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GRADE4FRAMEWORK / CONTENT STANDARDS ADDRESSED:Massachusetts Curriculum Frameworkfor ELA and Literacy (2017)“What should good student writingat this grade level look like?”The answer lies in the writing itself.The Writing Standards in ActionProject uses high quality studentwriting samples to illustratewhat performance to grade levelstandards looks like—in action.Grade 4English Language ArtsOpinion / Argument(Opinion Essay)Outdoor Recess Required!Massachusetts Department of Elementary and Secondary EducationWriting Standards in Action Projectwww.doe.mass.edu/candi/wsaPage 1SAMPLE B4-8 (Opinion/Argument—Opinion Essay)

GRADEBackground Information4FRAMEWORK / CONTENT STANDARDS ADDRESSED:Massachusetts Curriculum Frameworkfor ELA and Literacy (2017)Writing Sample Title:STANDARDS-BASED COMMENTARYOutdoor Recess Required!The student writing sample that followsincludes standards-based commentary.The commentary found in this columndescribes how the writing meets thestandards in the Massachusetts CurriculumFramework for English Language Artsand Literacy (2017) and other contentframeworks when applicable.Text Type and Purpose:Opinion/ArgumentGrade level/Content area:Grade 4 English Language ArtsType of Assignment:Opinion EssayStandards Addressed:(W.4.1), (W.4.4), (L.4.1), (L.4.2), (L.4.3)See descriptions of these standardsin the right column of the next page.Highlights:This sample of student work meets grade level standards.It demonstrates the following attributes of effective writing.The sample: Establishes a clear position and also acknowledges anopposing positionUnderstanding theStandards-Based Commentary1. Grade-specific standardsaddressed are: Listed in the column to the right ofstudent work by strand, grade, andnumber (or number and letter, whereapplicable) Provides purposefully organized reasons and details to supportthe opinion Marked by a colored block with a lettercode, also in the column to the right ofstudent work Uses effective transitionsEXAMPLE: Employs language strategically to make support for the statedopinion clear and compelling Establishes and maintains a formal style consistent with theintended audience and with the purpose for writing Includes well-crafted sentences of varying lengths and types2. Colored arrow blocks beneath eachstandard in the right column: Are of the same color and letter code asthe block that marks the standard beingaddressed Mark standards-based commentaryrelated to the standard being addressed Appear in alphabetical orderEXAMPLE:3. Corresponding colored arrow blockswithin the text:CONTINUEDMassachusetts Department of Elementary and Secondary EducationWriting Standards in Action Projectwww.doe.mass.edu/candi/wsaPage 2SAMPLE B4-8 (Opinion/Argument—Opinion Essay) Set off sections of student work to whichcommentary applies Do not necessarily appear in alphabeticalorder—but where evidence of a particularstandard existsEXAMPLE: (begin)section(end)

Background InformationGRADE4FRAMEWORK / CONTENT STANDARDS ADDRESSED:Massachusetts Curriculum Frameworkfor ELA and Literacy (2017)Writing Standards:Grade 4, Standard 1 (W.4.1)Instructional Practices:The teacher used the following practices: Instruction in the writing process Feedback by means of an analytical opinion/argumentwriting rubric In-class activities to practice categorizing fact and opinionstatements Discussion of a local newspaper’s editorial pageAssignment Description:The teacher asked students to respond to the following prompt:Should outdoor recess be required for students in elementaryschool? State your opinion and support your position with reasons.Intended Audience:Readers of the editorial page of the local newspaper,teacher, peersTime:4 class periodsWrite opinion pieces on topics or texts,supporting a point of view with reasons andinformation.EXAMPLE:Writing Standards:Grade 4, Standard 4 (W.4.4)Produce clear and coherent writing in whichthe development and organization areappropriate to task, purpose, and audience.EXAMPLE:Language Standards:Grade 4, Standard 1 (L.4.1)Demonstrate command of the conventionsof standard English grammar and usagewhen writing or speaking; retain and furtherdevelop language skills learned in previousgrades.EXAMPLE:Writing Process:Alone; with a partner; in class; pre-writing; organizing; drafting;revising; self-editing; peer-editing/peer response; teacher feedbackMaterials:Graphic organizer, example editorials from local newspaper,analytical opinion/argument writing rubricLanguage Standards:Grade 4, Standard 2 (L.4.2)Demonstrate command of the conventions ofstandard English capitalization, punctuation,and spelling when writing.EXAMPLE:Language Standards:Grade 4, Standard 3 (L.4.3)Use knowledge of language and itsconventions when writing, speaking, reading,or listening.EXAMPLE:Please note:The samples may contain inaccuracies inwording and content or shortcomings in theuse of standard English conventions.Massachusetts Department of Elementary and Secondary EducationWriting Standards in Action Projectwww.doe.mass.edu/candi/wsaPage 3SAMPLE B4-8 (Opinion/Argument—Opinion Essay)END OF BACKGROUND

