Overview

For this item, students will read two texts about trends that were once very popular but have since fallen out of favor. As they read these two informational texts, students will take notes in a graphic organizer to help organize their thinking about the different trends and add in their own thinking about trends that exist today. 

After reading and taking notes, students will write an article as if the year is 2100, and they are writing about a trend that is no longer (in 2100) as popular as it was today. While their article will be primarily about a trend that no longer exists in the year 2100, they should include quoted materials from both texts to give their readers background information on trends that have existed in the past or why trends die out.

Ideally, this assessment would follow instruction related to reading informational texts and writing informational texts, including how to accurately quote from a text. Depending on the types of trends students identify, teachers may need to research their appropriateness if they are not aware of the trend. 

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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.

B1

Students can quote accurately when explaining what informational text says explicitly and when drawing inferences about the text.

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, connect their ideas with words, phrases, and clauses, and provide a conclusion that relates to the presented information.

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 no introduction is provided.
  • 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 information together.
  • Provides a concluding statement or section.
  • Clearly introduces the topic.
  • Uses a coherent body structure to organize and group related information.
  • Provides a concluding statement or section that clearly supports the topic and important points.
No exemplars at this time.

Development/Comprehension
  • States a partially related or unrelated opinion, reasons, and/or facts/details, or does not state an opinion and/or supporting information. 
  • States an opinion about the topic or text identifying reasons supported by facts and details.
  • States an opinion about the topic or text identifying and explaining reasons supported by facts and details. 
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. 
  • 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.
  • Use correct and varied sentence structures. 
  • 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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