The Best Pet A Formative Assessment in Opinion Writing for Grade 1

The Vermont Writing Collaborative

Description:

In the following three day sequence, students listen to a short text about keeping dogs and cats as pets and then respond, in writing, to the question: “Which kind of pet is best, a cat or a dog?” Teachers support the class in gathering information, considering different perspectives, forming an opinion and taking notes before introducing an independent writing task. A series of student direction sheets and materials lead both teachers and students through each step of the task. A recording grid, based on the specific descriptors in the CCSS and used in conjunction with student work samples, make it easy for teachers to use the evidence gathered from the assessment to determine the specific instructional needs of the full class, a small group or individual students.

Standards Assessed Grade 1: W.1.1 L.1.2

Learning Intentions:1. Students will write a short opinion piece in which they introduce a topic, state an opinion,

provide reasons to support the opinion, and provide a sense of closure.

2. Students will demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing:

a. Capitalize the first word in a sentence, I, and names. b. Use end punctuation.c. Use conventional spelling for words with common spelling patterns and for frequently

occurring irregular words.d. Spell untaught words phonetically, drawing on phonemic awareness and spelling

conventions.

Grade 1 “The Best Pet” Opinion Prompt

Teacher Directions

PREPARING FOR AND ADMINISTERING THE PROMPT

• Provide each student with a copy of the prompt, the story (“The Best Pet”), the note

sheet and the checklist. The teacher should feel comfortable reading, explaining or

clarifying directions as needed throughout the activities.

• Use the student prompt as specific directions for each session.

SESSION 1: GATHERING AND CONSIDERING INFORMATION

This session is based on the premise that, before forming an opinion, students should

gather information and carefully consider different perspectives. Use the student

directions to lead the class, step by step, through the process of locating information in

the text and discussing each perspective in preparation for writing.

SESSION 2: FORMING AN OPINION AND TAKING NOTES

In the second session, students form an opinion and use pictures to record their thinking.

Use the student directions to lead the class, step by step, in writing down their opinions

and taking notes to record their reasoning. A note taking sheet with space for pictures

and words is provided. Be sure to collect the sheet and return it at the beginning of

Session 3 to ensure that all students have access to their notes when writing.

SESSION 3: WRITING AN OPINION PIECE

Together, read the directions and criteria for writing. The writing in Session 3 should be

done independently, but students may have access to personal dictionaries, word walls or

any other resources to support spelling and mechanics that they are accustomed to using

while writing. Provide lined paper from your classroom for writing. If desired, unlined

paper may be provided for drawing.

• The prompt should be given in three twenty minute sessions. Sessions can be spaced

across a single day or over several days. Allow approximately 20 minutes for each session,

but students should not be strictly timed. Encourage all to take the time needed to write

and proofread. This will be first draft writing, but be sure to encourage students to

revise and correct any errors they find. If desired, students may end by sharing their

pieces with the class or with their partners.

Once the prompt has been completed, use the full set of student writing and the Instructional

Analysis Sheets (included after the student materials) to diagnose the strengths and needs of

the class and individuals and to plan further instruction.

Grade 1 Opinion Prompt Copy for each student. Directions should be read aloud, and completed step by step with guidance from the teacher.

The Best Pet

Student Directions, Session 1

20 minutes

Today, you are going to get ready to write an opinion piece that answers this question:

Which kind of pet is best, a cat or a dog?

Listen carefully as your teacher reads “The Best Pet” aloud.

To help you get ready to write, your teacher will lead you through the activities below.

PART 1

• Think about this question: What makes a cat a good pet?

• With a partner, reread the story. Underline at least two things that make a

cat a good pet.

• Turn and talk to a partner for three minutes. Tell your partner why a cat

might make a good pet.

PART 2

• Now, think about this question: What makes a dog a good pet?

• With a partner, read the story again. Underline at least two things that

might make a dog a good pet.

• Turn and talk to a partner for three minutes. Tell your partner why a dog

might make a good pet.

Grade 1 Opinion Prompt Copy for each student. Directions should be read aloud, and completed step by step with guidance from the teacher.

The Best Pet

Student Directions, Session 2

20 minutes

Which kind of pet is best, a cat or a dog?

Now that you have done some reading, thinking and talking about this topic, you

are going to form an opinion and take notes. This will help you get ready to write

an opinion piece to answer this question.

To help you think more about your writing piece:

• Your teacher will reread “The Best Pet” aloud. Listen to the story again

carefully as you think about the question: Which kind of pet is best, a cat

or a dog?

• THINK! Decide which is the best pet.

• Write a “dog” or “cat” in the blank on your note sheet to show your opinion.

In the boxes, draw pictures and add words to show your reasons.

• Tell a partner which pet you chose. Then, point to each box on your note

sheet and explain to your partner WHY you are picking that pet.

• Your teacher will collect your notes and return them to you tomorrow, so

that you can use them for writing.

Grade 1 Opinion Prompt Copy for each student. Directions should be read aloud and clarified by the teacher.

The Best Pet Student Directions, Session 3

20 minutes

You have read about and discussed two different kinds of pets and taken some notes to record your thinking. Now you are ready to write an opinion piece that answers this question:

Which kind of pet is best, a cat or a dog? Why?

Write your answer and explain your reasoning. Be sure to pick either a cat

or a dog and explain why this kind of pet is best. Look back in the story and

at your notes for ideas. Be sure to explain your thinking with reasons and

examples. Remember, a good opinion piece will:

1. Introduce the topic you are writing about.

2. Clearly explain which pet is best and why.

3. Include reasons from the story that help explain your opinion.

4. "Wrap up" the piece with a concluding sentence.

