gr4 writingparagraph assessment

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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).

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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.

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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

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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

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Simple 6 Rubric handouts

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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?

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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)

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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?)

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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.

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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

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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?


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?

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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.

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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) _____

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Self-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?


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.

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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.

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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

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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?


What APPLICATION of Learning Will This Task Require? (Whatwill the students actually do or produce in this task?)

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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)

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Exemplary:

AllProficient Criteria Met PLUS:

Proficient:

Progressing:

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Not Yet Meeting Standard(s) and Indicators(s):



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?

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4. What Field Notes Can I Provide for Other Teachers WhoMay Use This Performance Assessment?

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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 _____?

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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

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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

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Friendly LetterGAMEGraphsHow-To DirectionsHyperStudioInventionsJournalsJudges DecisionLab ReportLawyers ArgumentMapsObservation LogsPanel DiscussionPersonal NarrativePersuasive LetterModelsMovie or short filmMuseum ExhibitNewspaperPrequelProposalPuppet ShowQuiltReaction PaperScrapbookSculptureShort StorySlide ShowSymphonyTall TalesTechnical ManualTravel JournalsWebsite

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