In this performance assessment, students are told that it is important to ask questions while reading to stay engaged by becoming “a reading detective” to find text evidence to their questions. Students will create at least one question using a text feature. Students will create more questions while reading. Students will answer the questions using text evidence.
Depending on the length of the passage and student capability, students could write various amounts of questions. The end goal is that they understand what they read by performing this strategy.
Specifically, students will be asked to demonstrate a comprehension strategy in which they generate open-ended questions before and during reading, using text features. Then, they will answer the questions using text evidence.
Students can create the final presentation in any appropriate way, including, but not limited to, PowerPoint or Google Slides (or another slideshow tool), Microsoft Word or Google Docs, paper and colored pens/pencils/ markers. Final student work should be saved as an Acrobat PDF for uploading to the virtual scoring software.
This assessment might best be used after teaching the main idea and detail in fictional text. It can be completed after teaching the strategy of asking and answering questions for comprehension, specifically using text evidence.
In this performance assessment, students are told that it is important to ask questions while reading to stay engaged by becoming “a reading detective” to find text evidence to their questions. Students will create at least one question using a text feature. Students will create more questions while reading. Students will answer the questions using text evidence.
Depending on the length of the passage and student capability, students could write various amounts of questions. The end goal is that they understand what they read by performing this strategy.
Specifically, students will be asked to demonstrate a comprehension strategy in which they generate open-ended questions before and during reading, using text features. Then, they will answer the questions using text evidence.
Students can create the final presentation in any appropriate way, including, but not limited to, PowerPoint or Google Slides (or another slideshow tool), Microsoft Word or Google Docs, paper and colored pens/pencils/ markers. Final student work should be saved as an Acrobat PDF for uploading to the virtual scoring software.
This assessment might best be used after teaching the main idea and detail in fictional text. It can be completed after teaching the strategy of asking and answering questions for comprehension, specifically using text evidence.
| Big Ideas | Competencies |
|---|---|
B. Reading Informational TextStudents can read with purpose, understand and analyze information and evidence to construct meaning in increasingly complex texts. |
B1Students can ask and answer questions to show understanding of informational text, referring explicitly to the text as the basis for the answers. |
Below are analytic teacher rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.
| Dimensions | Not Yet Meeting Expectations | Meeting Expectations | Exceeding Expectations |
|---|---|---|---|
Comprehension |
No exemplars at this time.
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No exemplars at this time.
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No exemplars at this time.
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