Ulster County BOCES
Assessment Tasks
Presentation
June 1, 2015
© 2015 Learner-Centered Initiatives, Ltd.
Kingston Grade 2 ELA
Designers:
Natalie Harjes nharjes@kingstoncityschools.org
Bonnie VanKleeck bvankleeck@kingstoncityschools.org
Jonathan Hambright
jhambright@kingstoncityschools.org
© 2015 Learner-Centered Initiatives, Ltd.
Context:
This assessment takes place at the end of a unit during
which students learned about why we vote, how we vote
and about how minorities fought for and won the right to
vote.
© 2015 Learner-Centered Initiatives, Ltd.
Standards:
A Pre-post assessment model is used measure
growth in students’ ability to write an opinion
piece.
Grade 2 W.1 Write opinion pieces in which they introduce
the topic they are writing about, state an opinion, supply
reasons that support the opinion, use linking words to
connect opinions and reasons, and provide a concluding
statement.
Grade 2 L.1 Demonstrate command of the conventions of
Standard English, grammar and usage when writing or
speaking
© 2015 Learner-Centered Initiatives, Ltd.
Pre-Assessment
Post-Assessment
What is the best part of the
school day and why?
What do you think our class
should put to a vote?
In your response be sure to
include:
 A topic sentence
 Your opinion
 Two reasons to support
your opinion
 A closing statement
In your response be sure to
include:
 A topic sentence
 Your opinion
 Two reasons to support
your opinion
 A closing statement

© 2015 Learner-Centered Initiatives, Ltd.
Students will…
Students will…
Diagnostic writing task(W.2.1)
Student prompt: What is the best
part of the school day and why?
Students will provide responses on
why people vote based on prior
knowledge. Responses will be
included on a R.A.N. chart.
Teacher will…
 Use rubric to identify needs of
students
 Provide feedback to students on
their writing
Introduce a mock vote that you
think may be meaningful to the
students. They will be voting
on something. (Extra PE, Class
pet, Free Time on Friday)
RAN Chart:
Why do people vote?
Teacher models use of graphic
organizer
© 2015 Learner-Centered Initiatives, Ltd.
Before actually voting exclude a
small sub group of students
from the voting process (choose
students by shoe color or longsleeve/short sleeve shirts etc.) Do
not choose gender or race, because
these topics are the focus of the
lesson.
Students will…
Teacher will…
Students will take jot notes (graphic
organizer) determining key
information, by writing key words,
phrases or drawing pictures teacher
read text and or videos viewed.
Teacher will present nonfiction text
or media on voting:
List of possible texts:
Susan B. Anthony document
Susan B. Anthony Book
Heart on Fire fiction book
Lillian’s Right to Vote
Voting Timeline
Teacher models note taking
Student will close read a selection of
texted and take jot notes determining
important events, details and
information.
Throughout the unit students will add Collects and reviews JOT NOTE for
new learning, confirm or disclaim
accuracy and completeness
ideas and add I wonder questions.
© 2015 Learner-Centered Initiatives, Ltd.
Students will…
Teacher will…
Students will work in small groups to draw
conclusions on what would be an important
item for students to have voice in and vote on
in their school community.
Shows anchors for opinion
pieces and analyze with class
Students will write a topic sentence, state an
opinion, add supporting details, and a closing
statement to answer the question.

What is something you believe is
important that students should vote on in
their school?
Students will work collaboratively using the
rubric to assess their writing and revise prior
to handing in their work.
Models how to write an opinion
piece
Models how to self-assess using
the opinion writing rubric
Assesses final piece using
opinion writing rubric
© 2015 Learner-Centered Initiatives, Ltd.
Criteria
CCLS
4
3
2
1
0
Grade 2 W.1 Write opinion pieces in which they introduce the topic they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinions
and reasons, and provide a concluding statement.
Introduction and
Opinion
Evidence
Linking Words
Conclusion
Conventions
I clearly introduced the topic, and
then stated my opinion so my
I stated my opinion, but the
reader understands EXACTLY
I introduced and explained my
I jumped right into my opinion. topic is unclear.
 Voting is important because it opinion.
R.1-9
 I think our class should vote  I think we should pick
helps groups of people make
 Voting is important.
on…
recess
decisions.
 I think our class should vote on…
 I think our class should vote on
our classroom rules.
I did not follow the
writing prompt at all.
I used three or more reasons to
justify my opinion.
 Students would be more likely
to follow the rules.
 If everyone votes on the class
R.1-8
rules, students would be more
responsible for their actions.
 All students would have the
same opportunity to choose
rules.
I used two reasons to justify my
opinion.
I used one reason to justify my
I gave a reason, but it doesn’t
opinion.
support my opinion.
I did not write any
reasons.
I used several linking words.
• Because
• And
• also
I used linking words.
• Because
• and
I used NO linking
words.
L.3
L.6
I connected my ideas using linking
words.
• Because
• Therefore
• Since
• For example
L.3
L.6
I wrote a creative conclusion that
related to my opinion.
I wrote a concluding statement or
• Voting on classroom rules
sentences.
I wrote a concluding sentence. I tried to end my writing.
teaches us how to be
• Voting on classroom rules
• I like voting.
• The End
responsible for our own actions
would be important.
and respectful of each other’s
opinions.
Has very few convention errors
Has some convention errors, but Has more than a few
NOT enough to confuse the reader convention errors that DO
confuse the reader
© 2015 Learner-Centered Initiatives, Ltd.
I used a linking word.
• because
Has so many convention errors
that the reader is confused and
unable to understand my
writing
I did not end my
writing.
