In this performance assessment, students will draw from narrative non-fiction and informational text that they have read, listened to, and/or viewed in class and independently. They will use information collaboratively collected about an individual studied in class (e.g., Ben Franklin, Martin Luther King, Jr., George Washington) to create a narrative non-fiction text about that person. Students will demonstrate an understanding of narrative story elements from fictional texts (character, setting, problem, events, solution) to tell about a real individual’s problem and success.
This performance assessment could come at the end of a unit in which students have had opportunities to learn about different individuals from various vocations throughout history, as well as after opportunities to learn and practice narrative writing. Specifically, students should know how characters are developed by physical and personality traits, how events are created in a sequential manner to show a situation and a clear ending. These are precursors to student success on this assessment. Learning about different individuals can occur through instruction in other content areas as well; however, there should be a purposeful plan for reading about and charting information about these individuals. Additionally, students should have exposure to both informational text and narrative nonfiction text to understand how information about an individual can be told as a story. As students read various texts, they should be able to identify basic story elements using an organizer and/or retell the story in sequential order.
In this performance assessment, students will draw from narrative non-fiction and informational text that they have read, listened to, and/or viewed in class and independently. They will use information collaboratively collected about an individual studied in class (e.g., Ben Franklin, Martin Luther King, Jr., George Washington) to create a narrative non-fiction text about that person. Students will demonstrate an understanding of narrative story elements from fictional texts (character, setting, problem, events, solution) to tell about a real individual’s problem and success.
This performance assessment could come at the end of a unit in which students have had opportunities to learn about different individuals from various vocations throughout history, as well as after opportunities to learn and practice narrative writing. Specifically, students should know how characters are developed by physical and personality traits, how events are created in a sequential manner to show a situation and a clear ending. These are precursors to student success on this assessment. Learning about different individuals can occur through instruction in other content areas as well; however, there should be a purposeful plan for reading about and charting information about these individuals. Additionally, students should have exposure to both informational text and narrative nonfiction text to understand how information about an individual can be told as a story. As students read various texts, they should be able to identify basic story elements using an organizer and/or retell the story in sequential order.
| Big Ideas | Competencies |
|---|---|
B. Reading Informational TextStudents can read with purpose, understand and analyze information and evidence to construct meaning in increasingly complex texts. |
B2Students can describe the relationship between a series of events, concepts, or steps in the correct sequence. B4Students can identify how their own point of view is different from that of the author of a text. |
C. WritingStudents can effectively communicate purpose to an intended audience through written language, using a variety of media. |
C3Students can use effective techniques, descriptive details, and clear event sequences to write narratives (real or imagined experience). |
F. Style and LanguageStudents can build vocabulary knowledge and apply conventions of grammar and usage specific to the context. |
F1Students can demonstrate command of the conventions of standard English grammar and language and usage when writing or speaking (explain the functions of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular senses). F3Students can demonstrate understanding of figurative language, word relationships, and differences in word meanings. |
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 and Organization |
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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Development |
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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Style/Conventions |
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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