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3rd Grade
Assessment 2
Table of Contents
Assessment Guide ……………………………………………..…………………………………………………………. Pages 2-10
Assessment Rubric..………………………………………………………………………………………………………. Pages 11-15
Good for People and the Planet...…………………………………………………………………………………. Page 16
Wendy’s, Friend or Enemy..……………………………………………………………………………………………. Pages 17-18
TCRWP Third Grade Informational Reading/Opinion Writing Performance Assessment
DRAFT – 12-9-2011
1
GRADE: Third Grade
NAME OF ASSESSMENT:
Reading Informational Texts and Opinion Writing Performance Assessment
STANDARDS ASSESSED:
Students will ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as a basis for the answers (RI.3.1)
Students will determine the main idea of a text; recount the key details and
explain how they support the main idea (RI.3.2)
By the end of the year, students will read and comprehend informational texts,
including history/social studies, science, and technical texts, at the high end of the
grades 2-3 text complexity band independently and proficiently. (RI.3.10)
Students will write opinion pieces on topics or texts, supporting a point of view
with reasons. (W.3.1)
Depth of Knowledge Level of task: Levels 2-4
Task Details:
Duration of administration: Two class periods across one or two days
Time of year when administered: Winter 2011-2012
Materials needed: o Article: “The Dauphin Grille: Good for People and the Planet”
o Article: “Wendy’s”
o Student booklet for responses
TCRWP Third Grade Informational Reading/Opinion Writing Performance Assessment
DRAFT – 12-9-2011
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Explanation of Standards Alignment:
RI.3.1. Students will ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as a basis for the answers
In their summary statements, students will ask and answer questions to
demonstrate understanding of a text, such as “what is a main idea in this text?”
and “how do details in this text support that idea?” and will refer explicitly to the
text in their answers, in the form of an outline of the text or writing in paragraph
form about the text.
RI.3.2: Students will determine the main idea of a text; recount the key details and
explain how they support the main idea.
Students will summarize the main idea of each of two written texts by organizing
some notes in an outline form. They will state a main idea, and show how that
idea is supported by key ideas and details.
RI.3.10: By the end of the year, students will read and comprehend informational texts,
including history/social studies, science, and technical texts, at the high end of the grades
2-3 text complexity band independently and proficiently. (RI.3.10)
Students will summarize the main idea of a grade level complex text by
organizing some notes in an outline form. They will state a main idea, and show
how that idea is supported by key ideas and details.
W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons
and information.
Students will write a persuasive review, supporting a positive point of view
regarding a restaurant, using reasons and information derived from a text.
TCRWP Third Grade Informational Reading/Opinion Writing Performance Assessment
DRAFT – 12-9-2011
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Overview of Assessment
**Note: Suggested teacher prompts follow – please alter and make note of alterations
based on your own conversational style and the ways in which you’ve talked about
reading and writing nonfiction in your own classroom. The tasks below could be
administered in many different ways.**
Suggested time frame: approximately 90 minutes total.
The three tasks could be administered in two to three chunks of time, in either
one or two days.
Task 1: Independent reading and written summary of “Dauphin Grille: Good for
the People and the Planet”
Students will read an article that gives important information about a restaurant called the
Dauphin Grille. The teacher will prompt students to ask and answer questions about key
details in the text, and to determine a main idea about the restaurant and explain how key
details in the article support that main idea. Students will summarize the main ideas and
key details in the student booklet (suggested booklet format attached).
Task 2: Independent reading and written summary of grade-level text: “Wendy’s”
Students will read an article that gives important information about Wendy’s restaurants.
The teacher will prompt students to ask and answer questions about key details in the
text, and to determine a main idea about Wendy’s and explain how key details in the
article support that main idea. Students will summarize the main ideas and key details in
the student booklet (suggested booklet format attached).
Task 3: Opinion writing: restaurant review of one of the two restaurants
Students will write a review, recommending that readers eat at one of the two restaurants
that the articles mention. They will be prompted to include the required components of
third-grade opinion writing, and to include key details from the relevant article in their
review to support their stated preference of restaurant.
TCRWP Third Grade Informational Reading/Opinion Writing Performance Assessment
DRAFT – 12-9-2011
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Suggested Teacher Prompts (tips in italics, possible language to kids in quotes):
Preparation for the Assessment:
o Make copies of booklets – (see student booklet template at the end of this
document)
o Have loose leaf paper available for review writing and if students need more
writing space for their summary writing.
o Make copies of the two articles for students:
o “Dauphin Grille: Good for People and the Planet”
o “Wendy’s”
o Chart questions that students might ask as they read:
What are the main ideas in this article?
