In this performance assessment, students will identify parts of a fable and explain how the parts of the fable build on previous sections. Specifically, students will be asked to correctly sequence scenes from Aesop’s “The Tortoise and the Hare” (or a short text of the teacher’s choosing), then explain why they sequenced the fable the way they did and how one scene builds on another. If the teacher chooses to use another story, they will need to modify the questions on the student pages to reflect the structure of the story.
This assessment can be used after students have learned about craft and structure, specifically related to the standard, “CCSS RL.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.”
Accommodations and scaffolds for this item could include different texts, text read aloud, extended time, and chunking the task.
In this performance assessment, students will identify parts of a fable and explain how the parts of the fable build on previous sections. Specifically, students will be asked to correctly sequence scenes from Aesop’s “The Tortoise and the Hare” (or a short text of the teacher’s choosing), then explain why they sequenced the fable the way they did and how one scene builds on another. If the teacher chooses to use another story, they will need to modify the questions on the student pages to reflect the structure of the story.
This assessment can be used after students have learned about craft and structure, specifically related to the standard, “CCSS RL.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.”
Accommodations and scaffolds for this item could include different texts, text read aloud, extended time, and chunking the task.
| Big Ideas | Competencies |
|---|---|
A. Reading LiteratureStudents can read with purpose, understand and analyze evidence in literature to construct meaning in increasingly complex texts. |
A5Students can identify parts of stories or text (chapter, scene, stanza) and how the parts build on previous sections. |
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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