In this performance assessment, students will apply their skills in analyzing an author's text and specifically looking at how the overall structure develops the author’s ideals. Students will analyze the structure and elements of the writing to come to this conclusion. They will write these evaluations, ensuring they include strong introductions to establish context and demonstrate a command of writing conventions.
More specifically, students will be looking at an informational text from which they will then select specific pieces of evidence that support the author’s purpose. After collecting these pieces of evidence and reasoning, they will then write an introductory paragraph (that could pair with a larger essay; however, for this purpose, they are just expected to write an introduction).
Students will be responding through written text. This can be done in any way that fits the classroom and general practices. Students may respond in Microsoft Word, Google Docs, or paper and pencil.
This assessment would be best used after a unit on identifying an author’s purpose, focusing on a variety of ways in which the author can build their purpose. This may also be a good fit after instruction on developing focused introductions, and students should have an understanding of conventions in writing.
In this performance assessment, students will apply their skills in analyzing an author's text and specifically looking at how the overall structure develops the author’s ideals. Students will analyze the structure and elements of the writing to come to this conclusion. They will write these evaluations, ensuring they include strong introductions to establish context and demonstrate a command of writing conventions.
More specifically, students will be looking at an informational text from which they will then select specific pieces of evidence that support the author’s purpose. After collecting these pieces of evidence and reasoning, they will then write an introductory paragraph (that could pair with a larger essay; however, for this purpose, they are just expected to write an introduction).
Students will be responding through written text. This can be done in any way that fits the classroom and general practices. Students may respond in Microsoft Word, Google Docs, or paper and pencil.
This assessment would be best used after a unit on identifying an author’s purpose, focusing on a variety of ways in which the author can build their purpose. This may also be a good fit after instruction on developing focused introductions, and students should have an understanding of conventions in writing.
| 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 analyze how sections of text contribute to the overall structure and development of ideas. |
C. WritingStudents can effectively communicate purpose to an intended audience through written language, using a variety of media. |
C5Students can write introductions that establish context (e.g., acknowledging opposing claims, previewing what’s to come, establishing point of view). |
F. Style and LanguageStudents can apply conventions of grammar and use academic and domain-specific vocabulary. |
F3Students will write using a command of conventions. |
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/Organization |
No exemplars at this time.
|
No exemplars at this time.
|
No exemplars at this time.
|
Comprehension |
No exemplars at this time.
|
No exemplars at this time.
|
No exemplars at this time.
|
Use of Conventions |
No exemplars at this time.
|
No exemplars at this time.
|
No exemplars at this time.
|
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.