INTRODUCTION EL CIVICS NUTRITION U Advanced … College Noncredit ESL Program EL Civics Assessment...

MiraCosta College Noncredit ESL Program

EL Civics Assessment (46.6) Nutrition

(Advanced)

1 5/23/2016

INTRODUCTION EL CIVICS NUTRITION UNIT

Advanced Level This guide will take you through the Nutrition 46.6 Objective: “Access resources for nutrition and information related to the purchase and preparation of healthy foods.” There are two tasks for this assessment at the Advanced Level, Task 2 and Task 3. Only Beginning level students complete Task 1.

In Task 2, given the USDA recommendations for a healthy diet and a short level-appropriate case study or picture prompt, student will

list 6 unhealthy eating habits/food choices (BL=3, BH=4, IL=5, IH-A=6) of the family in the case study and make recommendations for

changes the family can make.

There are several teaching activities to achieve the objective. These are suggestions only and can be adapted to meet your students’ specific needs. Page 3: The first page of Task 2 contains a suggested list of activities and materials. Pages 4: USDA Food Guide: My Plate. Students learn what is in each category on the food guide. Pages 5-11: Guide Practice. Students practice determing the correct servings for each category and making recommendations for change. Pages 12-13: Assessment: Task 2. After reading a scenario, students use a make healthier food recommendations. 4: Nutrition Rubric: Task 2. The task is worth 12 points, which will be added to the Task 3 Rubric for the final score.



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2 5/23/2016

In Task 3, students complete an authentic writing task such as student will write a letter to a local agency (e.g., school, market, restaurant, etc.) delineating student’s suggestions, requests, or

complaints about a nutrition related issue. The student will communicate 5 pieces of information such as:

1. Praises one aspect of a current program at an agency 2. Offers a positive change to be made 3. States why this change is important 4. Gives at least two supporting details for suggesting change

5. Concludes with a persuasive statement

Page 15: The first page of Task 3 contains a suggested list of activities and materials. Page 16-17: Persuasive Group Activity. Students work together in groups to practice creating a persuasive argument. Pages 18-24: Persuasive Letters. Students practice writing persuasive letters based on a nutritional topic of their choice. 5: Nutrition Rubric: Task 3. The task is worth 20 points. Page 26: Nutrition Objective: Final Score. Instructors note total points for your level. At the Advanced level, students need to score: 28

This number should be explained to students. The score an Advanced student receives on Task 2 will be added to Task 3 for the final score. A total passing score for Advanced is 28. If the student earned 10 points on Task 2, for example, the student only needs to earn 18 more points on Task 3 to pass the Nutrition objective. REMINDER - The activities in this packet are meant to be suggestions for your use on completing the objectives. These additional assessments are not meant to be “additional work for you and your students.” They are to be incorporated into your regular classroom activities.



(Advanced)

3 5/23/2016

NUTRITION OBJECTIVE: TASK 2

Make recommendations for changes in unhealthy habits/food choices a family can make.

Level: Advanced

Task 2 Materials Suggested Activities

Students will make healthier food recommen-dations.

1. USDA Food Guide

2. Combination Foods Activity

3. Practice Scenario

4. Food Diary

5. Optional Webquest Activity

6. Assessment Scenario

7. Assessment Blank Food Guide

10. Nutrition Rubric:—Task 2

1. Ask students for suggestions of healthy food vs. unhealthy food.

2. Demonstrate the USDA Food Guide and what is included in each category. Discuss the recommended number of servings.

3. Direct Ss to read Combination Foods Activity and the Practice Scenario and circle the correct servings in each category. Have Ss make recommendations on what could be changed to make the food choices healthier.

4. Have Ss create a Food Diary for themselves. Have them compare their choices to the My Plate Guide and make suggestions for change.