What is the important information that helps me understand these main ideas?
o Chart expectations for opinion writing:
o Quickly plan how the review will go: how it will be organized
o Introduce the topic and state an opinion
o Include reasons for the opinion
o Include information or details from the readings as evidence
o Use words that help the reader follow your thinking, such as for example,
because, therefore)
o Provide a conclusion
Introduction:
Take a few minutes to introduce the whole of the assessment to the kids. It might sound
something like:
“You’re going to have a chance over two class periods to show off your powers as
researchers and persuasive writers. Here’s how it’s going to go – you are going to have
the opportunity to study articles about two restaurants. Your job is to figure out – which
restaurant do you think people should go to and why? Each article not only gives
information about the food you can order at that restaurant – it also tells you about how
the restaurant prepares the food – where the food comes from and how it’s cooked.
You’ll get a chance to study this information and really develop some ideas about which
restaurant you think people should eat at, and why. After you’ve studied this
information, you’ll have a chance to write a review, in which you choose one restaurant
to recommend, explaining why you think it’s a good restaurant to go to. Imagine that
people who live near these restaurants will read your review, and you want them to be
persuaded by your opinion writing.
“We’ll have two class periods to work on this. In the first period, you’ll have a chance to
read the two articles. For each article, you’ll be asked to write about what that article is
teaching you about the restaurant. In other words, you’ll write to summarize a main idea
and key details or important information you’re learning about each restaurant.
Then, second period, you’ll have a chance to plan and write your reviews. If you think of
your reviews as persuasive reviews, which you’ve written before, you’ll remember
TCRWP Third Grade Informational Reading/Opinion Writing Performance Assessment
DRAFT – 12-9-2011
5
everything you know about that kind of writing, and your writing should be amazingly
expert and convincing, and include information from the reading.”
“I think that’s everything you need to know ahead of time. When you write, you’ll want
to recommend the restaurant that seems the best based on what you’ve read about them,
give reasons that will persuade your readers to visit that restaurant, and use some of the
evidence that you read in the articles – you’ll be able to look back at any notes you took
and your summary statements, as well as the articles themselves.”
Task 1: Independent reading and written summary of
“Dauphin Grille: Good for the People and the Planet”
You may have the questions “What is a main idea in this article?” and “What is the
important information that supports this idea?” charted. You may also want to say the
name of the restaurant (Dauphin Grille – pronounced Doe-fin Grill) so the students have
a way to say it to themselves when reading.
“You’re about to read an article about restaurant number one, The Dauphin Grille. The
task is to read the article, and to write down a main idea from the article and the details
from the article that support that main idea. As you’re reading, you’ll be asking yourself
– what is a main idea in this article? What is the important information that supports this
idea? In the space provided, write in paragraphs to explain a main idea and the
information from the article that supports it. Don’t forget, if you see important
information that you think will support your opinion, you’ll want to jot down those
details.”
Task 2: Independent reading and written summary of grade-level text: “Wendy’s”
“Now you have a chance to research a different restaurant. You’ll read an article about
restaurant number two, Wendy’s. The task is to read the article, and then write a
summary by naming a main idea and key details from this article that support that idea.
This summary will help you later when you’re writing your review.”
(see next page for Task 3)
TCRWP Third Grade Informational Reading/Opinion Writing Performance Assessment
DRAFT – 12-9-2011
6
Task 3: Opinion writing: restaurant review of one of the two restaurants
Suggested teacher prompt:
“Readers, you’ve done some good research now by reading and studying these articles,
thinking about what you’ve learned about each of these restaurants. Now you’ll imagine
that your local newspaper is running a review of one restaurant each week. You can
choose one of the two restaurants you read about, and write a review on loose leaf paper
that explains why people should go to that restaurant. Study the articles and your
summaries carefully, and pick a restaurant that you think is the best based on what you
read. Remember that as opinion writers, you’ll want to be sure to:
(Refer to chart)
Quickly plan how the review will go: how it will be organized (you may do
this in the booklet)
Introduce the topic and state an opinion
Include reasons for the opinion
Include information or details from the readings as evidence
Use words that help the reader follow your thinking, such as for example,
because, therefore)
Provide a conclusion
Name: ____________________________________________ Class: _______________
1
Third Grade Informational Reading/Opinion Writing Performance Assessment
Student Packet
Task 1:
Write down a main idea and key details from
“Dauphin Grille: Good for the People and the Planet”
Be sure to include a main idea from this article and some key details or important
information from the article supporting that idea. Use the back of this page and extra
loose leaf paper if you need more space for your writing.
