you aren't familiar
with the editorial from previous lessons, you
can still use the scoring criteria to evaluate these
student answers. The editorial is linked to the book
icon on the right for you to use as a reference.
|
When Pennies Make
Too Little Cents |
Short Answer Prompt:
The author of this editorial has one
point of view on pennies but gives some information about
another point of view. What does the editorial say is
the reason why people want to continue to have pennies?
Use information from the editorial to support your answer.
What argument does the editorial make
against those who would keep the penny? Use information
from the editorial to support your answer.
|
As a teacher, remember to:
-
Know what the question is asking.
- Teacher
thinks: Prompt
is asking students to figure out the author states
two opinions on the subject of pennies. The author
has an opinion, and some people have another opinion.
- 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: Author's
opinion about why we shouldn't keep the penny.
- Opinion
of some people who want to keep the penny.
- Proof
of both opinions from evidence in the editorial.
-
Understand the scoring criteria.
|
Score
|
Criteria
|
|
2
points
|
- analyzes appropriate information and makes
thoughtful connections in the editorial (opinions
of author and others)
- develops thoughtful interpretations of
opinions
- uses sufficient, relevant evidence from
editorial to support claims
|
|
1
point
|
- analyzes limited information and makes superficial
(light or surface) connections in the editorial
(opinions of author and others)
- develops average or simple interpretations of
opinions
- attempts to use evidence from editorial to support
claims; support may be limited or irrelevant (not
make sense).
|
|
0
points
|
- little or no understanding of the passage and
does not make connections in the editorial (opinion
of author and others)
- may answer "I don't know."
- no evidence from editorial
|
Let's see how Student
1 answers this prompt. We will use this chart
to figure out this student's score:
Prompt: What does the editorial say is the
reason why people want to continue to have pennies?
Use information from the editorial to support
your answer.
Student 1 Answer:
Because
if you buy a toy and if it goes up to $2.01
you will need a penny.
Prompt: What argument does the editorial make
against those who would keep the penny? Use information
from the editorial to support your answer.
I
would keep the pennies so they could have more
money.
|
Think about what score Student 1
earned for this response. Does the student include the
key elements?
| Why others want to keep pennies: |
Does the student answer this question? |
| Evidence for keeping pennies opinion: |
What does the student say to support this answer?
|
| Author's opinion about keeping pennies: |
Does the student answer this question? |
| Evidence for author's opinion: |
Is this included in the student's answer? |
How does this chart compare to the scoring criteria?
As a teacher, what score would you assign to Student
1's response?
As a teacher, write a comment to Student 1, explaining
the score earned by the answer.
Let's score another response.
Prompt: What does the editorial say is the
reason why people want to continue to have pennies?
Use information from the editorial to support
your answer.
Student 2
Answer:
People
want to continue to have pennies because they
find it useful and Americans are attached
to the penny.
Prompt: What argument does the editorial
make against those who would keep the penny?
Use information from the editorial to support
your answer.
The
editorial's argument with the people that wanted
the penny was it cost a lot to make the pennies
and they get thrown into wells and under sofas
and all money could be rounded to a nickel.
|
Think about what score Student
2 earned for this response. Does the student
include the key elements?
| Why others want to keep pennies: |
Does the student answer this question? |
| Evidence for keeping pennies opinion: |
What does the student say to support this answer? |
| Author's opinion about keeping pennies: |
Does the student answer this question? |
| Evidence for author's opinion: |
Is this included in the student's answer? |
How does this chart compare to the scoring
criteria? As a teacher, what score would you assign
to Student 2's response?
As a teacher, write a comment to Student
2, explaining the score earned by the answer
And one more response to score:
Prompt: What does the editorial say is
the reason why people want to continue to
have pennies? Use information from the editorial
to support your answer.
Student
3 Answer:
So
they can collect them in a jar or lose them
in a sofa in a house somewhere.
Prompt: What argument does the editorial
make against those who would keep the penny?
Use information from the editorial to support
your answer.
He
said that in 1994 alone the Federal Government
spent $8-$9 million dollars to make and ship
pennies.
|
Think about what score Student
3 earned for this response. Does the student
include the key elements?
| Why others want to keep pennies: |
Does the student answer this question? |
| Evidence for keeping pennies opinion: |
What does the student say to support this answer?
|
| Author's opinion about keeping pennies: |
Does the student answer this question? |
| Evidence for author's opinion: |
Is this included in the student's answer? |
How does this chart compare to the scoring
criteria? As a teacher, what score would you assign
to Student 3's response?
As a teacher, write a comment to Student 3, explaining
the score earned by the answer:
Does it help to see the writing of other students?
Which student matched your own answer to the question?
How would you help Student 1 understand the two opinions
presented in the editorial?
Let's look at one more example before we begin practice
items, an extended response.
|
Example
3 >>
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