Understanding Theme Can Be Golden

Overview

In this performance assessment, students will listen to the story Gold by David Shannon that is read aloud. Then, students will determine a theme, citing evidence from the story, as well as analyze figurative language used in the story.

This assessment would fit nicely after a unit on theme and/or figurative language. It could also be used independently. Prior to completing this assignment, students would need to learn about theme and figurative language, as well as be familiar with various options for presenting their research (i.e., podcast, slide show, Ted Talk, etc.).

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, paper and colored pens/pencils/markers, or other online platforms that students use or have access to.

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Details

4th
Three to four 50-minute sessions, with optional additional session
Big Ideas & Competencies View Section Below

Big Ideas & Competencies

Big Ideas	Competencies
A. Reading Literature Students can read with purpose, understand and analyze evidence in literature to construct meaning in increasingly complex texts.	A1 Students can cite text when explaining answers and drawing inferences from texts (stories, dramas, and poetry) proficiently with scaffolding as needed. A2 Students can determine the theme of a story and summarize the text. A4 Students can determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 4 topics or subject areas, choosing from a range of strategies (use context clues, Greek and Latin affixes and roots, and reference materials).

Big Ideas

Competencies

A. Reading Literature

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

A1

Students can cite text when explaining answers and drawing inferences from texts (stories, dramas, and poetry) proficiently with scaffolding as needed.

A2

Students can determine the theme of a story and summarize the text.

A4

Students can determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 4 topics or subject areas, choosing from a range of strategies (use context clues, Greek and Latin affixes and roots, and reference materials).

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 and/or text features to organize and group details about the topic Abruptly ends the writing without a sense of closure or ends with an unrelated concluding statement. No exemplars at this time.	Clearly introduces the topic. Uses a logical body structure to organize and group related information in paragraphs and sections using grade-appropriate text features (e.g., headings) and illustrations Provides a concluding statement or section related to the topic. No exemplars at this time.	Clearly introduces the theme previewing the information included. Provides a concluding statement or section that clearly supports the topic and important points. Modal Title
Development/Comprehension	Includes partially related or unrelated information and/or visuals or does not include any details or illustrations about the topic. Modal Title	Develops the topic with related facts, definitions, details, quotations, examples, illustrations, multimedia, or other information about the topic. Modal Title	Develops the theme with relevant facts, definitions, details, quotations, examples, illustrations, and/or multimedia to emphasize and enhance important points about the topic. No exemplars at this time.
Style/Conventions	Uses generic vocabulary to identify and/or explain the topic. Uses basic linking words or no linking words to connect the topic, ideas, and/or information. Uses inconsistent capitalization and/or spelling patterns. Uses ineffective sentence structures, and errors may interfere with meaning and/or readability. Modal Title	Uses precise language and domain-specific vocabulary to identify and explain the topic. Uses linking words and phrases 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 precise language and domain-specific vocabulary to identify and explain the theme and supporting information. Uses linking words and phrases to connect ideas and important points 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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