Overview

In this performance assessment, students will recreate an article that incorporates non-fiction text features. Specifically, students will first be asked to identify text features in an article. Then, they will create their own article using text features. They will also create an interactive assignment in which other students in the class will answer each other’s questions to check for comprehension. 

Students can create an article in any appropriate manner, including but not limited to, PowerPoint or Google Slides (or another slideshow tool), Microsoft Word or Google Docs, paper and colored pens/pencils/ markers). Final student work should be saved in their Google Classroom or Google Drive. 

This assessment might best be used after the identification of key features using informational text has been taught.  

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Details

Big Ideas & Competencies

Big Ideas Competencies

B. Reading Informational Text

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

B3

Students can use text features (key words, sidebars, hyperlinks) to find information related to a given topic.

C. Writing

Students can effectively communicate purpose to an intended audience through written language, using a variety of media.

C2

Students can write informative or explanatory texts to examine a topic and clearly convey ideas.

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 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.
  • One paragraph written with three to five sentences.
  • Includes one key feature. 
No exemplars at this time.
  • Introduces the topic.
  • Organizes the writing by grouping information together.
  • Provides a concluding statement or section.
  • Two paragraphs written with three to five paragraphs in each paragraph.
  • Includes two key features.
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.
  • More than two paragraphs written with three to five sentences in each paragraph.
  • Includes more than two key features. 
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.

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