5. Optional Activity: Have Ss go to USDA website to create a personal plan. Print and share results.

6. Use the Assessment Scenario for the final assessment.

7. Use the Nutrition: Task 2 Rubric to score the assessments.

For more information, go to http://www.choosemyplate.gov/



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4 5/23/2016

USDA Food Guide

Serving Recommendations

Food Group What a serving is How many servings

Fruits

1 cup = 1 serving 1 piece of fruit=1 serving

1.5-2

Vegetables 1 cup = 1 serving

2-3

Grains

1 ounce=1 serving 1 slice bread=1 serving 1 cup cereal=1 serving

3-4

Protein 1 oz=1 serving

5-6.5

Dairy 1 cup=serving 1.5 oz cheese=1 serving

3

Sugar/Fats 1 small treat =1 serving 150-200 calories= 1

serving

1-2



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Combination Foods Activity Look at the examples of foods below. Each one has ingredients from different food groups. Break down the food into the different food categories. Burrito (4 oz meat, 4 oz beans, lettuce, onions, salsa, cheese, rice, guacamole)

Food Group Food item(s)

Lasagna (meat, noodles, cheese, tomato sauce)


Asian Stir Fry (chicken, rice, oil, carrots, green beans, onions, broccoli)


Your own food choice: _______________________________________________




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Combination Foods Activity Answer Key

Look at the examples of foods below. Each one has ingredients from different food groups. Break down the food into the different food categories. Burrito (meat, beans, lettuce, onions, salsa, cheese, rice, guacamole)

Food Group Food item(s) Protein Meat, beans

Dairy Cheese

Vegetables Lettuce, onions, salsa, guacamole

Grains Rice

Lasagna (meat, noodles, cheese, tomato sauce)

Food Group Food item(s) Protein Meat

Dairy Cheese

Vegetables Tomato sauce

Grains noodles

Asian Stir Fry (chicken, rice, oil, carrots, green beans, onions, broccoli)

Food Group Food item(s) Protein Chicken

Vegetables Carrots, green beans, onions, broccoli

Grains Rice

Fats Oil

Your own food choice: ___Answers will vary____________________________




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7 5/23/2016

Scenario Practice #2

Read the scenario below. Circle how many servings Alex has in each food group. What changes does Alex need to make? (What does he need to eat more or less of? What could he eat instead?)

Breakfast 1 cup cereal 1 cup of milk 1 cup of orange juice

Afternoon Snack Chocolate bar Coke

Morning Snack 6 powdered donuts

Dinner Hamburger with cheese (8 oz of beef, 1 bun, 1 oz. cheese, ½ cup lettuce and tomato) 1 cup French fries 1 cup of Chocolate shake

Lunch 3 beef tacos (6 ounces of beef and 3 taco shells. ½ cup lettuce) 1 apple 2 chocolate chip cookies

Bedtime Snack 1 small bag of chips (1 serving)

Food Group Servings Alex should eat

How many servings Alex ate

Fruits 2 1 2 3 4 5 6 7 8

Vegetables 2.5-3 1 2 3 4 5 6 7 8

Grains 3-4 1 2 3 4 5 6 7 8

Protein 5-6.5

1 2 3 4 5 6 7 8

9 10 11 12 13 14 15 16

Dairy 3 1 2 3 4 5 6 7 8

Fats/Sweets 1-2 1 2 3 4 5 6 7 8

9 10 11 12 13 14 15 16

Recommendations _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________



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8 5/23/2016

Scenario Practice #2: Answer Key

Circle how many servings Alex had in each food group. The first one is done for you.

