Overview

In this performance assessment, students will read and look at various primary and secondary sources related to Detroit historically and in more recent times. Students will imagine that the Detroit Historical Society is working on updating their exhibits to make them more kid-friendly. They have gathered some primary and secondary sources in their collection relating to Detroit historically as well as in more recent times. With a partner, students will compare and contrast what they learned from the primary and secondary sources using the provided presentation template to help keep them organized. They will then create a presentation with their partner, using the provided template, record themselves, and then upload the recording to the platform of the teacher’s choice. 

In addition to the ELA Big Ideas and Competencies, this item also aligns to the Michigan K-12 Social Studies Standards Grade 4 standard: “H3.0.2 Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan.”  

Because of the Social Studies tie-in, this assessment should be used after instruction about primary and secondary sources and instruction related to migration in Michigan have occurred. 

Because of the Social Studies tie in, this assessment should be used after instruction about primary and secondary sources and instruction related to migration in Michigan have occurred. 

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Details

Big Ideas & Competencies

Big Ideas Competencies

B. Reading Informational Text

Students can read with purpose, understand and analyze information and evidence to construct meaning in increasingly complex texts.

B4

Students can compare and contrast firsthand and secondhand accounts of a topic and describe the differences in focus.

D. Speaking and Listening

Students can listen effectively, present information appropriately given the situation, and collaborate with peers.

D1

Students can engage effectively in collaborative discussions (one-on-one, groups, teacher-led) with a variety of partners, about grade 4 topics and texts, building on others’ ideas and expressing their own ideas clearly (come to discussions prepared, having read, or studied required material).

NOTE ABOUT ASSESSMENT RUBRICS

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.

Teacher Rubric

Dimensions Not Yet Meeting Expectations Meeting Expectations Exceeding Expectations

Focus/Organization
  • Provides an unclear introduction to the topic or no introduction is provided.
  • Uses an unclear or ineffective body structure and/or text features to organize and group details about the topic.
  • Abruptly ends the writing without a sense of closure or ends with an unrelated concluding statement.
No exemplars at this time.
  • Clearly introduces the topic.
  • Uses a logical body structure to organize and group related information.
  • Provides a concluding statement or section related to the topic.
No exemplars at this time.
  • Clearly introduces the topic previewing the information included.
  • Uses a coherent body structure to organize and group related information.
  • Provides a concluding statement or section that clearly supports the topic and important points.
No exemplars at this time.

Development/Comprehension
  • Includes partially related or unrelated information and/or visuals or does not include any details or illustrations about the topic.
No exemplars at this time.
  • Develops the topic with related facts, definitions, details, quotations, examples, illustrations, multimedia, or other information about the topic.
No exemplars at this time.
  • Develops the topic with relevant facts, definitions, details, quotations, examples, illustrations, and/or multimedia to emphasize and enhance important points about the topic.
No exemplars at this time.

Presentation
  • Presents information without a plan.
  • Uses visuals inappropriately or does not include their use.
  • Uses an inappropriate style and/or techniques in an attempt to engage the audience.
  • Looks away from the audience when presenting.
  • Speech is incoherent or inaudible.
No exemplars at this time.
  • Demonstrates a purpose and plan for a presentation.
  • Uses pictures, drawings, or props appropriately.
  • Uses an appropriate style and some techniques to engage the audience.
  • Makes some eye contact with the audience.
  • Speaks with appropriate volume, pacing, and pronunciation.
No exemplars at this time.
  • Demonstrates a clear purpose with a thoughtful plan for a beginning and ending of a presentation.
  • Uses visuals which reinforce and enhance the presentation.
  • Uses an appropriate style and engaging techniques throughout the presentation demonstrating creativity and flexibility.
  • Consistently makes eye contact with the audience.
  • Speaks with appropriate volume, pacing, pronunciation, and inflection to provide emphasis.
No exemplars at this time.

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