-
1gr.4.writing.doc
Center for Performance AssessmentUnwrapped, Standards-Based
Performance Assessment Template
Grade Level: 4
Targeted Content Area(s): WritingUnit Topic: Writing a
paragraph
Authors: Beverly Toth, Regina Gunter, Mike Berger
School, District, and State:
Elkhart Community Schools, Elkhart, Indiana
Phone and E-mail (Preferred, But Optional)
Assessment Title: O Paragraph, My Paragraph
Summary of the entire performance assessment: Students willlearn
to expand their knowledge of the writing process by writing awell
constructed paragraph including main ideas,
supportingfacts/details, and revising their individual
writing(s).
-
2gr.4.writing.doc
Overview of Performance Assessment: Approximately 2-3 weeksfrom
start of instruction to completion. This particular skill is
onethat crosses over content areas and can be used as
integratedinstruction.
Task 1 Using scrambled sentence strips, students will put
thesentence strips in correct order, highlighting the main idea
andsupporting details with different colored highlighters.
Task 2 Students will revise a teacher generated paragraph using
anediting checklist.
Task 3 Students will write a one-paragraph note to a
fellowstudent/classmate with either a student or teacher generated
topic.
Full Text of Standard(s) and Indicators(s) in Targeted
ContentArea:
Organization and Focus
3.4.1 Find ideas for writing stories and descriptions
inconversations with others; in books, magazines, or
schooltextbooks; or on the Internet.
3.4.2 Discuss ideas for writing, use diagrams and charts
todevelop ideas, and make a list or notebook of ideas.
3.4.3 Create single paragraphs with topic sentences and
simplesupporting facts and details.
Evaluation and Revision
3.4.6 Review, evaluate, and revise writing for meaning
andclarity.
3.4.7 Proofread ones own writing, as well as that of
others,using an editing checklist or list of rules.
-
3gr.4.writing.doc
3.4.8 Revise writing for others to read, improving the focus
andprogression of ideas.
Related Interdisciplinary Standard(s) and
Indicators(s):Paragraph writing is a skill that can cross all
content areas.
Unwrapping Content Standard(s)
Grade Level and Content Area: 4, Writing
Standard(s) and Indicators by Number:Standard 4: 3.4.1. 3.4.2,
3.4.3, 3.3.6, 3.4.7, 3.4.8
Concepts: Need to Know about _Writing A Paragraph
Ideas (for)
Stories and DescriptionsConversations with
othersBooksMagazinesGrade level textsInternet
Diagrams and Charts List/notebook of ideas Paragraph
Topic Sentences
-
4gr.4.writing.doc
Supporting Facts / DetailsMeaning and Clarity
Editing ChecklistSimple Six Rubric
:
Skills: Be Able to Do
Find (ideas)Discuss (ideas)
Use (diagrams/charts)
Make (lists/notebook(s))
Create (paragraph)
Review (writing)
Evaluate (individual writing)
Revise (improve focus and idea progression)
Topics or Context: (What you will use to teach concepts
andskillsparticular unit, lessons, activities)Teacher created
materials
Read-Aloud books
Teacher and student textbooks
Magazines
Editing checklist
-
5gr.4.writing.doc
Simple 6 Rubric handouts
-
6gr.4.writing.doc
Identifying Big Ideas fromUnwrapped Standard and Indicators
1. Formal writing requires much thinking and revision.
2. Good writing requires a main idea as well as supporting
factsand details
3. Expressing yourself well using written communication is
alifelong skill.
Essential Questions from Big Ideas toGuide Instruction and
Assessment
1. In what ways do writers communicate different kinds
ofinformation? How do writers know when to use each kind?
2. Why is written communication a necessary life-long skill?
3. Why is it important to think about what you are writing?
4. What are main ideas, supporting details, and supporting
facts?
-
7gr.4.writing.doc
Engaging Scenario Planning
Include elements of an effective Engaging Scenario:
Presents students with a challengeConnects learning to real life
Why do we need to learnthis?Conveys importance What does this mean
to the studentpersonally?Acknowledges audience Can the student
present thecompleted task to others?
Engaging Scenario (Full description):Sally, who is receiving
treatment at Rileys Childrens
Hospital, is having difficulty with her 4th grade
homeworkassignment. Her teacher asked the class to write a letter
to someonethat they knew. The letter needs to have a main idea,
supportdetails, and be written in correct paragraph form. Poor
Sally, shestruggles with writing. She has always been a poor
writer. Shedoesnt like writing. Where do I start? What do I write
about? How do I make sure my writing is correct?