5. Use capitals, periods and question marks, and spell words correctly.

Write as much as you can. When you are finished, use the checklist to check

your paper and fix any mistakes you see.

If you have time, you may add a picture at the bottom or on the back to show

why you think this pet is the best.

Have fun!

Grade 1 Opinion Prompt Text Copy for each student. Passage should be read aloud by the teacher

The Best Pet

My friend Ann says her pet is better than mine! I have a brown

cat named Fluffy. Ann has a black and white dog named Spot. We each

think our pet is the best.

I told Ann that cats are better pets because they are clean, quiet

and very cute. Cats wash themselves with their tongues. You don’t have

to walk them. They use a litter box. Also cats are sweet and quiet. I

think dogs are too noisy! They bark a lot. They don't clean themselves

or use a litter box. Dogs need someone to give them baths, train them

and walk them. Dogs are more work.

  Ann says that cats are no fun! She says that dogs are better to

play with. Spot always wags his tail when he sees her. He can even do

tricks. He barks when she says, “Speak”. He knows how to roll over!

Ann says dogs are also better because they protect their owners. Spot

always barks when there is someone at the door. It makes Ann feel

safe. So, Ann thinks dogs are best.

I guess Ann’s dog is pretty cool, but so is Fluffy. Maybe different

kinds of pets are good for different people.

Grade 1 Opinion Note Sheet Copy for each student.

Name: DATE:

MY NOTESMy Opinion:

I think a ______________________________ is the best pet.My Reasons:

Draw and write a reason in each box.

Grade 1 Opinion Note Sheet Copy for each student.

NAME:

Best Pet ChecklistReread your piece to make sure you have met the criteria for this assignment. Revise your piece as needed. Place a check mark next to each when your piece meets the criteria.

I introduced what I am writing about.

I clearly stated my opinion.

I gave reasons to explain my opinion.

I wrapped up with a concluding statement or section.

I capitalized:• the first word in each sentence • I • names

I used end punctuation (. ? ! )

I checked and corrected my spelling.

Copyright ©2014 The Vermont Writing Collaborative, for classroom use only

ASSESSING STUDENT WRITING Teacher Directions and Materials

Using the Instructional Analysis Class Summary Sheet

The Instructional Analysis Class Summary Sheet is a tool for determining specific strengths

and weaknesses of a class, a group of students or individual students. The tool uses the specific

descriptors in the Common Core Standard(s) being assessed along with a student anchor paper

to help the teacher determine areas in need of further instruction. To create a summary of

student needs, follow these steps:

1. Read through the proficiency descriptors on the checklist (these were taken directly

from the CCSS).

2. Study the annotated anchor piece provided for your grade level to clarify your

understanding of what proficient writing looks like in this writing type. For additional

annotated student samples go to In Common: Effective Writing for All Students http://

achievethecore.org/dashboard/300/search/1/1/0/1/2/3/4/5/6/7/8/9/10/11/12/page/

507/in-common-effective-writing-for-all-students.

3. Analyze each student piece, determining whether the student’s skills are proficient,

developing or not yet present by comparing the piece to the anchor. Place the student’s

initials in the appropriate column next to each descriptor.

4. When all pieces have been analyzed, use the resulting patterns to plan further

instruction. The data may be used to focus full group instruction (for example, planning

a full class lesson on locating specific details in a text), to create groupings for

acceleration or remediation (pulling a small group for a lesson on beginning a sentence

with a capital letter), or to provide individualized instruction (working one on one to

practice spelling words).

Copyright ©2014 The Vermont Writing Collaborative, for classroom use only

Not Present Developing ProficientW.1.1Introduce a topic

State an opinion

Supply a reason for the opinion

Provide a sense of closure

L.1.2Capitalize the first word in a sentence I, and names

Use end punctuation

Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words

Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Copyright ©2014 The Vermont Writing Collaborative, for classroom use only

Class Instructional Analysis Data Sheet: GRADE 1 OpinionPlace student initials inside the box that best describes the evidence of proficiency you see. Use

the attached student sample to clarify each descriptor.

Copyright ©2014 The Vermont Writing Collaborative, for classroom use only

Anchor Piece Best Pet, Grade 1 (Proficient)

Annotated Student Sample

Which kind of pet is best, a cat or a dog?

A Dog is Best

I used to have a dog and I thinck a dog is best.

A dog becas its cute and it likes to Play and its snuggly and it likes to

choo bones. A dog is best because of theese reasons.

Introduces the topic he or she is writing about

States an opinion

Supplies a reason for the opinion

Provides some sense of closure

This first-grade piece offers a brief introduction (I used to have a dog) and then

states an opinion (I thinck a dog is best). The writer supplies several reasons for

the opinion. However, at this grade level, one reason would have been sufficient. A

simple concluding statement provides a sense of closure.

For additional annotated student samples go to In Common: Effective Writing for All Students

http://achievethecore.org/dashboard/300/search/1/1/0/1/2/3/4/5/6/7/8/9/10/11/12/page/507/

in-common-effective-writing-for-all-students

Standard Descriptor Instructional Approach(es) (in areas of need)

andPlans for Gradual Release of Responsibility (in proficient areas)

Priority

W.1.1Introduce a topic

State an opinion

Supply a reason for the opinion

Provide a sense of closure

L.1.2Capitalize the first word in a sentence I, and names Use end punctuation

Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words

Copyright ©2014 The Vermont Writing Collaborative, for classroom use only

Class Summary Sheet: GRADE 1 OpinionCircle areas of need identified on Class Instructional Analysis Data Sheet Brainstorm instructional approaches to meet needs (For proficient areas, plan for greater

independence or challenge)Prioritize.