GRADE4Opinion/ArgumentFRAMEWORK / CONTENT STANDARDS ADDRESSED:Massachusetts Curriculum Frameworkfor ELA and Literacy (2017)STANDARDS-BASED COMMENTARYIn this sample.The writer states a clear opinion and acknowledges the opposingpoint of view. Several plausible reasons, each developed withrelevant details and examples, advance the writer’s persuasivepurpose. Precise language, pertinent personal anecdotes, andmostly effective transitions impart a logical framework andemotional appeal that further enhance the sample’s persuasiveeffect. Notwithstanding its somewhat formulaic organization, thesample is an effective effort at persuading the reader that outdoorrecess should be required for elementary students.Understanding theStandards-Based CommentaryThe student writing sample that begins on thispage includes in this column standards-basedcommentary describing how the writing meetsthe standards in the Massachusetts CurriculumFramework for English Language Arts andLiteracy (2017) and other content frameworks,when applicable. Where they apply, substandards marked by letters are included.Evidence for the commentary is noted in thetext of the student writing using color-coded,numbered ‘begin’ and ‘end’ arrows.For example:marks the beginning andmarksthe end of the relevant section in the text.Please note that the labeled arrows in the textdo not necessarily appear in alphabetical order.Outdoor Recess Required!Outdoor recessshould not be an optionforWriting. Grade 4, Standard 1:W.4.1.aelementary students.requiredOne reason why kidsshould beto have outdoor recess is because it teaches teamwork.Another reason why kids should have outdoor recess is because youWRITING SAMPLE CONTINUESIntroduce a topic or text clearly, statean opinion, and create an organizationalstructure in which related ideas are groupedin paragraphs and sections to support thewriter’s purpose.A1 Examples: 1 . 2The writer introduces the topic by hinting at analternate point of view (Outdoor recess shouldnot be an option for elementary students.) andthen stating a clear opinion (In my opinion,elementary students should be required to haveoutdoor recess.).Massachusetts Department of Elementary and Secondary EducationWriting Standards in Action Projectwww.doe.mass.edu/candi/wsaPage 4SAMPLE B4-8 (Opinion/Argument—Opinion Essay)MORE COMMENTARY

Opinion/ArgumentGRADE4FRAMEWORK / CONTENT STANDARDS ADDRESSED:Massachusetts Curriculum Frameworkfor ELA and Literacy (2017)STANDARDS-BASED COMMENTARYcan get exercise and fresh air. The last reason why kidsbe requiredshouldto have outdoor recess is because it educates kidsto make friends and socialize.In my opinion,elementary students should be required to have outdoor recess.Teamwork is a very important skill for all kids tohave.When kids show teamwork, they usallyinclude others.football or soccer,Kids help each other on teams when they playtherefor showing teamwork.Report cards have a catagorie called, “cooperating with peers”. Ifteamwork is being showed during outdoor recess, it’s a good way toearn a good grade in that catagorie on a kid’s report card.As you can see,there are many ways how outdoor recessand teamwork are tied together.WRITING SAMPLE CONTINUESWriting. Grade 4, Standard 1:(continued)A2 Examples: 1 . 2 . 3The writer structures the essay purposefullyaround plausible, broad reasons thatsupport the stated opinion. (Teamwork isa very important skill for all kids to have.Another reason why outdoor recess is vitalfor elementary students is that it gives kidsexercise and a lot of fresh air. My last reasonwhy outdoor recess is crucial is because itteaches kids to socialize and make friends.).W.4.1.bProvide reasons that are supported by factsand details.B Examples: 1 . 2 . 3 . 4The writer writer supports reasons witheffective details and relevant examples, linkedat times by awkward transitions (When kidsshow teamwork, they usally include others.Kids help each other on teams when theyplay football or soccer, therefor showingteamwork. During outdoor recess you canget 25 minutes of fresh air! Also, exercise canmake you stronger and help you maintain yourweight. Football is a great example of exerciseduring outdoor recess. Exercise can also helpyou pay attention in class. This once happenedto me, and I wasn’t tired the rest of the day.Kindergarteners expecilly need to get out, notjust for exercise, but just to get their energyout. This also happened to me and I didn’thave anybody to hang out with for 3 months.Kids who get picked on in class and at recessusally don’t have anyone to talk to. But if kidsmake friends at recess, at least they havesomeone to talk to.).Massachusetts Department of Elementary and Secondary EducationWriting Standards in Action Projectwww.doe.mass.edu/candi/wsaPage 5SAMPLE B4-8 (Opinion/Argument—Opinion Essay)MORE COMMENTARY