Is so short that there
is no chance to even
use conventions
Kingston Grade 8 Social Studies/ELA
Designers:
Paul Gruner, (845) 943-3941,
pgruner@kingstoncityschools.org
Erin Contrady, (845) 943-3081,
econtrady@kingstoncityschools.org
Marc Christian, (845) 331-1970,
mchrristian@kingstoncityschools.org
© 2015 Learner-Centered Initiatives, Ltd.
Context:
During the course of the unit in US History, students will
research numerous New Deal programs, decide which
ones are still in existence today, and then focus on the
Social Security Act. The students will also be required to
partake in civic action by writing a letter to a public
official asking why the government is allowed to
borrow money from Social Security and whether or not
there will be enough money for them when they reach
the age to start collecting Social Security.
© 2015 Learner-Centered Initiatives, Ltd.
The Summative Task
In U.S. History class, you have studied the origin of
the Social Security Act. You have learned what
problems caused its creation and the intention of
the Act. Today, we still have social security, but
many people feel it is in danger of becoming
bankrupt. Some legislators are considering
alternative plans. Based on your understanding of
the situation and our nation’s commitment to
attending to the needs of its citizens, write a letter
to your legislator explaining the intention of social
security, problems that exist and your opinion on
how it should be handled in the future.
© 2015 Learner-Centered Initiatives, Ltd.
Standards Assessed in the Task
W.8.1 Write arguments to support claims with clear reasons
and relevant evidence
W.8.1.A Introduce claim(s), acknowledge and distinguish the
claim(s) from alternate or opposing claims, and organize the
reasons and evidence logically.
W.8.1.B Support claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and demonstrating an
understanding of the topic or text.
W.8.1.c Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), counterclaims, reasons,
and evidence.
W.8.1.D Establish and maintain a formal style.
W.8.1.e Provide a concluding statement or section that follows
from and supports the argument presented.
RH.6-8.1 Cite specific textual evidence to support analysis of
primary and secondary sources.
S.5.K.1 Understand the nation’s values and the effects of the values
on Human Rights/Needs
© 2015 Learner-Centered Initiatives, Ltd.
Additional Standards Addressed in the Process
Standard 1, Key Idea 4
The skills of historical analysis include the ability to: explain the
significance of historical evidence; weigh the importance,
reliability, and validity of evidence; understand the concept of
multiple causation; understand the importance of changing and
competing interpretations of different historical developments.
B. understand how different experiences, beliefs, values,
traditions , and motives cause individuals and groups to
interpret historic events and issues from different perspectives
Standard 5, Key Idea 1
The study of civics, citizenship, and government involves learning
about political systems; the purposes of government and civic life; and
the differing assumptions held by people across time and place
regarding power, authority, governance, and law.
A. analyze how the values of a nation affect the guarantee of human
rights and make provisions for human needs
© 2015 Learner-Centered Initiatives, Ltd.
Students will…
•
•
Teacher will…
Read articles about Social Security
•
including the background, why it
was a significant development, how
it makes provisions for human
needs, and how it is perceived in
today’s culture.
Students will also read current event
articles about Social Security and
the government borrowing money
from the Social Security fund.
(Standard 1, Key Idea 4)
© 2015 Learner-Centered Initiatives, Ltd.
The teacher will provide both
primary and secondary
documents focused on Social
Security when it was founded
during the New Deal and how it
affects society today (these will be
current event articles) The
teacher will focus on Social
Security and facilitate a discussion
on the government borrowing
against social security.
Students will…
Teacher will…
Students will discuss the issues in small
groups and individually take a position
for their letter of advocacy on the
problems that are facing Social Security
in today’s culture. (Standard 1, Key
Idea 4)
The teacher will focus on Social
Security and facilitate a discussion on
the government borrowing against
social security.
Generate an outline for their letter of
advocacy. The outline should contain:
The teacher will present the outline
for the letter of advocacy and a
graphic organizer that can be used to
organize notes from the readings.
Draft the letter of advocacy to a public
official.
After the self-assessment and peer
review are completed, the teacher
will collect the initial draft of the
letter and provide feedback to the
student based on the requirements
and standards.
Students complete a self-assessment
using the checklist provided. They will
then go back and make changes based
on their self-assessment.
© 2015 Learner-Centered Initiatives, Ltd.
Samples of
Student
Samples
ofWork
Student Work
© 2015 Learner-Centered Initiatives, Ltd.
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© 2015 Learner-Centered Initiatives, Ltd.
© 2015 Learner-Centered Initiatives, Ltd.
Response from the Regional Commissioner
© 2015 Learner-Centered Initiatives, Ltd.
Dimensions
S.5,K.1 Understanding
Nation’s Values and the
effects of the Values on
Human Rights/Needs
Needs
Improvement
Student includes
little/no
references to
nation’s values
and Social
Security.
Developing
Meeting Standard
Mastery
Student makes proper
references to nations
values but fails to connect
the value to an effect on
human rights/needs and
Social Security
Student makes strong
connections to national
values and to an effect
on human rights/needs
and how Social
Security has effected
values and
needs/rights
Student makes a
statement about the
economic situation the
importance of social
security; makes a claim
acknowledging another
point of view.
The claim is supported
with sufficient, accurate
evidence from
documents provided in
class. The judgments
made have a clear logic
and the evidence is
directly related to the
claim.
Punctuation is almost
perfect and there is some
sentence variety. Most
sentences read smoothly.
Student makes compelling
connections to national values
and to human rights/needs
with clear explanation of how
the two are linked and how
Social Security has effect
values and needs/rights
Provides a concluding
statement or section
that follows from the
arguments presented;
asks for follow up and
action
Writes a compelling and
memorable final statement.
The student asks for explicit
follow up an action in their
conclusion.
W.8.1.A Introduce
Student begins by
claim(s), acknowledge
giving information
and distinguish the
on the topic.
claim(s) from alternate or
opposing claims
Student makes a claim
concerning the situation
with social security.