As a class can we help poor Sally? Where will webegin? Your task
(should you choose to accept this challenge) andyou will, is to
write a class paragraph together that we can use as amodel
paragraph for Sally.
Task 1 Planning Guide (SQUARE Key Elements to Includein the
Design of a Standards-Based Performance Task)
-
8gr.4.writing.doc
Which STANDARD(s) and Indicators Will This Task Target?Standard
4, 3.4.3
Which Essential QUESTION Will This Task Address?What are the
main ideas, supporting facts and details?
Which UNWRAPPED Concepts and Skills Will This TaskDevelop?
Organize a paragraph using main ideas, supporting facts
anddetails.
What APPLICATION of Learning Will This Task Require? (Whatwill
the students actually do or produce in this task?)The students will
organize sentences in the correct paragraph form.
What Instruction, Information, and RESOURCES
(includingTechnology Connections and Related URLs) Will Students
NeedFirst?
Students will need exposure to models of well written
topicsentences (supporting facts and details and complete
paragraphs).Resources: newspapers, magazines, textbooks, student
work, andlibrary books.What Individual EVIDENCE of Learning Will
This Task Provide?(How will you know by the work students produce
what they havelearned relative to this task?)
-
9gr.4.writing.doc
Teacher will know if students understand correct sequence,
topicsentences, and details by evaluating their finished work.
Task 1 Complete Description (The Full Details of What
StudentsWill Do in This Task)
Using familiar read-aloud books to foster beginningmotivation in
students, choose specific paragraphs to discussmain idea and
details with students.
Pass out paragraphs copied from the same read-aloud booksto
groups of students. They will star the main idea andhighlight
details, then share their results with the class.
Students will work in pairs putting sentence strips in a
logicalorder. They will identify the main idea with a star
andhighlight the supporting facts/details.
-
10gr.4.writing.doc
Task 1 Scoring Guide
Exemplary:
All Proficient Criteria Met PLUS: Teach other classmates the
activity
Proficient:
5 sentences in the correct order
Main idea identified and correctly starred 100% of all support
details and facts are identified
Progressing:
Three out of five sentences are in correct order Identified
either main idea or support details/facts
Developing: Less than three sentences in correct order No main
idea or support details/facts are identified. Remediation Task
needs to be redone following remediation
-
11gr.4.writing.doc
Peer Evaluation (Optional) _____Self-Evaluation
_____________
Teacher Evaluation __________
Comments__________________
Task 2 Planning Guide (SQUARE Key Elements to Includein the
Design of a Standards-Based Performance Task)Which STANDARD(s) and
Indicators Will This Task Target?Standard 4 3.4.7
Which Essential QUESTION Will This Task Address?Why do writers
revise their writing(s)?Why does revision of ones writing(s) make
you a better writer?
Which UNWRAPPED Concepts and Skills Will This TaskDevelop?
Review, proofread, revise writng(s) to develop proficiency.
What APPLICATION of Learning Will This Task Require? (Whatwill
the students actually do or produce in this task?)Students will use
an editing checklist and the Simple 6 Rubric forrevision of
writing(s).What Instruction, Information, and RESOURCES
(includingTechnology Connections and Related URLs) Will Students
NeedFirst?
-
12gr.4.writing.doc
Simple 6 Rubric
Editing/proofreading checklist (ISTEP+)
Teacher generated (varying sources) paragraphs as models
Computer assisted software
What Individual EVIDENCE of Learning Will This Task Provide?(How
will you know by the work students produce what they havelearned
relative to this task?)Improved writing skills across the content
areas
Task 2 Complete Description (The Full Details of What
StudentsWill Do in This Task)
Examine both the editing checklist and Simple 6 Rubric togain
understanding of the different types ofediting/proofreading
marks/symbols.
Beginning with sentences and following with paragraphs,students
will individually and in small groups or whole classuse their
editing checklists to proofread and revise sentencesand paragraphs.
(Youre The Teacher)
For assessment purposes, students will individually correct
ateacher generated paragraph or group of sentences.