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Name: ____________________________________________ Class: _______________
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Task 2:
Write down a main idea and key details from the article “Wendy’s”
Be sure to include a main idea from this article and some key details or important
information from the article supporting that idea. Use the back of this page and extra
loose leaf paper if you need more space for your writing.
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Name: ____________________________________________ Class: _______________
3
Task 3: (use looseleaf paper for this)
Imagine that your local newspaper is running a review of one restaurant each week. You
can choose one of the two restaurants you read about, and write a review that explains
why people should go to that restaurant. Study the articles and your notes carefully, and
pick a restaurant that you think is the best based on what you read.
Remember that as opinion writers, you’ll want to be sure to:
Quickly plan how the review will go: how it will be organized (you may write
your plan on this page)
Introduce the topic and state an opinion
Include reasons for the opinion
Include information or details from the readings as evidence
Use words that help the reader follow your thinking, such as for example,
because, therefore)
Provide a conclusion
Plan for review:
TCRWP Informational Reading and Opinion Writing Rubric-Third Grade
1
Third Grade
Reading Rubric
Assessing Tasks 1 and 2
Level 1-
Novice
Level 2-
Intermediate
Level 3-
Proficient
Level 4-
Above Proficient
Determining Importance:
Main Idea
R. Standard 3.2
Determine the main idea of a
text; recount the key details
and explain how they
support the main idea.
Names a topic or idea
that is actually a detail
from the text or that is
not found in the text.
(i.e. “The Dauphin
Grille serves free-range
chicken.” Or “I like
seafood.”)
Names a main topic of the
text (i.e. “The Dauphin
Grille”).
Determines the main idea of
the text.
Names not just the topic of the
text, but an idea that is central
to the text. (i.e. “The Dauphin
Grille serves healthy food.”)
Names a central idea that
encompasses all or most of the
text, rather than only a section
(i.e. “The Dauphin Grille serves
food that is good for people and
for the environment.”)
Determining Importance:
Key Details
R. Standard 3.2
Determine the main idea of a
text; recount the key details
and explain how they
support the main idea.
Recounts few or no
details with no
explanation of their
support for a main idea
or topic.
Explains how some key
details from the text
connect to a main idea or
topic.
Some details recounted
may not be relevant or may
provide no explanation of
their support for the topic.
Recounts the key details and
explains how they support
the main idea.
Recounts truly relevant details
and explains how they support
the main idea.
Provides more elaborated
explanations of how key details
support the central idea.
Accountability to the Text
R. Standard 3.1
Students will ask and answer
questions to demonstrate
understanding of a text,
referring explicitly to the text
as a basis for the answers
Demonstrates a limited
or inconsistent
understanding of the text,
as if asking and then
answering questions such
as who, what, when,
where, why and how, but
often answering these
inaccurately.
Explicit references to the
text are sparse and/or
inaccurate.
Demonstrates a partial
understanding of the text
through asking and
answering, “What is a
main idea of this text?”
and “What are the
important details that
support this idea?”
Includes some
inaccuracies.
Includes many key details
that refer explicitly to the
text.
Asks and answers questions
to demonstrate
understanding of a text,
referring explicitly to the text
as a basis for the answers.
Demonstrates understanding of
the text through asking and
answering, “What is a main
idea in this text?” and “What
are the important details that
support this idea?”
Refers explicitly to the text
when recounting key details.
Demonstrates an understanding of
the majority of the text, as if
asking and answering the question
“What is a central idea in this text
that holds all the information
together?”
Refers explicitly to all of the most
important details or categories of
details that serve to support the
central idea.
TCRWP Informational Reading and Opinion Writing Rubric-Third Grade
2
Third Grade Scoring Guide: Reading Tasks (1 and 2)
Note: please use this rubric twice to score both Task 1 (reading and summarizing a less complex text) and Task 2 (reading and summarizing a grade-level
complex text). Please keep these scores separate to assess students’ different strengths and needs based on different levels of text difficulty.
In each row, circle the descriptor in the column that matches the student work. Total the number of points according to the guidelines below.
Use the provided table to score each student on scale from 0 – 4.
For each response in column one, students receive one point.
For each response in column two, students receive two points.
For each response in column three, students receive three points.
For each response in column four, students receive four points.