W.8.1.B Support claim(s)
with logical reasoning
and relevant evidence,
using accurate, credible
sources and
demonstrating an
understanding of the
topic or text.
Claim is supported
but lacks evidence
from the sources.
Includes evidence
from the sources
but fails to tie
evidence to claim
Claim is supported with
some accurate evidence
from the documents. The
judgments made have a
clear logic.
W8.1.D
Establish and maintain a
formal style.
There are fragments
or run-ons.
Sentences are
choppy. There are
many errors.
Punctuation is almost
perfect but some sentences
are awkward; there is little
sentence variety. There are
some errors; some these
distract the reader.
W8.1.E Provide a
Restates the
Restates the introduction
concluding statement or
introduction with and the claim. The
section that follows from no mention of
student may ask for
and supports the
specific feedback. follow up but it is not tied
argument
presented.
to the task or claim.
© 2015 Learner-Centered Initiatives, Ltd.
Student makes a compelling
statement about the economic
situation the importance of
social security. Student
acknowledges the opposing
view, stating why his claim is
stronger.
The claim is thoroughly
supported with extensive,
accurate evidence from
documents provided in class as
well as some found by the
student. The judgments made
have a clear logic and the
evidence is related to the claim
in a compelling way.
Sentences are varied, well
worded, and punctuate correctly.
The language is strong and
convincing.
Observations

Implementation





Students need a solid background in why
Social Security was needed, what it is, and
how it operates and helps people the
economy.
Current event articles about Social Security
that are accessible to middle school age
students need to be provided.
Not only an outline for the letter but graphic
organizer is needed to help students gather
and organize their thoughts to form claims.
Guiding students through the process of
reflection and revision of themselves and
their peers so they can provide meaningful
feedback.
Providing students with timely and
meaningful feedback during the writing
process.
© 2015 Learner-Centered Initiatives, Ltd.

Student Work




Students need to be guided through the
current event articles so that they
thoroughly understand the problems
with Social Security before forming a
claim.
Work needs to be done to ensure that
students form claims that directly relate
to the task.
Individualized or small group instruction
is needed to teach different aspects of
writing a formal business letter and
ensure the task is being addressed..
Students need to take more ownership
of the peer and self assessment and see
value in the process of providing
feedback and revising and not just
worrying about finishing.
Implications for Future Assessment Design
 Exemplar
assessment of Common Core shift.
 Feedback
for improved assessments.
 Comparison
point for soon to be updated Regents assessments.
 Vertical
integration of content. 11th Grade teachers can pull this
8th grade data to drive future instruction.
© 2015 Learner-Centered Initiatives, Ltd.
Monticello SCD
ELA Grade 6
Designer:
Cherise Barasch, cbarasch@k12mcsd.net
© 2015 Learner-Centered Initiatives, Ltd.
Context:
This is part of a school-wide initiative to promote
writing across the curriculum. Each subject is
required to have students write an opinion piece
based on a prompt. This prompt was revised to
make it more authentic.
An on-demand argumentative essay based on one
complex, grade-level text will be used as a
pre-assessment.
© 2015 Learner-Centered Initiatives, Ltd.
Standards:
W.6.1 Write arguments to support claims with clear reasons and
relevant evidence.
W6.1.A Introduce claim(s) and organize the reasons and evidence
clearly.
W6.1.B Support claim(s) with clear reasons and relevant evidence,
using credible sources and demonstrating an understanding of the
topic or text.
W.6.1.C Use words, phrases, and clauses to clarify the relationships
among claim(s) and reasons.
W.6.1.D Establish and maintain a formal style.
W.6.1.E Provide a concluding statement or section that follows from
the argument presented.
© 2015 Learner-Centered Initiatives, Ltd.
The Task:
A current issue that is facing schools across America is the
decision to allow students to text in class or not. Research
different perspectives on the issue; establish your own opinion
and then gather evidence that you can use to convince the
Board of Education in your district to revise the current policy.
Write a five paragraph analytical argumentative essay stating
your opinion and providing relevant textual evidence to support
your opinion. The best essays will be sent to the Board of
Education.
Guidelines:
 Introduce your claim and organize reasons and evidence
clearly
 Support claims with clear reasons and relevant evidence that
is logically organized to support your claim
 Use words, phrases and clauses to clarify the relationship
between claim(s) and reasons
 Provide a concluding statement that follows the arguments
presented.
© 2015 Learner-Centered Initiatives, Ltd.
Students will…
Teacher will…
Students will engage in a close reading
of a non- fiction, grade leveled text,
provided by the instructor.
The teacher will demonstrate how to
turn the prompt into a claim by
restating the prompt as a statement,
leaving three blank spaces for the three
sub topics that you will identify in your
reading.
Students will take notes and annotate
their thinking while they read.
Students will use their notes to form an
evidence based claim.
Students will write a five paragraph
essay (Introduction, 3 body paragraphs,
conclusion) which provides evidence
from the text read, to back up or
support their claim.
Students will use the guidelines,
aligned to the standards being assessed
to check their work.
© 2015 Learner-Centered Initiatives, Ltd.
Students will…
Teacher will…
Students will use the rubric and
anchors provided in a peer-review
session.
(Students who have difficulty with
the rubric, may be given a checklist to
follow)
After the pre assessment and before
the post assessment the teacher will
provide anchor papers from the pre
assessment to model the writing
expectations for the post assessment.
Students will use feedback and the
rubric/anchors to make revisions to
their own pre-assessment samples.
They will then reflect on what they
did to move from one level on the
rubric to the
© 2015 Learner-Centered Initiatives, Ltd.