Food Group Servings Alex Should Eat

What Alex Ate Servings Alex Ate

Fruits 2 1 cup orange juice 1 apple

1 2 3 4 5 6 7 8

Vegetables 2.5-3 1 cup lettuce and tomato

1 2 3 4 5 6 7 8

Grains 3-4 1 cup cereal 3 taco shells 1 bun

1 2 3 4 5 6 7 8

Protein 5-6.5

6 oz beef (taco) 8 oz beef

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Dairy 3

1 cup milk 1 oz cheese

1 2 3 4 5 6 7 8

Fats/Sweets 1-2 6 donuts 2 cookies 1 chocolate bar 2 cups coke 1 cup chocolate shake 1 cup chips 1 cup french fries

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Suggestions for Recommendations

1. He needs more vegetables. He could eat more vegetables at lunch.

2. He needs more dairy. He could drink more milk or eat more cheese.

3. He needs less protein. He could eat less tacos and more salad.

4. He needs less grains. He could eat a salad instead of a hamburger or tacos.

5. He needs less fats. He could eat carrots instead of chips or a salad instead

of fries.

6. He needs less sweets. He could drink milk (or water) instead of a shake.



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Food Diary

Write down your own foods for a day. Check the food guide. Are there changes you can make?

Breakfast

Lunch

Dinner Snacks

Food Group Servings you should eat How many servings you ate

Fruits 2 1 2 3 4 5 6 7 8

Vegetables 2.5-3 1 2 3 4 5 6 7 8

Grains 3-4 1 2 3 4 5 6 7 8

Protein 5-6.5

1 2 3 4 5 6 7 8

9 10 11 12 13 14 15 16

Dairy 3 1 2 3 4 5 6 7 8

Fats/Sweets 1-2 1 2 3 4 5 6 7 8

9 10 11 12 13 14 15 16

What could I change to make healthier food choices? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________



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10 5/23/2016

Optional Webquest Activity

1. Go to http://fnic.nal.usda.gov. Click on My Plate (or google search

USDA My Plate)

FNIC RSS News Feed

Food and nutrition news stories.

National Prevention

Strategy Includes nutrition- related indicators.

MyPlate New food guidance icon replaces MyGuide.

What is one tip to balance calories? _________________________________________ ______________________________________________________________________ What is one food you should increase (eat more of)? ____________________________ ______________________________________________________________________ What should you reduce in your diet (eat less of)? _____________________________ ______________________________________________________________________ 2. Go to I Want to … (to the right of the plate). Click on Get a Personalized Plan.

○ Eat healthy on a budget

○ Get information en español

○ Look up a food

○ Learn about food groups

○ Get a personalized Plan

○ Learn healthy eating tips

○ Get weight loss information

○ Plan a healthy menu

○ Analyze my diet

○ Get MyPlate updates

○ Ask a question

http://fnic.nal.usda.gov/

http://fnic.nal.usda.gov/nal_display/index.php?info_center=4&tax_level=2&tax_subject=246&level3_id=0&level4_id=0&level5_id=0&topic_id=2334&&placement_default=0

http://fnic.nal.usda.gov/nal_display/index.php?info_center=4&tax_level=2&tax_subject=246&level3_id=0&level4_id=0&level5_id=0&topic_id=2334&&placement_default=0

http://www.healthcare.gov/center/councils/nphpphc/strategy/index.html



http://www.choosemyplate.gov/

http://www.choosemyplate.gov/budget.html

http://www.choosemyplate.gov/espanol.html

http://www.myfoodapedia.gov/

http://www.choosemyplate.gov/foodgroups/index.html

http://www.choosemyplate.gov/myplate/index.aspx

http://www.choosemyplate.gov/tipsresources/index.html

http://www.choosemyplate.gov/STEPS/stepstoahealthierweight.html

http://www.mypyramidtracker.gov/planner/launchPage.aspx

http://www.mypyramidtracker.gov/

http://www.choosemyplate.gov/Partnerships/index.aspx

http://www.choosemyplate.gov/QandA/index.html



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3. Type in your personal information. You are here: Home / Daily Food Plan

Age:

Sex: [Select]

Weight: (optional) pounds

Plans for children 2-8 are based on an average

height and weight for their age and gender.

Height: (optional)

-- feet

0 inches

Physical Activity:

Amount of moderate or vigorous activity (such as brisk walking, jogging, biking, aerobics, or yard work) you do in addition to your normal daily routine, most days.