-
13gr.4.writing.doc
Task 2 Scoring Guide
Exemplary:
All Proficient Criteria Met PLUS:100% of editing errors were
revised
Proficient:
85% of editing errors were revised
Progressing:
50% of editing errors were revised
Developing:
Less than 50% of editing errors were revisedRemediation
neededTask to be redone following remediation
Peer Evaluation (Optional) _____
-
14gr.4.writing.doc
Self-Evaluation _____________
Teacher Evaluation __________
Comments__________________
Task 3 Planning Guide (SQUARE Key Elements to Includein the
Design of a Standards-Based Performance Task)Which STANDARD(s) and
Indicators Will This Task Target?Standard 4 3.4.3, 3.4.8
Which Essential QUESTION Will This Task Address?Why is written
communication a necessary lifelong skill?
Which UNWRAPPED Concepts and Skills Will This TaskDevelop?
Brainstorm (ideas) individually or with a writing partnerUse
graphic organizers, writing webs
Create a single paragraph
REP = Review, Evaluate, and Proofread
What APPLICATION of Learning Will This Task Require? (Whatwill
the students actually do or produce in this task?)Students will be
required to write a paragraph which includes allthe skills that
have been taught during this unit of instruction.
-
15gr.4.writing.doc
What Instruction, Information, and RESOURCES
(includingTechnology Connections and Related URLs) Will Students
NeedFirst?
Teacher/student generated topics to choose from
Paper/pencil
What Individual EVIDENCE of Learning Will This Task Provide?(How
will you know by the work students produce what they havelearned
relative to this task?)Students will demonstrate their
understanding of paragraph writingby producing a reviewed,
evaluated, and proofread paragraph.
Task 3 Complete Description (The Full Details of What
StudentsWill Do in This Task)This task is the final task to be
completed by the students. Theywill write a one paragraph note to
another student/classmate in theclassroom.
Before handing in this task and having it delivered to the
recipient,students will review evaluate and proofread their
individualwriting.
-
16gr.4.writing.doc
Task 3 Scoring Guide
Exemplary:
AllProficient Criteria Met PLUS more than five sentencesin
length
More than three supporting details/facts
Proficient:
Proofreading checklist used for revisions.Four to five sentences
in lengthTwo to three supporting details/factsMain idea is
statedAll sentences relate to the topic
Progressing:
At least three sentences in lengthMain idea is not clearly
stated
At least one detail/fact is evident
Proofreading checklist was not usedDeveloping:
Less than three sentencesNO supporting details/factsSticking to
topic is NOT evident
-
17gr.4.writing.doc
Peer Evaluation (Optional) _____Self-Evaluation
_____________
Teacher Evaluation __________
Comments__________________
Task 4 Planning Guide (SQUARE Key Elements to Include inthe
Design of a Standards-Based Performance Task)
Which STANDARD(s) and Indicators Will This Task Target?
Which Essential QUESTION Will This Task Address?
Which UNWRAPPED Concepts and Skills Will This TaskDevelop?
What APPLICATION of Learning Will This Task Require? (Whatwill
the students actually do or produce in this task?)
-
18gr.4.writing.doc
What Instruction, Information, and RESOURCES
(includingTechnology Connections and Related URLs) Will Students
NeedFirst?
What Individual EVIDENCE of Learning Will This Task Provide?(How
will you know by the work students produce what they havelearned
relative to this task?)Task 4 Complete Description (The Full
Details of What StudentsWill Do in This Task)
-
19gr.4.writing.doc
Task 4 Scoring Guide
Exemplary:
AllProficient Criteria Met PLUS:
Proficient:
Progressing:
-
20gr.4.writing.doc
Not Yet Meeting Standard(s) and Indicators(s):
Peer Evaluation (Optional) _____Self-Evaluation
_____________
Teacher Evaluation __________
Comments__________________
Teacher Reflections at Conclusion of Performance Assessment:
1. What Worked? What Didnt?
2. What Will I Do Differently Next Time?
3. What Student Work Samples Do I Have for Each Task?What
Scoring Guide Examples of Proficiency Do I Havefor Each Task?
-
21gr.4.writing.doc
4. What Field Notes Can I Provide for Other Teachers WhoMay Use
This Performance Assessment?
-
22gr.4.writing.doc
-
23gr.4.writing.doc
Blooms Taxonomy
Definitions Verbs that express varying levels of understanding
Appropriate responses
1. Knowledge Remembering factsVerbs: Know, define, memorize,
record, name, recognizeDescribe
________________________________.Who? What? Where? When? How?
2. Comprehension Understanding the meaningVerbs: Discuss,
relate, clarify, and explain,Retell in your own words
____________________.What is the main idea of
____________________?
3. Application Using what you know in a new situationVerbs:
Translate, interpret, demonstrate, dramatize, and practiceWhy is
__________ significant?
4. Analysis Examining specific parts of informationVerbs:
Distinguish, analyze, differentiate, solve, examineClassify _______
according to ________________.Compare and contrast _____________
and _______________.