The teacher will instruct students on
how to use the rubric to revise and
improve their writing, ensuring that
each student understands each
component of the rubric
Students will…
Teacher will…
In small groups, students will discuss
their initial opinions concerning
texting in class. They will use a
protocol to: listen carefully to their
peers’ perspectives, ask clarifying
questions, and then expand on their
peer’s reasons or disagree
respectfully and offer reasons for
their own opinions.
The teacher will give instructions on
how to take effective notes and will
model the process. HOW TO DO A
CLOSE READ OF A TEXT
Students will read number
The teacher will provide students
paragraphs in the text. They will then with articles to use in gathering
read closely, underlining key facts and evidence for their essays:
ideas that support their opinions.
Students will circle words or phrases
that need clarification.
(Students may work in small groups
to clarify vocabulary.)
© 2015 Learner-Centered Initiatives, Ltd.
Students will…
Students make marginal notes
explaining how the evidence
supports their opinions.
(Students who have difficulty with
the full article, may be given
alternative tests or chunks of text
to use in gathering evidence.)
Students will write a statement
summarizing the most important
ideas in the text.
Students will create a graphic
organizer to help them to present
the information logically.
(Students can be given a graphic
organizer
to fill out.)
© 2015 Learner-Centered Initiatives, Ltd.
Teacher will…
The teacher will check the work to
make sure each student
understands the main ideas in the
text and is gathering relevant
evidence.
The teacher will instruct students
on how to use a T Chart to create
two sides of an argument using
the evidence from the text(s)
read.
Students will…
Teacher will…
Students will prepare for to explain
their reasoning and to respond to
different perspectives in a debate by
filling in a T chart of pros and cons.
The teacher will model the
procedures for having a debate on
two sides of an argument.
Rehearsing Students will debate the
issue with a partner.
Drafting and Self-assessing
Students use their notes, and what
they learned during the debate to
draft their essays. They will use the
rubric to self-assess and to make
revisions.
The teacher will provide direct
instruction and a reference sheet to
show students how to use
transitional phrases in their writing.
Give students a model essay which
highlights the use of transitional
phrases and the effectiveness of their
use.
Students will read their peer’s essays
and select the best to send to the
Board of Ed.
The teacher will send the best essays
to the Board of Ed.
© 2015 Learner-Centered Initiatives, Ltd.
Dimensio
ns
States a
Claim
W.6.1
Organizati
on
W.6.1.A
Supports
Claims
with
Relevant
Evidence
W.6.1.B
Below Standard
Begins with
information on the
topic without
clearly stating a
claim.
Information is
relevant but
presented in
random order.
There is no clear
organizational
pattern or logical
reasoning.
Makes general
statements, loosely
supported by some
evidence from the
text; demonstrates
a partial
understanding of
the topic or text.
Approaching
Standard
Meeting
Standard
(Level 3)
Exceeding Standard
States a claim that
is somewhat
related to the task
or implies a
position on the
given issue.
Paragraphing is
used to separate
reasons and
explanations.
Clearly states a
claim, relevant
to the task.
Effectively states a
compelling claim
that is relevant to
the task.
Organizes the
reasons and
evidence in way
that clearly
supports the
author’s
opinion.
Supports claim(s)
with less than
compelling reasons
and somewhat
relevant evidence;
demonstrates a
basic
understanding of
the topic or text.
Supports
claim(s) with
clear reasons
and relevant
evidence, using
credible
sources; shows
a clear
understanding
of the topic.
Organizes the
reasons and
evidence in way
that helps the
reader to draw the
conclusions the
author wants him
to draw.
Supports claim(s)
with compelling
reasons and highly
relevant evidence,
using credible
sources shows a
deep
understanding of
the topic or text.
© 2015 Learner-Centered Initiatives, Ltd.
Use of
Transitio
ns
W.6.1.C
Formal
Style
W.6.1.D
Uses very basic
transitions such
as: then, next,
also.
Uses some words,
phrases, and
clauses to clarify
the relationship
among claim(s) and
reasons:
because, since
The style is more
appropriate for
other students
rather than the
BOE
Establishes and
maintains a formal
style and tone for
most of the essay.
Does not
Provide a
concluding
statement or
Conclusio section that
follows from the
n
W.6.1.E argument
presented.
Consistently uses a
variety of words,
phrases, and clauses
to clarify the
relationships among
claim(s) and
reasons: because,
since, and so, as a
result, therefore,
Uses sophisticated
words, phrases, and
clauses to clarify
the relationships
among claim(s) and
reasons: Therefore,
as a result,
furthermore,
consequently
Establishes and
consistently
maintains a formal
style and tone
appropriate for the
given audience.
Provides a
Provides a
concluding
concluding
statement or
statement or section
section that follows that follows from
from the argument the argument
presented.
presented.
Establishes and
maintains a formal
style which includes
author's "voice" in
the writing.
© 2015 Learner-Centered Initiatives, Ltd.
Provides a
compelling
concluding
statement or
section that follows
from the argument
presented with
possible
suggestions for
practical
applications.
Monticello CSD Algebra 2 & Trig
Accelerated 10th or 11th Grade
Designer:
Kimberly Hazen-Leonard,
khazenleonard@k12mcsd.net
© 2015 Learner-Centered Initiatives, Ltd.
Context:
This assessment is designed as a pre/post to measure growth. It is
designed to produce learning as well as measure learning. It is
embedded in the curriculum and includes formative moments as
well as opportunities for descriptive feedback during the process.
© 2015 Learner-Centered Initiatives, Ltd.
Pre-Assessment
Students will engage in a project based activity as provided by the
instructor as a list of instructions in a packet.
Students will develop their coordinates for their sine graph based
on their knowledge of circle trig and basic graphing skills. (Fill in a
provided chart/table.) (A2.CM.2, A2.A.56)
Students will display an appropriate trig curve via TI-nspire.(
A2.R.1, A2.R.3, A2.CM.2, A2.A.56)
© 2015 Learner-Centered Initiatives, Ltd.
