Overview

In this performance assessment, students will choose a myth to read. Then, they will identify unknown words throughout the story. After students have identified unknown vocabulary words, they will choose five words to define and explain their definitions using a format of their choosing. Students can create a final presentation in any appropriate way, including but not limited to PowerPoint, Google Slides, or another slideshow tool, Microsoft Word or Google Docs, paper and colored pens/pencils/markers, or other online platforms that students use or have access to.

This assessment would fit nicely before or after a mythology unit. Prior to completing this assignment, students would need to know strategies to determine the meaning of unknown words, as well as be familiar with different options for presenting their research (i.e., podcast, slide show, Ted Talk, etc.). 

Download Teacher Booklet Download Student Booklet

Details

  • 4th
  • Two 50-minute sessions, with optional third 50-minute session
  • Big Ideas & Competencies View Section Below

Big Ideas & Competencies

Big Ideas Competencies

A. Reading Literature

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

A1

Students can cite text when explaining answers and drawing inferences from texts (stories, dramas, and poetry) proficiently with scaffolding as needed.

A4

Students can determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 4 topics or subject areas, choosing from a range of strategies (use context clues, Greek and Latin affixes and roots, and reference materials).

E. Research and Inquiry

Students can engage in research and inquiry to investigate topics, evaluate and analyze the validity of sources, and synthesize information to communicate findings.

E1

Students can conduct short research projects that build knowledge through investigation of different aspects of a topic.

F. Style and Language

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

F2

Students can determine or clarify the meaning of unknown and multiple-meaning words and phrases through grade-level phonics skills (letter- sound combinations, and syllable patterns).

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 text or no introduction is included.
No exemplars at this time.
  • Clearly introduces the topic.
No exemplars at this time.
  • Clearly introduces the topic previewing the information included.
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.

Style/Conventions
  • Uses generic vocabulary to identify and/or explain the topic. 
  • Uses ineffective sentence structures, and errors may interfere with meaning and/or readability. 
  • 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. 
  • Answers audience questions with inaccurate or inappropriate information or does not answer questions.  
No exemplars at this time.
  • Uses precise language and domain-specific vocabulary to identify and explain the topic. 
  • Use correct and varied sentence structures. 
  • 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. 
  • Answers audience questions with information from the presentation. 
No exemplars at this time.
  • Uses precise language and domain-specific vocabulary to identify and explain the topic and supporting information. 
  • Uses advanced and varied sentence structures. 
  • 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.
  • Appropriately answers audience questions providing additional information.  
No exemplars at this time.

Leave Feedback for this Assessment

What did you like? Did you need to revise anything? How could we make this assessment better? Our Assessments are written by teachers for you, so your feedback is important to us!

Comments about items may be moderated and/or reposted to aid item improvement and teacher learning. By leaving a comment, you agree that we can use your comment without attributing it to you.

You must be logged in to leave feedback.

Don't have an account? Register Here

Log in