[Select]

4. Click on Submit. Print out your results and the Meal Tracking Worksheet.

Click here to view and print a PDF version of your results.

Click here to view and print a PDF of a helpful Meal Tracking Worksheet.

For a more detailed assessment of your diet quality and physical activity go to the The Tracker.

You can view/print the My Daily Food Plan Resultsand the Food Tracking Worksheets for any or all of the 12 calorie levels.

http://www.choosemyplate.gov/index.html

http://www.choosemyplate.gov/myplate/index.aspx

http://www.choosemyplate.gov/downloads/results/MyDailyFoodPlan_2000_18plusyr.pdf

http://www.choosemyplate.gov/downloads/results/MyDailyFoodPlan_2000_18plusyr.pdf

http://www.choosemyplate.gov/downloads/worksheets/Worksheet_2000_18plusyr.pdf







http://www.choosemyplate.gov/professionals/food_tracking_wksht.html







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5. Share the results with your partner.



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13 5/23/2016

Assessment: Task 2 Read the scenario below. Circle the number of servings for each food group. What food does Marin need more of? What food does she need less of?

Breakfast 1 bagel 2 eggs 1 cup of apple juice

Afternoon Snack 1 bag of chips

Morning Snack 1 cream donut 1 banana

Dinner 1 bowl of spaghetti (1 cup tomato sauce and 2 cups of noodles) 2 cups of salad 2 cups of soda

Lunch 1 ham sandwich (2 oz of ham, 2 slices of bread, 1 cup lettuce, onions and tomato) 1 orange 2 cups of soda 2 chocolate chip cookies

Bedtime Snack 1 cup of ice cream

Food Group Recommended Servings Actual Servings

Fruits 2 1 2 3 4 5 6 7 8

Vegetables 2.5-3 1 2 3 4 5 6 7 8

Grains 3-4 1 2 3 4 5 6 7 8

Protein 5-6.5 1 2 3 4 5 6 7 8

Dairy 3 1 2 3 4 5 6 7 8

Fats/Sweets 1-2 1 2 3 4 5 6 7 8

9 10 11 12 13 14 15 16

Write 6 sentences about Marin’s food. What does she need to eat more of? What does she need to eat less of? What changes could she make?

1. _______________________________________________________________

2. _______________________________________________________________

3. _______________________________________________________________

4. _______________________________________________________________

5. _______________________________________________________________

6. _______________________________________________________________



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14 5/23/2016

Assessment: Task 2 (Answer Key) Read the scenario below. Circle the number of servings for each food group. What food does Marin need more of? What food does she need less of?

Breakfast 1 bagel 2 eggs 1 cup of apple juice

Afternoon Snack 1 bag of chips

Morning Snack 1 cream donut 1 banana

Dinner 1 bowl of spaghetti (1 cup tomato sauce and 2 cups of noodles) 2 cups of salad 2 cups of soda

Lunch 1 ham sandwich (2 oz of ham, 2 slices of bread, 1 cup lettuce, onions and tomato) 1 orange 2 cups of soda 2 chocolate chip cookies

Bedtime Snack 1 cup of ice cream

Food Group Recommended Servings Actual Servings

Fruits 2 1 2 3 4 5 6 7 8

Vegetables 2.5-3 1 2 3 4 5 6 7 8

Grains 3-4 1 2 3 4 5 6 7 8

Protein 5-6.5 1 2 3 4 5 6 7 8

Dairy 3 1 2 3 4 5 6 7 8

Fats/Sweets 1-2 1 2 3 4 5 6 7 8

9 10 11 12 13 14 15 16

What could she change to make healthier food choices? (answers may vary)

1. She could eat less junk food. ________________________________________

2. She could eat more fruits and vegetables. _____________________________

3. She could eat fruit or vegetables for snack instead of chips and ice cream. ___

4. She could drink water instead of soda. ________________________________

5. She could eat more dairy. __________________________________________

6. She could eat more grains.



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15 5/23/2016

Nutrition Rubric: Task 2

Given the recommendations for a healthy diet and a short level-appropriate case study or picture prompt, student will list 6 unhealthy eating habits/food choices (BL=3, BH=4, IL=5, IH-A=6) of the family in the case study and make recommendations for changes the family can make. Use the rubric below to score the recommendations. The task is worth a total of 12 points.