Post Assessment Task
Students will work with a partner to record times of tides in a
selected oceanic area so that they can develop and graph their own
trig model that will represent their findings.
They will create a poster board to display their findings. Define the
coordinates as well as axes relating to a sine curve using a marker.
The exact values will be defined using dry linguini noodles and the
trig curve will be represented using string. The latter two elements
will be glued.
© 2015 Learner-Centered Initiatives, Ltd.
Students will…
Teacher will…
The students will read a provided list
of instructions in a packet as well as
fill in/answer questions that connect
specific trigonometric ideas. They
will use that information in order to
follow the instructions for
constructing the trig function project.
After the pre assessment and before
the post assessment the instructor
will post videos on Schoology that
reinforce/teach properties in
graphing trig functions. (Flipped
classroom.)
Students will pick a partner and
create the poster board. They will
define their coordinates as well as
axes relating to a sine curve using a
marker. The exact values will be
defined using dry linguini noodles
and the trig curve will be represented
using string. The latter two elements
will be glued.
Before the post assessment, the
teacher will instruct students on how
to use the rubric to reinforce the main
points for trig functions graphing as
well as applying the information.
© 2015 Learner-Centered Initiatives, Ltd.
Teacher will provide mini-lessons
in amplitude, phase shifts and
basic graphic skills conversions to
trigonometric graphing
Students will…
Teacher will…
Upon completion, switch with
another group in order to have it
reviewed.
The teacher will provide an
opportunity for peer feedback with
the rubric, in a conferencing session
(either one on one or small group).
The teacher will evaluate parts of the
processes while students are
engaged.
Finally, the students will
appropriately graph their unique trig
function using their TI-nspire and
using the rubric, check as well as
provide feedback for another group’s
poster.
The teacher will allow the students to
pick an oceanic area in order to
record times of tides so that they can
develop and graph their own trig
model that will represent their
findings.
© 2015 Learner-Centered Initiatives, Ltd.
Wappingers CSD
ELA Grade 5
Designers:
Janet Warden, janet.warden@wcsdny.org
Ann Liebergot, ann.liebergot@wcsdny.org
Theresa Stowell, Theresa.stowell@wcsdny.org
Ellen Mead, ellen.mead@wcsdny.org
Philip Gertler, Philip.gertler@wcsdny.org
Diane DiChiara, diane.dichiara@wcsdny.org
Ray Koretsky, Raymond.koretsky@wcsdny.org
James Daley, james.daley@wcsdny.org
© 2015 Learner-Centered Initiatives, Ltd.
Context:
This assessment is summative for a unit in which
students study the biographies of various
historical figures and then select ONE figure to
research.
© 2015 Learner-Centered Initiatives, Ltd.
The Task:
To answer the question, How much difference can one
person make” your class has studied the biographies of a
number of individuals who have made significant
contributions to society. Select the person whose
contribution you consider most significant and write an
opinion essay explaining why you feel this person deserves
the honor of being celebrated as a person who made a great
difference.
In your essay be sure to:
 Introduce the topic and state your opinion
 Organize your reasons to convince your audience
 Support your reasons fully with facts and details from
your research
 Use words, phrases and clauses to link reasons to your
opinion
 Provide a concluding statement that helps the reader to
understand the significance of the person’s contribution
© 2015 Learner-Centered Initiatives, Ltd.
Standards formally assessed through the task:
W.5.1: Write an opinion piece on a text/topic
that supports point of view.
a) Introduce a topic or name of a book, state
an opinion, create an organizational
structure that supports the purpose.
b) provide reasons that are supported by
facts and details and ordered logically
c) use words, phrases and clauses to link
opinions and reasons
d) provide a concluding section or statement
© 2015 Learner-Centered Initiatives, Ltd.
Other standards addressed in the process
RI 5.1 Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
RI 5.2 Determine two or more main ideas of a text and explain how
they are supported by key details; summarize the text.
RI 5.3 Explain the relationships or interactions between two or more
individuals, events, ideas or concepts in a historical text based on
specific information in the text.
W.5.5: Use guidance from peers and adults to edit writing.
LS 5.1 Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 5
topics and texts, building on others’ ideas and expressing their own
clearly.
a. Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information
known about the topic to explore ideas under discussion.
d. Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.
f. Use their experience and their knowledge of language and logic, as
well as culture, to think analytically, address problems creatively, and
advocate persuasively.
© 2015 Learner-Centered Initiatives, Ltd.
Students will…
Teacher will…
Participate in a discussion using
prompts and a protocol for quality
discussion.
Pose the essential question” “How
much of a difference can one person
really make?”
Explain to a partner how the subject
of the text made a difference and why
that difference is important.
Read a biography to the class.
Answer guided questions, using
specific quotes from the text to
support the answer
Model how to quote text accurately
to answer the guided questions.
© 2015 Learner-Centered Initiatives, Ltd.
Students will…
Teacher will…
Independently read a biography of
their choice
Provide a classroom library of
biographies and guide students in
selecting books at an appropriate
reading level.
Explain to partner how the subject of Provide guiding questions.
the text made a difference and why
Provide sentence frames to
that difference is important.
students who need them.
Take notes on different colored Postits in response to three guiding
questions (one color per question):
• What significant event in history
was this person involved with?
• How did this event impact
society?
• What challenges were overcome?
© 2015 Learner-Centered Initiatives, Ltd.
Students will…
Teacher will…
Draft their opinion pieces on google
docs and self-assess using the rubric
Teach how to edit using google
docs
Locate photos and pictorial
representations of the subject
Provide guiding questions,
checklist and rubric for peer
editing.
Participate in the peer- review
process using a protocol for
discussion with prompts:
What do you mean here?