Scoring Table:
Number of
Points
Scaled Score
No response 0
1-4 points 1
5-7 points 2
8-10 points 3
11-12 points 4
TCRWP Informational Reading and Opinion Writing Rubric-Third Grade
3
Third Grade
Writing Rubric
Assessing Task 3
Level 1-
Novice
Level 2-
Intermediate
Level 3-
Proficient
Level 4-
Above Proficient
Focus/Structure:
Introduces topic and states
an opinion;
Provides a concluding
statement
W. Standard 3.1
Write opinion pieces on
topics or texts, supporting a
point of view with reasons.
a. Introduce the topic or text
they are writing about, state
an opinion, and create an
organizational structure that
lists reasons.
d. Provide a concluding
statement or section.
Begins by listing details
or reasons, without an
introduction to the topic
or a statement of the
writer’s opinion.
And/or ends the writing
abruptly, without
providing a concluding
statement.
Attempts to introduce the
topic, state an opinion and
provide a conclusion.
May exactly repeat the
claim from the
introduction as a brief
conclusion; or in an
attempt to rephrase or
elaborate may confuse or
contradict the central
claim in any of these
sections.
Introduces the topic
he/she is writing about
and states an opinion.
Provides a concluding
statement.
Provides an introduction
and states an opinion in a
way that previews or at
least connects to the claim
and reasons that are the
focus of the piece.
In a concluding statement,
may rephrase the
introductory claim or
speak directly to the reader
as a way to emphasize the
central opinion.
Introduces the topic and
clearly states an opinion,
crafting the writing to
hook the reader. May
also forecast the
organizational structure
of the argument.
Provides a somewhat
elaborated concluding
statement that fits with
the opinion and reasons
presented.
Focus/Structure: Creates
an organizational structure
W. Standard 3.1
Write opinion pieces on
topics or texts, supporting a
point of view with reasons.
a. Introduce the topic or text
they are writing about, state
an opinion, and create an
organizational structure that
lists reasons.
Reasons for a stated or
unstated opinion are
given randomly or
copied directly from a
source without linking
them to the writer’s own
purpose.
Or the writer restates the
opinion instead of
providing reasons.
Provides reasons for the
stated opinion that are
somewhat organized.
May include unintended
repetition of reasons or
combine multiple reasons
into a single section,
making it hard for the
reader to see them as a list.
Creates an
organizational structure
that lists reasons.
Previews the reasons that
support the opinion in the
introductory passage; or
creates body paragraphs or
other internal sections that
list reasons supporting the
writer’s opinion.
Groups related ideas in
support of the writer’s
opinion. Paragraphing
and other structural
decisions (linking words,
order of information, etc.)
create a coherent
structure for each
supporting idea and its
relevant evidence.
TCRWP Informational Reading and Opinion Writing Rubric-Third Grade
4
Third Grade
Writing Rubric
Continued
Level 1-
Novice
Level 2-
Intermediate
Level 3-
Proficient
Level 4-
Above Proficient
Elaboration/
Craft
W. Standard 3.1
Write opinion pieces on
topics or texts, supporting a
point of view with reasons.
b. Provide reasons that
support the opinion.
c. Use linking words and
phrases (e.g., because,
therefore, since, for
example) to connect opinion
and reasons.
Attempts to provide a
reason or reasons to
support an idea.
May repeat an opinion as
if it is a reason, or may
list reasons that conflict
directly with the stated
opinion.
Uses few if any linking
words or phrases.
Provides reasons or a
single reason, using
minimal source
information, or connecting
only loosely to the stated
opinion.
Sometimes uses linking
words or phrases; may
overuse common
connectors or neglect
transitions in some parts.
Provides reasons that
support the opinion.
Uses linking words and
phrases to connect
opinion and reasons.
Provides reasons for the
central opinion, using
some information from the
provided sources.
Uses some variety of
linking words and phrases
to make connections across
ideas and reasons.
Supports some reasons
with facts and details.
Elaborates on some
sourced information to
comment on it and make
clear its purpose in the
argument.
Uses more complex
transitional phrases to
connect more elaborated
ideas and reasons.
TCRWP Informational Reading and Opinion Writing Rubric-Third Grade
5
Third Grade Scoring Guide: Writing Task
In each row, circle the descriptor in the column that matches the student work. Total the number of points according to the guidelines below.
Use the provided table to score each student on scale from 0 – 4.
For each response in column one, students receive one point.
For each response in column two, students receive two points.
For each response in column three, students receive three points.
For each response in column four, students receive four points.