Scoring Rubric

Content Points (12

possible)

Statement is appropriate, clear, complete, and has correct content. There may be errors, but they do not interfere with meaning.

2

Statement is appropriate and has correct content. It may be partially complete. They may be errors which interfere with meaning but the statement can be understood with inference.

1

Statement is inappropriate, incomprehensible or incorrect or there is no statement.

0

Unhealthy eating habit/food choice

Recommendation for Change

1. 0 1 2

2.

0 1 2

3.

0 1 2

4.

0 1 2

5.

0 1 2

6.

0 1 2

Total ____________



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NUTRITION OBJECTIVE: TASK 3

Students will complete an authentic writing task such as write a letter to a local agency to make suggestions about a nutrition related issue.

Level: Advanced

Task 3 Materials Suggested Activities

Students will write a letter making suggestions about a nutrition related issue.

1. Nutrition Rubric: Task 3

2. Persuasive Group Activity

3. Powerful Words

4. Persuasive Letter Format

5. Persuasive Letter Example

6. Persuasive Letter Review Sheet

7. Persuasive Letter Checklist

1. Review Nutrition Rubric - Task 3 so Ss understand the requirements.

2. Discuss what persuasion means. Give an example, such as favorite flavors of ice cream, to demonstrate a wide variety of opinions.

3. Have Ss practice presenting arguments with the Persuasive Group Activity. Make sure they include the 5 key pieces of information.

4. Review the Persuasive letter Format and the basic components of a letter. Discuss the list of Powerful Words and how they can make a letter more persuasive.

5. Review the Persuasive Letter Example.

6. Direct Ss to use the Persuasive Letter Review Sheet to ensure that all 5 pieces of information have been included.

7. Have students write their own persuasive letter on a nutritional topic of their choice.

8. After Ss have written a draft, have them use the Persuasive Letter Checklist to review the letters with another peer to ensure that all components have been included.

9. Score with the Nutrition Rubric: Task



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Persuasive Group Activity Get into groups of 3-4. Assign each person in your group a role: Recorder (writes down ideas) Speaker (shares ideas with class) Time keeper (watches the time and makes sure the project is done on time) Leader (makes sure everyone gets a chance to share their ideas and the group stays focused) Directions: Your group will choose one of the topics below. You will decide what is the best choice for your group to do and if a change is necessary. You will have 20 minutes to decide on the reasons for your decision and then 3 minutes to present your reasons to the group. Include the information below:

1. Something positive about current program at an agency 2. Offer a positive change to be made 3. State why this change is important 4. Give at least two supporting details for suggesting change

5. Conclude with a persuasive statement

Scenario 1 Your child’s school allows students to buy candy at lunch time and snack time. There are also healthy choices available but you know your son and his friends buy soda and candy every day. Should the school be allowed to sell junk food? Scenario 2 The local supermarket puts all the candy on low shelves near the cash registers, which makes it easy to choose them as a snack. Fruit and other snacks are further away. What snacks should be close to the register? Scenario 3 A local restaurant does not have nutritional information available about its food on the menu. You would like to know if the food they serve is healthy or not. The server says you can ask the manager. Should the restaurant make it easier to know what is put in the food?



