Performance Assessments:Practicing the Process

“It’s In the Bag”Review

Distribute the definitions for CCSS terms that are in the bag at your table.

Read your definition

Discuss and match the definition to the correct term on the chart…

Objectives

O Develop a deeper understanding of CCSS

performance assessment demands.

O Connect the relationship between CCSS

instructional practice and performance

tasks as integral parts of learning.

Reading Anchor Standard 1:In order to be college and career ready

students will be able to:

Read closely to determine what the text

says explicitly and to make logical

inferences from it; cite specific textual

evidence when writing or speaking to

support conclusions drawn from the text

• What does this standard expect students to know

and be able to do?

• What specific skills or proficiencies are stated or

implied in the standard?

7th Grade:

Cite several pieces of textual evidence to

support analysis of what the text says

explicitly, as well as inferences drawn from the

text.

9th & 10th Grade: Cite strong and thorough

textual evidence to support analysis of what

the text says explicitly, as well as inferences

drawn from the text.

If this standard is being assessed in December, how will I get my students to grade level proficiency?

New process of learning…New process of assessing.

Complex Text

Close Reading

Text Dependent Questions

Culminating in a writing Task that reflects proficiency

of the standards assessed

Essential Question:

How does fear impact

our life decisions?

Little Miss MuffetLittle Miss Muffet

Sat on a tuffet

Eating her curds and whey;

Along came a spider

That sat down beside her

And frightened Miss Muffet away.

Vocabulary: Do you see any words that are

barriers to understanding?Categories of vocabulary words:

Words that need less time to

learn:

These words require more time

to learn :

tuffet

curds

whey

C

O

N

T

E

X

T

N

E

E

D

S

M

E

A

N

I

N

G

Little Miss Muffet

1. Analyze the author’s choice of characters.

What is his purpose?

Miss Muffet Spider

2. What is implied about Miss Muffet from the first

two lines of the poem? Explain your answer citing

evidence from the text.

3. What can you infer from the line:

“Along came a spider and sat down beside

her”

4. Why was Miss Muffet frightened away?

Little Miss Muffet

Writing Task:

O Essential Question: How does fear impact our decisions?

What is this poem about? Use

evidence from the text, explicit or

inferred, to support your

interpretation.

Some interesting facts about Miss Muffet and her tuffet…

Mary Queen of Scots

Reflection

O How often did we reread the

text?

O Did each question require the

answers came from the text?

O Can you think of other TDQ’s?

ConnectionsThe text of Malala Yousafzai’s speech at the United Nations

In the name of God, The Most Beneficent, The Most Merciful.

Honourable UN Secretary General Mr Ban Ki-moon,

Respected President General Assembly Vuk Jeremic

Honourable UN envoy for Global education Mr Gordon Brown,

Respected elders and my dear brothers and sisters;

Today, it is an honour for me to be speaking again after a long time.

Being here with such honourable people is a great moment in my life.

I don't know where to begin my speech. I don't know what

people would be expecting me to say…

Extensions

O Now that you know some background information of the poem, return again to the idea of author’s purpose. Can a nursery rhyme influence thinking? Can a political cartoon? Song?

O Rewrite the text from the first person pov of one of the characters.

O Select an historical figure that stood up to intimidation…

As we look at student work…

O Did students cite

several pieces of textual evidence (7th)

strong and through textual evidence (9th)

to support analysis of what the text says explicitly,

as well as inferences drawn from the text?

If not, what are the implications for instructional

revision and reteaching?

Questions? Comments?