Where is the evidence to support …?
Can you clarify …
Revise writing based on the selfassessment and the peer-review
(W5.5)
© 2015 Learner-Centered Initiatives, Ltd.
Students will…
Submit draft for feedback (W5.5)
Revise again based on rubric
feedback from the teacher (W5.5)
Teacher will…
Provide students with additional
feedback
Edit and publish an opinion piece
supporting their claim, that the
subject made a difference.
Share in an oral presentation their
published work with their peers in
their classroom (LS 5.1a, d, f)
Identify the top five opinion pieces to
be submitted to the sixth grade
teachers who will select the most
compelling essay for the cover of the
booklet
© 2015 Learner-Centered Initiatives, Ltd.
Teacher makes a book to include all
biographies. Top opinion piece is
represented on the cover.
Dimensions
Ask for Help
Good Start
Introduction
I made a
I introduced my
Introduce the
statement about opinion.
topic or text
the topic
clearly (W.5.1.a)
Organization
Provide reasons
that are
supported by
facts and details.
(W5.1.b)
Well Done
I introduced and
explained my
opinion.
I gave a reason
I gave a reason to My reasons are
that may support support my
relevant to my
my opinion.
opinion.
opinion.
The information I
provided was not
supported by text
evidence.
I gave information
from the text that
might not be
relevant.
I used accurate
details and examples
from the text to
support my opinion.
I did not explain
my reason.
I explained my
evidence in a way
that supports my
reason.
© 2015 Learner-Centered Initiatives, Ltd.
Awesome
I have an
introduction that
includes my
opinion,
background
information, and
explains the reason
for my opinion.
My reasons are
relevant to my
opinion.
I used several
accurate details,
examples, and
quotes from the text
to fully support my
opinion and explain
my reasons.
I explained my
evidence in a way
that directly supports
my reason.
Use of Language
Link ideas within
categories of
information using
words and phrases
(W.5.1.c)
I used basic
transition words
and phrases.
Ex: and, then
I used a few
transition words
or I repeated the
same transition
words
throughout.
Ex: for example,
in addition,
because, for
instance
Conclusion
W.5.1.d Provide a
concluding
statement or
section related to
the information or
explanation
presented.
I repeated my
opening
statement or
ended with
abruptly.
© 2015 Learner-Centered Initiatives, Ltd.
I wrote a
concluding
statement or
section.
I used linking
words and
phrases to
connect my
evidence from
the text to my
reason and
opinion.
Ex: According to
my research,
specifically
I wrote a
concluding
statement or
section related to
the significance
of the
individual’s
contribution.
I effectively used
a variety of
transition words
and phrases to
connect my
evidence from
the text to my
reason and
opinion.
Ex: Consequently,
hence
I wrote a
convincing and
compelling
concluding
statement or
section related to
the significance
of the
individual’s
contribution.
Perseverance
I showed little
persistence on
learning goals
and tasks.
I gave up at the
first sign of
difficulty.
© 2015 Learner-Centered Initiatives, Ltd.
I kept working
when I got
support, but
gave up it I had
to overcome an
obstacle on my
own.
I “stuck to it” and
kept working
until the task
was completed
successfully.
I did my best to
complete the
task
independently
first.
If the work
posed a
challenge I could
not overcome, I
asked for help
I then used
teacher/student
feedback to
improve my
paper.
Presentation
SL5.4 Report on a
topic or present
an opinion,
sequencing ideas
logically and using
appropriate facts
and relevant,
descriptive details
to support main
ideas or themes;
speak clearly at an
understandable
pace.
I needed teacher
support to
express my
thoughts
and opinion.
My presentation Presentation
My presentation
was illogically
followed a
was authentic,
sequenced.
logical sequence. i.e. came dressed
as an individual
My presentation I spoke clearly
or provided
was rushed and and at an
artifacts for the
difficult to hear. understandable audience.
pace.
I read directly
Presentation
from my notes.
I maintained eye followed a
contact with the logical sequence.
audience
throughout
I spoke clearly
presentation.
and at an
understandable
pace.
I maintained eye
contact with the
audience
throughout
presentation.
© 2015 Learner-Centered Initiatives, Ltd.
Wappingers CSD
Computer Applications Grade 7
Designers:
Janet Warden, janet.warden@wcsdny.org
Ann Liebergot, ann.liebergot@wcsdny.org
Theresa Stowell, Theresa.stowell@wcsdny.org
Ellen Mead, ellen.mead@wcsdny.org
Philip Gertler, Philip.gertler@wcsdny.org
Diane DiChiara, diane.dichiara@wcsdny.org
Ray Koretsky, Raymond.koretsky@wcsdny.org
James Daley, james.daley@wcsdny.org
© 2015 Learner-Centered Initiatives, Ltd.
Task:
As a thank you to Veterans in the VA Hospital at Castle Point,
your class is producing a series of comics depicting the
challenges faced by those who give service to our nation. After
researching a selected veteran, use the software program,
Comic Life, to portray at least ONE challenging or rewarding
experience related to his/her
service.
Be sure to:
 organize your information to convey the concept and
ideas clearly
 develop the topic with relevant facts, definitions, concrete
details, quotations and/or examples from your research
 Use precise language to explain the topic
 cite sources of your information
© 2015 Learner-Centered Initiatives, Ltd.
Standards formally assessed through the task:
CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to
examine a topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.7.2.b Develop the topic with relevant facts,
definitions, concrete details, quotations, or other information and
examples.
CCSS.ELA-Literacy.W.7.2.d Use precise language and domainspecific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.W.7.6 Use technology, including the Internet,
to produce and publish writing and link to and cite sources as
well as to interact and collaborate with others, including linking
to and citing sources.
© 2015 Learner-Centered Initiatives, Ltd.
