In this performance assessment, students will apply their knowledge and skills related to research and writing within the context of their Michigan studies work in Social Studies. Specifically, students will be asked to create an informational brochure about a region in Michigan that informs tourists about that region of Michigan. Using teacher-provided resources, students will plan out and create an informational brochure.
This assessment would likely fall within an informational writing unit that coincided with a Social Studies unit about Michigan geography and economics. Prior to completing this assessment, students would need to learn how to write informational/explanatory pieces and would also need to learn about the various geographic regions in Michigan and how geography might influence economic decisions. Teachers will also need to teach students how to research their topic, using their Social Studies materials or other resources as directed by the teacher. Third grade students may not be familiar with what a brochure is, so instruction about how to format a brochure and what to include in it may also be necessary.
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, or paper and colored pens/pencils/markers.
In this performance assessment, students will apply their knowledge and skills related to research and writing within the context of their Michigan studies work in Social Studies. Specifically, students will be asked to create an informational brochure about a region in Michigan that informs tourists about that region of Michigan. Using teacher-provided resources, students will plan out and create an informational brochure.
This assessment would likely fall within an informational writing unit that coincided with a Social Studies unit about Michigan geography and economics. Prior to completing this assessment, students would need to learn how to write informational/explanatory pieces and would also need to learn about the various geographic regions in Michigan and how geography might influence economic decisions. Teachers will also need to teach students how to research their topic, using their Social Studies materials or other resources as directed by the teacher. Third grade students may not be familiar with what a brochure is, so instruction about how to format a brochure and what to include in it may also be necessary.
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, or paper and colored pens/pencils/markers.
| Big Ideas | Competencies |
|---|---|
C. WritingStudents can effectively communicate purpose to an intended audience through written language, using a variety of media. |
C2Students can write informative or explanatory texts to examine a topic and clearly convey ideas. |
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 |
|---|---|---|---|
Focus/Organization |
Provides an unclear introduction of the topic or no introduction is included. Uses an unclear or ineffective body structure to organize the details about the topic. Abruptly ends the writing without a sense of closure.
No exemplars at this time.
|
Introduces the topic. Organizes the writing by grouping. Provides a concluding statement or section.
No exemplars at this time.
|
Clearly introduces a topic. Uses a coherent body structure to organize and group related information. Provides a concluding statement or section that clearly relates to the topic and important points.
No exemplars at this time.
|
Development/ Comprehension |
Includes partially related or unrelated details and/or illustrations. or does not include any details or illustrations about the topic.
No exemplars at this time.
|
Includes facts, definitions, details, and illustrations to develop specific points about the topic.
No exemplars at this time.
|
Uses relevant facts, definitions, details, and illustrations to develop important points about the topic.
No exemplars at this time.
|
Style/Conventions |
Uses basic temporal words or no linking words to connect the topic and facts. Uses inconsistent capitalization and/or spelling patterns. Uses ineffective sentence structures, and errors may interfere with meaning and/or readability.
No exemplars at this time.
|
Uses linking words to connect ideas within categories of information. Uses grade-appropriate conventions; errors are minor and do not interfere with meaning and readability. Uses correct and varied sentence structures.
No exemplars at this time.
|
Uses linking words and phrases to connect ideas within categories of information. Uses advanced conventions to enhance meaning and readability. Uses advanced and varied sentence structures.
No exemplars at this time.
|
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