In this performance assessment, students will be able to ask and answer questions about informational text using a life cycle that they have previously learned about to present a partial life cycle to engage the audience. 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 should be learned after third graders learn about life cycles, but it is optional for them to use a life cycle they have previously learned about in prior grades.
In this performance assessment, students will be able to ask and answer questions about informational text using a life cycle that they have previously learned about to present a partial life cycle to engage the audience. 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 should be learned after third graders learn about life cycles, but it is optional for them to use a life cycle they have previously learned about in prior grades.
| 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. |
D. Speaking and ListeningStudents can listen effectively, present information appropriately given the situation, and collaborate with peers. |
D1Students can engage effectively in collaborative discussions (one-on-one, groups, teacher-led) with a variety of partners, about grade 3 topics and texts, building on others’ ideas and expressing their own ideas clearly. |
E. Research and InquiryStudents can engage in research and inquiry to investigate topics, evaluate and analyze the validity of sources, and synthesize information to communicate findings. |
E1Students can conduct short research projects that build knowledge about a topic. |
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 |
|---|---|---|---|
Oral Presentation: Development/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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Speaking/Listening Presentation |
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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