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Big jump in sophistication between 3rd and 4th Grade

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nicely worded
LOTS of verbs
user friendly

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*Opinion-Claim-Thesis
*Organization: Sentence, Paragraph, Multiple paragraphs
*Development- Goes from personal to text based evidence
* One source to multiple sources

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Nicely scaffolded progression

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Very comprehensive and detailed. A bit overwhelming, Intensive work at grades 3 - 5 in the structure of the writing.

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Notice - change starts in 4th grade, from stating an opinion to making a claim
- Go from likes vs. dislikes until 2nd grade, 3rd grade is an opinion and then we are making a claim in 4th
- 3rd grade incorporate the text

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shows a nice progression of skills from grade level to grade level

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Interesting to note how it connects to IRLA.  Students are expected to read contractions in  a first grade level .  They do not need to write them until second grade.

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-Specific detailed oriented details that build on each other
-The rubric separates the the structure of the piece, the development, and language conventions- this allows you to figure out how to specifically support students
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Increasing complexity over time

Rubric hits all the components of an author's craft

expectations for spelling seem weak; need improvement

grade 3 and up: writers continually expected to connect opinion to evidence

moved from like / dislike to providing evidence for claim

expectations seem to have shifted to younger kids

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Despite coming from different grade levels, using the overall opinion rubric we can see the progression from grade to grade.  The progression builds and progresses from pictures of what you like and dislike, up to a claim/thesis with citing sources.  We talked about how in the upper grade levels you can use the same text evidence to support multiple and differing opinions.

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The learning progression from 3rd to 5th grade is significant.  There is a lot more inferencing evidence expected.  In the upper levels, a lot more mental planning needs to take place in order for their claim(s) to be supported. 

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The learning progression from 3rd to 5th grade is significant.  There is a lot more inferencing evidence expected.  In the upper levels, a lot more mental planning needs to take place in order for their claim(s) to be supported. 

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Group 10
PK: Speaking
K: Speaking, drawing, writing
1st- Writing
2nd-6th: Writing, giving reasons, supporting in a variety of evidence such as claims, thesis's, etc. Building arguments that tie to a conclusion.

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Group 2  *         K.gartners are expected to mostly talk and discuss at a simple level what their opinions are.  As we move across the grade levels, the expectations change to more analytical and in depth.  

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Group 2  *         K.gartners are expected to mostly talk and discuss at a simple level what their opinions are.  As we move across the grade levels, the expectations change to more analytical and in depth.  