Scoring Table:
Number of
Points
Scaled Score
No response 0
1-4 points 1
5-7 points 2
8-10 points 3
11-12 points 4
The Dauphin Grille Good for People and the Planet
All About Us: The Dauphin Grille, which opened in July 2010 in Asbury Park, is not a typical seafood restaurant. We offer food and health, all in one! We take good care of our customers. We only serve fresh ingredients that are healthy for people and the planet. “We’re conscientious and environmentally conscious,” says head chef, Peter O’Connell. Our restaurant is good for people and the environment in several ways. First, we have our own garden. Much of the food that is served comes right from the garden! The food doesn’t have to travel in trucks that pollute the air. Second, we serve free-range chicken. This means that the chickens are not kept indoors all day. Instead, they are allowed to run outside. They are raised in a healthy way for the people who eat them. Third, we also serve organic food, which is food that is produced without chemicals that could hurt people and the environment. Finally, we work with the “Clean Fish Alliance,” an organization that gives restaurants delicious tasting, fresh fish. Clean Fish Alliance also helps save fish species that are dying. What Makes Us Special? The Dauphin Grille gives customers lots of choices. We have a changing, seasonal menu. When the seasons change, so does the menu. This means there are four different menus: one for winter, one for spring, one for summer and one for fall. Customers can try new types of food each season. Location: We are next to the Berkeley Oceanfront Hotel. Customers can sit inside or dine outside on the patio, where they can to listen to the sea.
The Dauphin Grille
Summer Menu FRIED STUFFED OLIVES – lemon basil sauce…$8
GENTLY FRIED CHICKEN FINGERS – with mustard and fries…$8
FARM TO TABLE – EDIBLE ASBURY SALAD – A family visit to our gardens and our local farmer’s market brings a daily mixture of delicious local food…$9
THE NORMANDY WRAP – Organic chicken breast, arugula, sweet onion and Jersey tomato and Brie cheese with honey mustard –with chips…$11
BERKELEY BURGER – Our special blend of Kobe and brisket beef, aged Gouda cheese, arugula, and onions –with chips…$13
SOFT SHELL CRAB SANDWICH – Panko crusted soft shell crab and arugula…$15
“Quality Is Our Menu!”
History: Wendy’s has been cooking burgers since 1969. That’s 42 years and counting! Back then, other restaurants were using frozen beef and making lots of it, just one way. Wendy’s founder Dave Thomas decided to try something new. He invented a way to serve fresh, made-to-order hamburgers. He wanted customers to get their food quickly but he also wanted to serve good quality ingredients and to give customers choice. Wendy’s quickly became known as fast food that cares about its customers. “Quality Is Our Recipe” became a part of Wendy’s logo. Since that time, Wendy’s has tried to live up to Dave’s mission. Today, customers can still personalize their burgers. That means they can pick what goes on it and what doesn’t. Wendy’s tries to keep its customers happy. It continues to add new items to its menu that include healthy choices, like salads.
Friend or Enemy? Wendy’s gives customers fresh food and choice. Other fast food restaurants make large amounts of every kind of food item on the menu. This food sits on a shelf all day long. Wendy’s customers get to pick the ingredients that go on their burgers. The burgers are made right away, when the customer places an order. The ingredients are always fresh. Also, Wendy’s doesn’t just serve hamburgers. It serves chicken and salads, and other things, too. But Wendy’s is still fast food. What does that mean? It means food that is served quickly. Most fast food is high in fat and other things that aren’t good for your body. So…is Wendy’s good for people, or not? Wendy’s uses all fresh ingredients. The beef is high quality. Like other fast food restaurants, Wendy’s also offers ‘healthy” options on its menu. Customers can order a baked potato or a small chili or a garden salad or apple slices instead of French fries. But what if you want ice cream, not fruit? Wendy’s has created “smart snacks.” Smart snacks are usually smaller sizes of tasty, high-fat foods, like the Junior Frosty.
In January, 1994, a little old lady made big news. She was seen on television, opening a big bun, looking inside at a tiny hamburger, saying, “Where’s the beef?” This was an advertisement for Wendy’s. The point was that other fast food restaurants served hamburgers that were too small. Wendy’s, on the other hand, was the real deal. Wendy’s burgers were bigger, and better. But is bigger always better? How much beef is just enough and how much is too much? According to the Center for Disease Control, about one third of Americans are obese, that is, overweight. Approximately 12.5 million children and young people ages 2-19 are obese. Their bodies have much more fat than is healthy. Obese people are more likely to have heart attacks or other serious health problems. Even though Wendy’s serves fresh ingredients, its food is very fattening. Dave’s Hot ‘N Juicy ¼ lb. Single burger has 33 grams of fat and 580 calories! That’s 1/3 more fat and almost half the number of calories most people should have in one day. You decide: Is Wendy’s right for you, or not?