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Powerful Food Words

Delicious Incredible

Outrageous Gigantic

Greasy High in calories

Oily Fresh

Generous Ample

Fried Memorable

Baked Spoiled

Fattening Unhealthy

Appealing Nutritious

Look up any words you don’t know in the dictionary. Use 5 of the words in sentences below. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________



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Persuasive Letter Format (adapted from www.scholastic.com)

Heading

Your Street Address Your City, State Zip Date

Inside Address Addressee (to whom the letter is being written) Their Street Address City, State, Zip

Salutation Dear Mr./Ms. Last name (of addressee)

Body First, introduce yourself to the reader. Next, state the reason you are writing. State your opinion or your feelings about something important to you. Be sure you are positive and professional. Your letter needs to have facts, reasons, and examples to support your reason for writing the letter. Make a suggestion for a change. Explain two reasons why the change should be made. Offer to help solve the problem, if necessary. Remind the reader where they can contact you.

Closing Sincerely yours, Your name



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Persuasive Letter Example

Directions: Label the parts of the letter. Add at least 3 Powerful Food Words to make the letter better.

1851 Mission Boulevard Oceanside, CA 92054 November 7, 20__

_____________________

Principal Sanders Cesar Chavez Middle School 202 Oleander Drive Oceanside, CA 92057

_____________________

Dear Principal Sanders,

_____________________

My name is Olivia Martinez and my children go to your school. I am writing because I am concerned about the candy that is available at the school. My children have learned in class that they should make good food choices but then when they go to get a snack, they mostly have candy and chips to choose from. I would like to suggest that the school reduce the amount of candy that is sold to the students and offer more choices. For example, would it be possible to offer more fruit, yogurt, and granola bars? They cost the same or less than the candy bars and are healthier for the children. Our children want to practice what they have learned at your school, so it would be helpful to have better food choices at the snack bar. Thank you for considering my suggestion. If you have any questions, you can call me at (760) 555-1212.

Sincerely yours,

Olivia Martinez

Olivia Martinez

_____________________



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Persuasive Letter: Answer Key

Directions: Label the parts of the letter. Add at least 3 Powerful Food Words to make the letter better.

1851 Mission Boulevard Oceanside, CA 92054 November 7, 20__

___Heading_______________

Principal Sanders Cesar Chavez Middle School 202 Oleander Drive Oceanside, CA 92057

___Inside Address__________

Dear Principal Sanders,

____Salutation_____________

My name is Olivia Martinez and my children go to your school. I am writing because I am concerned about the candy that is available at the school. My children have learned in class that they should make nutritious food choices but then when they go to get a snack, they mostly have unhealthy candy and chips to choose from. I would like to suggest that the school reduce the amount of candy that is sold to the students and offer more choices. For example, would it be possible to offer more fruit, yogurt, and granola bars? They cost the same or less than the candy bars and are healthier for the children. Our children want to practice what they have learned at your school, so it would be helpful to have more generous food choices at the snack bar. Thank you for considering my suggestion. If you have any questions, you can call me at (760) 555-1212.

Sincerely yours, __Closing_____________

Olivia Martinez

Olivia Martinez

__Signature___________



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Persuasive Letter Review

1. What was the topic of the letter?

_________________________________________________________________

2. What was positive about the school?

_________________________________________________________________

3. What was the problem? ___________________________________________

_________________________________________________________________

4. Why was this a problem? __________________________________________

_________________________________________________________________

5. What was the suggestion for the change? _____________________________

_________________________________________________________________

6. What were the two reasons why the change should be made?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

7. What was persuasive conclusion? ___________________________________

8. What powerful words were added?___________________________________



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Persuasive Letter Review Answer Key (answers may vary)

1. What was the topic of the letter?

Snack choices offered at the school _____________________________________

2. What was positive about the school?

Taught about nutritious food choices ___________________________________

3. What was the problem? Sold unhealthy food choices for snack (candy, chips)

_________________________________________________________________

4. Why was this a problem? Children couldn’t practice what they had been

taught about nutritious food choices ____________________________________

_________________________________________________________________

5. What was the suggestion for the change? Offer more nutritious food choices,

such as fruit, granola bars, and yogurt __________________________________

_________________________________________________________________

6. What were the two reasons why the change should be made?

Healthier for children, cost the same or less than junk food __________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

