In this performance assessment, students will read an informational text (the one included or a text of the teacher’s choosing) and determine the reasons and evidence the author uses to support the main idea of a text. Students will then write a short paragraph explaining how they know those reasons and evidence supported the main idea in the text.
This assessment should follow instruction related to reading informational texts and determining how an author uses reasons and evidence to support a claim or main idea.
In this performance assessment, students will read an informational text (the one included or a text of the teacher’s choosing) and determine the reasons and evidence the author uses to support the main idea of a text. Students will then write a short paragraph explaining how they know those reasons and evidence supported the main idea in the text.
This assessment should follow instruction related to reading informational texts and determining how an author uses reasons and evidence to support a claim or main idea.
| 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 explain how an author uses reasons and evidence to support points in 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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