Other standards
CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 7 topics, texts, and issues, building on others' ideas
and expressing their own clearly.
CCSS.ELA-Literacy.SL.7.1.a Come to discussions prepared, having read
or researched material under study; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.
CCSS.ELA-Literacy.SL.7.1.b Follow rules for collegial discussions, track
progress toward specific goals and deadlines, and define individual
roles as needed.
CCSS.ELA-Literacy.SL.7.1.c Pose questions that elicit elaboration and
respond to others' questions and comments with relevant
observations and ideas that bring the discussion back on topic as
needed.
CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers
and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on how
well purpose and audience have been addressed
CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and
reasoned judgment in a text.
© 2015 Learner-Centered Initiatives, Ltd.
Students will…
Teacher will…
Students participate in a
discussion of the essential
question, following prompts and
protocols provided.
Post the essential question:
What is the impact of the service
of veterans?
Read the article with the class and Teacher will demonstrate techniques
on how to effectively research.
practice answering guided
http://www.edudemic.com/studentquestions with accurate, relevant
search-skills/
evidence from the text.
Teacher will model how to research
accurately to answer the guided
question.
© 2015 Learner-Centered Initiatives, Ltd.
Students will…
Teacher will…
Independently access and read at
least two articles of their choice on a
famous veteran. (RH6-8.8)
Provide class time for students to
research for two articles using the
internet or school databases on a famous
veteran.
http://www.biography.com/people/grou
ps/famous-military-veterans
http://www.military.com/veteransday/famous-veterans.html
http://kidsthankavet.com/?path=famous
Create a t-chart and list one side fact
and one side opinion. Annotate the
two articles with two highlighters
(one color for fact, one for opinion).
Provide a template for the graphic
organizer and a rubric to help students to
understand the kind of information they
need to gather.
© 2015 Learner-Centered Initiatives, Ltd.
Students will…
Take notes using Inspiration 7.5
(Graphic Organizer): (W7.2 b)
• List facts: (name war/military
branch) Rank in military, years of
service, any awards/medals.
• Select quotes and explain what
they show about the person’s
character and/or experiences.
• Fill out a chart with:
Challenges faced.
Rewarding experiences.
Locate photos and pictorial
representations that show the
challenges/rewards and
accomplishments of the mission.
(W7.2b)
© 2015 Learner-Centered Initiatives, Ltd.
Teacher will…
Students will…
Teacher will…
Create Comic using the software
program, Comic Life on Famous
Veteran. (W7.2,.7.2d)
http://plasq.com/education/takecomic-life-to-school/
Demonstrate Google Classrooom
Participate in self-assessment and the
peer- review process using a protocol
for discussion with prompts.
(W7.5, SL7.1, SL7.1a)
Revise Comic based on the selfassessment and the peer-review.
© 2015 Learner-Centered Initiatives, Ltd.
Provide students with a protocol and
opportunity to peer-review
Provide students with additional
feedback.
Students will…
Edit and publish their Comic created
using Comic Life to Google Classroom.
(W.7.6)
Teacher will…
Guide students in the editing
process.
Present comics to the class
After students review the different
comics, return to the essential question.
Students use what they have learned
from the various comics as well as
from their discussion of the essential
question to write a Thank you note
and Comic to veterans at Castle Point.
After students review the different
comics, return to the essential question.
Teacher will collect thank you notes and
arrange for delivery to veterans at Castle
Point.
© 2015 Learner-Centered Initiatives, Ltd.
7th Gr Comp
1
Apps
Research
Students has
notes
Comic (First
Draft)
SelfAssessment
Comic is missing
the required
pages, pictures,
word bubbles
frames and
shadows
2
3
4
Student has notes
which center only
on person
Student wrote
detailed information
on the veteran and
selected and
organized relevant
information to
clearly convey what
it means to be a
veteran and how
service impacted
their lives using
Inspiration
Student wrote detailed
concise information on
the veteran selected
and organized relevant
information to clearly
convey what it means to
be a veteran and how
service impacted their
lives using Inspiration
Comic has almost
all of required
pages, pictures,
word bubbles
frames and
shadows
Comic has the
required pages,
pictures, word
bubbles frames and
shadows
Comic has more than
the required pages,
pictures, word bubbles
frames and shadows
© 2015 Learner-Centered Initiatives, Ltd.
Peer Review
Perseverance
Presentation
Comic is missing
some of the
required pages,
pictures, word
bubbles frames
and shadows
and missing
information on
veteran and the
essential
question
I became
frustrated and
gave up when
the task
became difficult
Comic has almost
all of required
pages, pictures,
word bubbles
frames and
shadows with
most of the
information on
veteran and the
essential question
Comic has the
required pages,
pictures, word
bubbles frames and
shadows with
detailed, concise
information on the
veteran that
answered the
essential question
Comic has more than
the required pages,
pictures, word bubbles
frames and shadows
with detailed, concise
information on the
veteran that answered
the essential question
I continued
working with
support.
I continued working
until the task was
successful. I only
asked for help if I
really needed it.
I needed
teacher support
to express my
thoughts or
opinion.
My presentation
was illogically
sequenced.
It was rushed and
difficult to hear. I
read from my
notes or Comic.
Presentation
followed a logical
sequence.
I spoke clearly and
at understandable
pace. I maintained
eye contact.
I did my best to
complete the task
independently. I used
feedback from my peers
or teacher only to
improve my work.
Presentation followed a
logical sequence.
I spoke clearly and at
understandable pace. I
maintained eye contact.
I provided additional
anecdotal information
© 2015 Learner-Centered Initiatives, Ltd.
Rubric for Formative Feedback and Summative Evaluation
1
2
3
4
The writer
conveyed ideas
and
information
about a subject in
a
well-structured
text. Sometimes
she incorporated
arguments,
explanations,
stories, or
procedural
passages.
