Trainer

Introduction: This training will walk us through the two parts of a Performance Task using the quarter 4 pre-assessments as a guide.

You will need:• Lap Top• Speakers (if you use the video)• Video or Power Point (your choice)• A copy of the grade-level quarter 4 pre-assessment (you may want to

refer to it)

The Participants will need:• A copy of the grade-level quarter 4 pre-assessment• Two Worksheets (these are a stapled set with activities 1, 2 and 3)• Sticky Notes• Sample of grade-level writing

Performance Tasks“On the Road” to Performance TasksAcademic training to support an understanding of performance task criteria during “more-formal” pre-assessments and Common Formative Assessments.

What is a Performance Task?

Part 1 of a Performance Task

Part 2 of a Performance Task

Where are We on Preparing for Performance Tasks

A PerformanceTask is a Process

During the performance task process, students demonstrate the ability to select information from several sources, organize and integrate relevant information from within those sources in order to produce an end product supported by sufficient evidence.

Part 1 Part 2

Performance Tasks Have 2 Parts

Much like an assembly line. A performance task is a process.

From Start………. To Finish

There are 3 design components in all performance tasks.

Stimulus

Paired Passages

Video Clips

Audio Clips

Research Topics

Graphs/Charts (other visuals)

Note-taking

Group Discussions

Investigative Searches

Internet Searches

Tools: Graphics, T-Charts

Comprehension Questions

Full Composition

Oral Presentations

Graphic Presentations

Information-Processing Product Performance

A performance task can have many combinations within the 3 components.

There are broader opportunities to use more combinations in the classroom.

Our pre-assessments and CFAs will narrow the combinations.

Part 1

Part 11. Read Passages

3. Answer Questions

2. Take Notes

1. Read Passages

2. Take Notes

3. Answer Questions

Part 1

Part 1 of our assessment performance task gives students the opportunity to take notes as they read.

In Part 1 of our assessment performance task students answer constructed response research based questions.

Part 1 of our assessment performance task has two paired passages with possible graphs or charts.

Research Topics

Audio Clips

Graphs/Charts (other visuals)

Comprehension Questions

Tools: Graphics, T-Charts

Stimulus

Readings – Paired Passages

Video Clips

Note-taking

Information-Processing

Group Discussions

Investigative Searches

Internet Searches

Part 12 Paired Passages

Note-Taking

Answering CR Questions

Research CR Rubrics

A Closer Look

Activity #1

Review Part 1

2. What information do students find when note-taking?

3. What research targets are assessed for the constructed responses?

1. What makes the two passages “paired?”

Pause the video. Take a closer look at your grade-level pre-assessments.

Discuss the questions for Activity 1.

We are half way there.

There are 3 design components in all performance tasks.

Stimulus

Paired Passages

Video Clips

Audio Clips

Research Topics

Graphs/Charts (other visuals)

Note-taking

Group Discussions

Investigative Searches

Internet Searches

Tools: Graphics, T-Charts

Comprehension Questions

Full Composition

Oral Presentations

Graphic Presentations

Information-Processing Product Performance

A performance task can have many combinations within the 3 components.

There are broader opportunities to use more combinations in the classroom.

Our pre-assessments and CFAs will narrow the combinations.

Part 2 Part 2

1. Read Passages

2. Take Notes

3. Answer Questions

1. Planning

3. Full Composition

2. Writing Process

Writing a Full Composition

Part 2

1. Planning

2. Writing Process

3. Full Composition

In Part 2 of our assessment performance task, students have the opportunity to use a teacher-provided planning graphic organizer.

In Part 2 of our assessment performance task, students use the writing process Plan-Write-Revise routines established in class.

In Part 2 of our assessment performance task, students complete a full informational composition.

Informational Essay

Product Performance

Oral Presentations

Graphic Presentations

Planning Graphic Organizer

Write-Revise-Edit Routines

Informational Rubric

Teacher-Provided Planning Graphic Organizer

Part 2Planning Checklist for Grade Two

2.8 I organized information on a graphic organizer.

W.2.2.a I wrote down facts about my topic.

2b I wrote down things the prompt asks about.

2.5 I wrote only facts about the topic.

2.8 I took notes when I read.

2.8 I used my own words in my notes.

2.8 The information I gathered is important for my topic.

2.7 I spent enough time researching and thinking about my topic.

Revising Checklist for Grade Two Beginning

W.2a I tell what my topic is.

My words are easy to read and understand.

Middle

W.2b I tell important points about my topic.

W.2b I use facts and definitions to tell about my topic.

Ending

W.2c I write a conclusion.

My conclusion is only about my topic.

Revising

W.2.5 I connect my ideas together with words.

W.2.8 I have enough facts, definitions and details.

W.2.7 I spent enough time revising.

Editing Checklist for Grade TwoL.2.2.D-E I capitalize holidays and names.

L.2.2.B I use commas in greeting and letters.

L.2.2 I use correct punctuation at the end of my sentences.

L.2.2.C I use apostrophes to show ownership.

L.2.2.E I check my spelling.

L.2.1.D I use the right verb tense.

L.2.1.A-B I use nouns that mean more than one correctly.

L.2.1.C I use pronouns correctly.

