Overview
In this performance assessment, students will read two short fictional texts with a common underlying theme. Students will use their thinking about the texts’ themes to write a claim about what it means to grow up. Students will then design a poster to hang in the school. The poster is intended to teach others about that theme, using evidence from the texts as well as visual elements.
This assessment should be used after students understand what a theme in literary texts is and how to determine what the author’s message might be, as well as how to write a claim that is supported by reasons and evidence. Students will also need to be able to look across texts to determine what a common theme might be and cite evidence from both texts to support their thinking.
Asessment Overview
In this performance assessment, students will read two short fictional texts with a common underlying theme. Students will use their thinking about the texts’ themes to write a claim about what it means to grow up. Students will then design a poster to hang in the school. The poster is intended to teach others about that theme, using evidence from the texts as well as visual elements.
This assessment should be used after students understand what a theme in literary texts is and how to determine what the author’s message might be, as well as how to write a claim that is supported by reasons and evidence. Students will also need to be able to look across texts to determine what a common theme might be and cite evidence from both texts to support their thinking.
Details
-
4th
-
Two 50-minute sessions
-
Big Ideas & Competencies View Section Below
Big Ideas & Competencies
| Big Ideas | Competencies |
|---|---|
A. Reading LiteratureStudents can read with purpose, understand and analyze evidence in literature to construct meaning in increasingly complex texts. |
A1Students can cite text when explaining answers and drawing inferences from texts (stories, dramas, and poetry) proficiently with scaffolding as needed. A2Students can determine the theme of a story and summarize the text. |
C. WritingStudents can effectively communicate purpose to an intended audience through written language, using a variety of media. |
C1Students can write opinion pieces that support a point of view, create a structure that groups related reasons and is supported with facts and details. |
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 |
|---|---|---|---|
Development/Comprehension |
|
|
|
Leave Feedback for this Assessment
What did you like? Did you need to revise anything? How could we make this assessment better? Our Assessments are written by teachers for you, so your feedback is important to us!
Comments about items may be moderated and/or reposted to aid item improvement and teacher learning. By leaving a comment, you agree that we can use your comment without attributing it to you.