Overview

In this performance assessment, students will be asked to read a reading passage and re-state it in their own words. The students will be assessed on their writing mechanics that have been taught. Final student work should be saved as a PDF for uploading to the virtual scoring software.  

This assessment can be used at any time in grade 5 after grade-specific writing mechanics and paraphrasing have been taught. Students should have had instruction on any specific grade-level mechanics you are looking for before this assessment is used. 

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Details

Big Ideas & Competencies

Big Ideas Competencies

F. Style and Language

Students can build vocabulary knowledge and apply conventions of grammar and usage specific to the context.

F1

Students can demonstrate command of the conventions of standard English grammar and language and usage when writing or speaking (explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences).

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

Demonstrate Command of the Conventions of Standard English Grammar and Usage When Writing or Speaking
  • Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
  • Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. 
  • Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
  • Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a small red bag). 
  • Form and use prepositional phrases. 
  • Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
  • Correctly use frequently confused words (e.g., to, too, two; there, their). 
No exemplars at this time.
  • Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
  • Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. 
  • Use verb tense to convey various times, sequences, states, and conditions.
  • Recognize and correct inappropriate shifts in verb tense. 
  • Use correlative conjunctions (e.g., either/or, neither/nor). 
No exemplars at this time.
  • Ensure that pronouns are in the proper case (subjective, objective, possessive). 
  • Use intensive pronouns (e.g., myself, ourselves). 
  • Recognize and correct inappropriate shifts in pronoun number and person.
  • Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). 
  • Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language. 
No exemplars at this time.

Demonstrate Command of the Conventions of Standard English Capitalization, Punctuation, and Spelling When Writing
  • Use correct capitalization. 
  • Use commas and quotation marks to mark direct speech and quotations from a text. 
  • Use a comma before a coordinating conjunction in a compound sentence.
  • Spell grade-appropriate words correctly, consulting references as needed. 
No exemplars at this time.
  • Use punctuation to separate items in a series.
  • Use a comma to separate an introductory element from the rest of the sentence. 
  • Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). 
  • Use underlining, quotation marks, or italics to indicate titles of works.
  • Spell grade-appropriate words correctly, consulting references as needed. 
No exemplars at this time.
  • Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/ parenthetical elements. 
  • Spell correctly
No exemplars at this time.

Use Knowledge of Language and its Conventions When Writing, Speaking, Reading, or Listening
  • Choose words and phrases to convey ideas precisely.
  • Choose punctuation for effect. 
  • Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). 
No exemplars at this time.
  •  Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
  • Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
No exemplars at this time.
  • Vary sentence patterns for meaning, reader/ listener interest, and style.
  • Maintain consistency in style and tone.
No exemplars at this time.

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