L.2.1.E My adjectives describe nouns.

L.2.1.E My adverbs describe verbs.

L.2.1.F I write short and long sentences.

Student Check-Lists

SBAC Writing Rubrics

A Closer Look

1. How is planning to write a full composition, using a graphic organizer different than note-taking?Activity #2

2. What is most similar or different on the Write-Revise-Edit checklists from what you use during the Writing Process?

3. What are the three assessed categories on the writing rubric?

Part 2 of aPerformance Task

Pause the video. Take a closer look at the questions for Part 2 of a

performance task.

Where Are We?Points to PonderWhere are we in preparing our students for Part 1 of a Performance Task?

Where are we in preparing our students for Part 2 of a Performance Task?

A Closer Look

Activity #3

Ready to Roll!

A Closer LookActivity 1

Part 1of a Performance Task

1. Question Paired PassagesIn what ways are the paired passages in your grade-level, quarter 4 pre-assessment, “paired?”

Response:Each passage has “about the same…”

topic or idea. depth of content. concepts (point of view,

compare-contrast, etc..). each passage has a consistent text structure throughout (paired passages do not have to have the same text structures).

2. Question Note-TakingWhat kind of information arestudents required to investigate in order complete the note-taking form?

2. QuestionWhat language is consistent with your grade-level reading standard in the note-taking form?

Responses: Discuss with your team.

sample

3. Question Constructed ResponsesWhat research target and standard do each of the constructed response questions access?

Response: Discuss with your team.

sample

A Closer LookActivity 2

Part 2of a Performance Task

1. Question PlanningIn what text structures are your grade-level texts written? What graphic organizer would most help your students plan their writing? Does the prompt support a specific text structure?

Responses: Discuss with your team. You may get ideas from the graphic organizer resource.

2. QuestionWrite-Revise-EditHow might you be able to use the Plan-Revise-Edit checklists to support your classroom room writing routine?

Responses: Discuss with your team. The checklist is in the quarter 4 pre-assessment.

sample3. QuestionFull Composition RubricWhat are the three scorable categories on your SBAC grade-level writing rubric for informational texts? How are they different than past writing rubrics? How is the writing sample for your grade level the same or different?

Responses: Discuss with your team. The writing rubric is in the quarter 4 pre-assessment.

sample

Performance Tasks Real-to-Life Prompts Requires production of

writing, speaking Integrate across standard

and skill content Measures depths of

knowledge Measures research skills

and analysis

Points to Ponder aboutActivity 3

About Performance Tasks

Preparing for Performance Tasks – Part 1: Where are we?

Preparing for Performance Tasks – Part 2: Where are we?

Info. Text Structures Example of Possible Graphic Organizers

Cause and Effect•Prediction•Inferences•Conclusions

WheelChain ProcessCause = EffectFishboneGoal-Reasons Web

Process-Cause-Effect

Sequence•Main idea and details•Note taking•Following directions•Story structure•Text organization•Summarizing

TimelineFlow ChartEvent DiagramsY-ChartLadder GraphGarden GateStory Maps

Star ChartCycle DiagramE-ChartTree ChartSandwich ChartTic-Tac-ToeSequence Chart

Compare and Contrast•Fact and opinion•fantasy and realism•Analyzing*

Venn DiagramT-ChartCompare/Contrast MatrixFact and Opinion ChartComparison Chart

Perspectives ChartDouble Bubble

Description•Generalizations•Categorize/classify•Arranging

ISP Chart (information-sources-page)Observation ChartSense ChartKWS Chart

Classification Chart

Problem and Solution•Propaganda•Evaluating•Judgments•Author’s purpose•Interpretation•Hypothesis

Spiral EffectsDecision Making DiagramProblem-Solution ChartPersuasion MapRanking ChartsIf-Then ChartsSynectics Organizers

Scientific Method ChartsDecision Making GraphicHistorical InvestigationInvention GraphicProblem Solving

What are Text-Dependent Questions?

Text-dependent questions do not ask students about their prior experience or feelings on a subject, but rather rely on explicit or implied information from the text. Students are expected to speak and write using evidence presented in texts, and to present analyses based on credible information that is based in the text or research-based.

Questions Gone Rogue Text Dependent Questions

In Henry and Mudge Puddle Trouble, the dog Mudge, eats a flower. What other things can dogs do that might get them in trouble with their owners?

When Henry was mad at Mudge for eating the flower, why did Henry stop and decide not to call Mudge a “bad dog?” Find the sentences that support your ideas.

Why did the North fight the civil war?Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote?

The overarching problem with these questions is that they require no familiarity at all with Lincoln’s speech in order to answer them.

In “Casey ad the Bat,” Casey strikes out. Describe a time when you failed at something.

What makes Casey’s experiences at bat humorous?

In the chapter you read last night, plate tectonics and how they effect earthquakes was discussed. Explain how you feel about earthquakes.

Explain the link between plate tectonics and earthquakes the author makes in this article.

In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.

What can you infer from King’s “Letter from a Birmingham Jail?” about the letter he received?

You read an article yesterday about safety in welding class. Describe a time you saw someone being unsafe.

From the article you have just read, what are the most essential safety measures that must be taken when welding?