5. Synthesis Combing ideas in a new wayVerbs: Compose, plan,
propose, formulate, arrangeWhat could you predict from ______?What
solutions would you suggest from _____________?
6. Evaluation Developing opinions, judgments, or decisionsVerbs:
Judge, appraise, evaluate, estimate, selectDo you agree with
_____?
-
24gr.4.writing.doc
Prioritize _________.What is the most important
_______________?
Performance Assessment Roles
Sample Roles for Students to Simulate
Advertising JournalistApplicant JudgeArchitect Jury MemberArtist
LawyerAthlete MusicianAutobiographer NewscasterBiographer
ParentBusiness Person PhotographerCampaign Worker
PhotojournalistCartographer PlaywrightCartoonist PoetCharacter,
Book/Movie Police OfficerChef ReporterCitizen ResearcherCoach Set
DesignerCollector Software DeveloperConsumer Speech WriterConsumer
Advocate Stock BrokerContractor StudentCurator TeacherDetective
Textbook PublisherEditor Tour GuideEngineer Travel Agent
-
25gr.4.writing.doc
Executive TutorFamous PersonFarmerInventor
Performance Assessment ProductsSample Products That Students May
Make or Produce
Advertising
CampaignAnthemAnthologiesAutobiographyBrochureBusiness
LetterBusiness PlansCommittee Board MembersConsumer
NewsletterDebateDesigns for
ExperimentsDioramaEcosystemEulogyFableFashion ShowFilm ReviewFood
Critique
-
26gr.4.writing.doc
Friendly LetterGAMEGraphsHow-To
DirectionsHyperStudioInventionsJournalsJudges DecisionLab
ReportLawyers ArgumentMapsObservation LogsPanel DiscussionPersonal
NarrativePersuasive LetterModelsMovie or short filmMuseum
ExhibitNewspaperPrequelProposalPuppet ShowQuiltReaction
PaperScrapbookSculptureShort StorySlide ShowSymphonyTall
TalesTechnical ManualTravel JournalsWebsite
-
27gr.4.writing.doc
Jasa pembuatan skripsi tesis dan disertasi serta olah data
statistic dapatmengunjungi blog
berikut:http://spss-data-analyst-experts.blogspot.comhttp://thesis-data-analysis.blogspot.com/http://pembuat-skripsi.blogspot.com/http://thesis-dissertation-writer.blogspot.com/http://proposal-tesis-disertasi.blogspot.com/
Jasa pembuatan proposal tesis ekonomi manajemen, pembangunan,
pendidikan,ilmu sosial, teknologi informasi, bahasa inggris dan
lain-lain.Jasa pembuatan proposal disertasi ekonomi manajemen,
pembangunan, pendidikan,ilmu sosial, teknologi informasi, bahasa
inggris dan lain-lainJasa pembuatan proposal tesis ekonomi
manajemen, pembangunan, pendidikan,ilmu sosial, teknologi
informasi, bahasa inggris dan lain-lainJasa pembuatan tesis s2
pendidikan, ilmu sosial, teknologi informasi, bahasa inggrisdan
lain-lainJasa pembuatan proposal tesis ekonomi manajemen,
pembangunan, pendidikan,ilmu sosial, teknologi informasi, bahasa
inggris dan lain-lainJasa pembuatan proposal disertasi ekonomi
manajemen, pembangunan, pendidikan,ilmu sosial, teknologi
informasi, bahasa inggris dan lain-lainJasa Pembuatan Skripsi dan
tesisJasa pembuatan skripsi tesis yang murah dan berkualitasJasa
pengolahan data statistik SPSS and SEMJasa Pembuatan Disertasi
ekonomi, pendidikan, teknologi informasi dan ilmu sosialJasa
pembuatan proposal tesis ekonomi manajemen, pembangunan,
pendidikan,ilmu sosial, teknologi informasi, bahasa inggris dan
lain-lain
Spss data analyst expertLow cost spss data analysis service for
thesis and dissertation
Jasa Pembuatan instrument penelitian tesis dan disertasiJasa
pengolahan data statistik SPSS and SEM