7. What was persuasive conclusion? Children want to practice what they’ve

learned

8. What powerful words were added? Unhealthy, nutritious, generous_______



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YOUR PERSUASIVE LETTER

1. What was the topic of your letter?

_________________________________________________________________

2. What was positive about the agency or company you are writing to?

_________________________________________________________________

3. What is the problem? _____________________________________________

_________________________________________________________________

4. Why is this a problem? ____________________________________________

_________________________________________________________________

5. What is your suggestion for the change? ______________________________

_________________________________________________________________

6. What are the two reasons why the change should be made?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

7. What is your persuasive conclusion? _________________________________

8. What powerful words did you use? __________________________________



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25 5/23/2016

PERSUASIVE LETTER CHECKLIST

Directions: Check Yes/No Self Self Peer Peer

Yes No Yes No

Letter Content

1. Does the letter have a topic sentence?

2. Is there a positive statement about the agency or company?

3. Is there a problem that needs to be changed?

4. Are the reasons for the problem clear and easy to understand?

5. Is there a suggestion for a change?

6. Are there two reasons for the change?

7. Is there a persuasive conclusion?

8. Were at least 3 powerful words used?

Letter Format

1. Does the letter have a heading?

2. Does the letter have an inside address?

3. Is there a salutation?

4. Is there a closing and a signature at the end?

Grammar and Punctuation

1. Does each sentence begin with a capital letter?

2. Does each sentence end with punctuation?

3. Do the verbs agree with their subjects?



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Nutrition Rubric: Task 3 Use the rubric below to score the Persuasive Letter. The letter is worth a total of 20 points.

Scoring Rubric Points

Content (14 possible)

Addresses all parts of the task effectively. Ideas are well stated, clearly expressed and supported with concrete, relevant detail. No inference is required. Written in well-organized paragraph(s).

14

Addresses all parts of the task adequately. Some ideas may not be well stated. Contains some relevant detail. May require some inference. Written in adequately organized paragraph(s).

12

Addresses the task in a general way but may have gaps. Many ideas may not be well stated. May lack appropriate or sufficient detail or clear focus. May require some inference. May be written in loosely organized paragraph(s).

10

Addresses the task minimally but relation to the task is evident. May be unfocused or unclear. Little or no supporting detail. May require a substantial degree of inference. May not be written in paragraph(s).

8

Nothing written or content is incomprehensible or inappropriate. 0

Grammar, Structure and Mechanics (4 possible)

Almost no errors in grammar, structure, spelling, capitalization, or punctuation.

4

Some errors in grammar, structure, spelling, capitalization, or punctuation that do not distract the reader.

3

Many errors in grammar, structure, spelling, capitalization, or punctuation that may require the reader to infer meaning.

2

Errors make the writing difficult to understand even with inference. 0

Format, Neatness, and Legibility (2 possible)

Uses standard letter format including 4 items: an appropriate date, salutation, closing, and the writer’s signature. May also include sender’s and recipient’s address. Writing is neat and legible.

2

Uses letter format including 3 items such as date, salutation, and the writer’s signature. Writing is legible but not neat.

1

Not in letter format, or writing is neither legible nor neat. 0

Total Score: ____________



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Nutrition Objective: Final Score

Add the scores of the tasks together for the final score. Use the rating scale below to determine if a student has passed or not passed.

Rating Scale

Total Points Possible 32

Advanced: 28

Intermediate High: 24

Intermediate Low: 20

Beginning High: 10

Beginning Low: 6

Final Scores

Task 1 (Beginning only) __________________

Task 2 (all) __________________

Task 3 (Intermediate-Advanced) __________________

Total __________________

INTRODUCTION EL CIVICS NUTRITION U Advanced … College Noncredit ESL Program EL Civics Assessment...

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