Common Core Standards (What this means in computer class)

Title of Performance Task: Tooth Traditions From Around the World Grade Level: 3 Task Source: Adapted from … How this task addresses the sufficient evidence for this claim: In order to complete the assessment, students must: 1. Compose, revise, and edit text 2. Write a narrative and an informational text 3. Address Purpose and Audience (setting a context and establishing a focus) 4. Organize and Develop Ideas using a structure consistent with purpose (providing overall coherence) 5. Use language effectively to provide supporting evidence/details/elaboration consist with focus 6. Apply Conventions of Standard English. 7. Demonstrate oral communication skills 8. Listen carefully to the ideas of others and integrate information from oral and written sources

Standards Assessed with this Task Writing Standards: W.3.2. Write informative/explanatory pieces (a-d) W.3.3. Write narratives (a-d) W.3.5. With guidance and support from peers and adults, strengthen writing as needed by revising and editing. W.3.6. With guidance and support from adults, use technology to produce and publish writing. Speaking and Listening Standards: SL.3.2. Identify the main ideas and supporting details of information presented graphically, visually, orally, or multi- modally. SL.3.4. Report on a topic or recount stories or experiences with appropriate facts and descriptive details. Language Standards: L.3.1. Observe conventions of grammar and usage. L.3.2. Observe conventions of capitalization, punctuation, and spelling. L.3.3. Make effective language choices. a. Use words for effect.

Description of task setting: Phase 1, individual and group work writing and revising a narrative; Phase 2, individual work with informational text Duration of the activity: Phase 1: 1 hour; Phase 2: 30 minutes; Total time: 1.5 hours (90 minutes) Operational logistics and Materials Required: Tasks can be implemented in a regular classroom with computer access. Writing Text Type: (1) Narrative, (2) Informative/explanatory

Phase 1 (1 hour) Teacher introduces the task by talking about teeth, their purpose, and how they play an important role through out humans lives. (LISTENING, 10 minutes) Teacher asks students to plan an imaginary or real story about someone losing a tooth (a narrative text with a beginning, middle, and end). (WRITING, 20 minutes). Students work alone to draft their paragraphs and may use computers available with word processing software, and e-tools (e.g., dictionary) to draft paragraphs. Students produce a draft copy to exchange with a writing partner (determined by teacher) and provide feedback on how to improve the writing. (WRITING, 10 minutes) Students use an e-form to provide peer feedback. E-forms are printed for review. Students use feedback provided to improve/revise their narratives. (WRITING, 10 minutes) Students may use computers, available word processing software, and e-tools (e.g., dictionary) to revise narrative paragraphs.

Final Draft of narrative response collected for scoring (NOTE: This summative task could also be used as a speaking task, audio recorded for scoring.) Teacher adds closure to the task by asking students to paraphrase some of the details from their stories. (LISTENING/SPREAKING, 10 minutes)

Phase 2 (30 minutes) Students do the following to complete an informative/explanatory writing task (WRITING) Students will not get back their work from phase 1, but will be reminded of what they did in phase 1 (narrative writing) and are told they will now write an informational text after listening to some information and taking notes. (30 minutes) Students may use a computer and associated technology (i.e., video, word processing software, e-tools) to complete the task. (WRITING) Students view a video file of a teacher reading aloud the text, Throw Your Tooth on the Roof: Tooth Traditions From Around the World. (LISTENING) Students use a guided notes form to write down information about each world cultural tradition. (Students can replay the video as many times as they like during phase 2 In order to complete their notes.) (Not scored) Each student will create a Venn diagram comparing his or her tradition to one world cultural tradition he or she has chosen. (Not scored) Students use notes to write an informative/explanatory two-to-four- paragraph paper to describe and compare how traditions are the same and how they are different.

Final multi-paragraph response collected for scoring Actual prompt for student Phase 1 Directions: Write an imaginary or real story telling about someone losing a tooth. Be sure to have a beginning, middle, and ending. Phase 2 Directions: Using your notes, write two to four paragraphs describing and comparing different tooth traditions. Be sure to (1) tell some things that are the same about the traditions, (2) tell some things that are different about the traditions, and (3) explain something interesting that you learned OR tell about your tooth tradition.

Title of Performance Task: Investigating Sharks Grade Level: 4 Task Source: Adapted from Karin Hess (2009) The Local Assessment Toolkit: Persuasive Writing

In order to complete the assessment, students must: 1. Compose, revise, and edit text 2. Write a text in support of an opinion/argument in response to texts read 3. Address Purpose and Audience (setting a context – topic, question(s) to be answered, and establishing a focus/opinion 4. Organize and Develop Ideas using a structure consistent with purpose (providing overall coherence 5. Provide supporting evidence/details/elaboration consist with focus/opinion 6. Use Language Effectively (including word choice, sentence variety, precise/nuanced language, domain specific language, and voice) 7. Apply Conventions of Standard English.

Standards Assessed with this Task Writing Standards W.4.1. Write opinions (a-e) W.4.4. Produce coherent and clear writing in which the organization, development, substance, and style are appropriate to task, purpose, and audience. W.4.6. With guidance and support from adults, use technology to produce and publish writing. W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (formative evidence) Language Standards L.4.1. Observe conventions of grammar and usage. L.4.2. Observe conventions of capitalization, punctuation, and spelling. L.4.3. Make effective language choices.

Description of task setting: Phase 1 and Phase 2, individual work Duration of the activity: Phase 1: minutes; Phase 2: minutes; Total time: 1-2 hours Operational logistics and Materials Required: Graphic organizers and paper for note taking/prewriting and writing; optional: use of computer to compose and edit; access to Internet to locate additional information on topic using web link provided Writing Text Type: Opinion piece Reading Texts: Informational; dictionary or glossary; could also include Internet sources

Task Summary: This task is to be completed over two phases. Phase 1, students prepare for writing by reading source materials and prewriting/planning activities. Prewriting/planning involves writing notes in graphic organizers. (Optional: students may access Internet for more information about two sharks.) Students use fact sheets to decide on a opinion as well as explore supporting and opposing reasons. [After phase 1, students will be given a break.] In phase 2, students write an opinion piece to present their choice and the reasons for it. Phase 1 (1 hour) Student reads prompt and supporting resource material: facts about sharks

Students may use Internet or other reference materials (e.g., dictionary) for additional information or to support vocabulary development Students read, take notes, and revise graphic organizer to ensure it includes: –Determination of the shark to study –Identify relevant evidence to support choice – Develop a plan for writing opinion piece –Graphic organizer (checked for completion, but not scored)

Phase 2 (1 hour) Student drafts and revises opinion piece that includes: –Introduction of topic/opinion –Body with supporting evidence –Accurate use of vocabulary, including domain- specific terms –Proper grammar and mechanics –An illustration that supports the opinion