In this performance assessment, students will act as a junior debate coach for the younger students in their school. Part of their role as junior debate coach is to help prepare the younger students to participate in a debate by helping them identify the claim, evidence, and reasons in the research they have read to support their argument about whether to keep daylight savings time permanently.
Students will read an opinion piece about daylight savings time and identify the claim, evidence, and reasons in an argumentative piece through annotation, then provide a rationale for why they think the evidence and reasons support the claim in the piece.
This assessment will best follow instruction about how to identify an author’s claim and supporting reasons and evidence in a text.
In this performance assessment, students will act as a junior debate coach for the younger students in their school. Part of their role as junior debate coach is to help prepare the younger students to participate in a debate by helping them identify the claim, evidence, and reasons in the research they have read to support their argument about whether to keep daylight savings time permanently.
Students will read an opinion piece about daylight savings time and identify the claim, evidence, and reasons in an argumentative piece through annotation, then provide a rationale for why they think the evidence and reasons support the claim in the piece.
This assessment will best follow instruction about how to identify an author’s claim and supporting reasons and evidence in a text.
| Big Ideas | Competencies |
|---|---|
B. Reading Informational TextStudents can read with purpose, understand and analyze information and evidence to construct meaning in increasingly complex texts. |
B5Students can identify and explain an author’s use of reasons and evidence to support points in a text. |
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 of Text |
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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