The writer
brought together
ideas and
information about
a subject in a text
that develops a
subtopic and/or
an idea. He
incorporated a
variety of text
structures as
needed, including
argument,
explanation,
narrative, and
procedural
passages.
The writer
discussed key
concepts
within a topic and
made it
clear why these
concepts are
important. She
provided
examples with
relevant
information,
using
a variety of text
structures
and formatting,
as needed, to
make concepts
and information
compelling and
accessible.
The writer
discussed
complex
concepts,
presenting facts
and
information in an
engaging
manner, teaching
the reader
significant
concepts and
information. The
writer conveyed
the sources of the
information
and analyzed
them when
relevant.
Dimensions
CCSS.ELALiteracy.W.7.2
Write
informative/explan
atory texts to
examine a topic
and convey ideas,
concepts, and
information
through the
selection,
organization, and
analysis of relevant
content.
© 2015 Learner-Centered Initiatives, Ltd.
Rubric for Formative Feedback and Summative Evaluation
1
Dimensions
CCSS.ELALiteracy.W.7.2.b
Develop the topic
with relevant facts,
definitions,
concrete details,
quotations, or
other information
and examples.
The writer
develops a topic
about a subject in
a text. Sometimes
with facts,
definitions,
details,
quotations, or
other information
and examples.
© 2015 Learner-Centered Initiatives, Ltd.
2
The writer
develops a topic
about a subject in
a
well-structured
text. Sometimes
with facts,
definitions,
details,
quotations, or
other information
and examples.
3
The writer
develops a topic
about a subject in
a
well-structured
text. Includes
relevant facts,
definitions,
concrete details,
quotations, or
other information
and examples.
4
The writer
develops a topic
about a subject in
a
well-structured
text. That contains
relevant facts,
definitions,
concrete details,
quotations, or
other information
and examples.
Ex. During the
Olympics, I tore
Hitler’s swastika
flag off the Reich
Chancellery. I
thought, “Boy,
what a souvenir.”
Zamperini ran in
the 1936 Olympics
in Berlin before
WW II.
Rubric for Formative Feedback and Summative Evaluation
Dimensions
CCSS.ELALiteracy.W.7.2.d
Use precise
language and
domain-specific
vocabulary to
inform about or
explain the topic.
1
2
3
4
The writer uses
vague language
and vocabulary
that is not
evidence based
or text specific to
inform about or
explain the topic.
The writer uses
some language
and vocabulary
that is evidence
based or text
specific to inform
about or explain
the topic.
The writer uses
specific language
and vocabulary
that is evidence
based or text
specific to inform
about or explain
the topic.
The writer uses
precise language
and vocabulary
that is evidence
based or text
specific to inform
about or explain
the topic.
Ex. Voc: Navy
Cross,
Distinguished
Service, Silver
Star, Korean War,
World War II,
Veteran. Honor.
© 2015 Learner-Centered Initiatives, Ltd.
Rubric for Formative Feedback and Summative Evaluation
Dimensions
1
2
3
4
CCSS.ELALiteracy.W.7.6
Use technology,
including the
Internet, to
produce and
publish writing
and link to and cite
sources as well as
to interact and
collaborate with
others, including
linking to and
citing sources.
Use technology,
including the
Internet, to
produce and
publish writing. Is
missing links and
citing of sources.
Limited
interaction and
collaboration
with others. Does
not including
linking to and
citing sources.
Use technology,
including the
Internet, to
produce and
publish writing.
Contains more
links and citing of
sources. Some
interaction and
collaboration
with others.
Increased citing
of links and
sources.
Use technology,
including the
Internet, to
produce and
publish writing.
Contains
significant links
and citing of
sources
Interaction and
collaboration
with others is
evident, as is
citing of links and
sources.
Use technology,
including the
Internet, to
produce and
publish writing
and link to and
cite sources as
well as to interact
and collaborate
with others,
including linking
to and citing
sources.
© 2015 Learner-Centered Initiatives, Ltd.
Highland CSD
Interdisciplinary Assessment Grade 10
Designers:
Assistant Superintendent and High School Principal with
tenth grade teachers in the Core Content Areas: ELA,
science, social studies and math
Sarah Dudley-Lemek, SDudley@highland-k12.org
Peter Harris, pharris@highland-k12.org
Shawna Sylvestre, ssylvestre@highland-k12.org
Stephanie Santagada, swells@highland-k12.org
Corey Miller, cmiller@highland-k12.org
Dan Lynn, dlynn@highland-k12.org
© 2015 Learner-Centered Initiatives, Ltd.
It all started with a book . . .
© 2015 Learner-Centered Initiatives, Ltd.
. . . And a new district vision
© 2015 Learner-Centered Initiatives, Ltd.
The Big Question
How to create a cross-curricular
assessment that would reduce the amount
of testing, both pre and post, while
engaging our students in an authentic,
rigorous, inquiry/project based learning
experience?
( . . . That just might provide a new model for assessment in our
school.)
© 2015 Learner-Centered Initiatives, Ltd.
The Struggle
 How
to incorporate all 4 core content areas?
 Where does the book fit in? What lesson(s) do we want students
to learn from the book?
 What should the “baseline assessment” look like? Who will
administer and score it?
 How do we create a summative assessment that incorporates
our district vision but is manageable in the context of other state
assessments and curriculum as well as the diverse schedules of
10th graders?
 How will we translate the rich conversations and work that we
did this year to the faculty when we introduce the initiative to
them? Can this shift the culture of assessment in our building?
© 2015 Learner-Centered Initiatives, Ltd.
Pre-Assessment Task
The HHS Wall is looking for articles on the topic: How do we
balance the greater good with individual rights?, Read the two
or three texts provided by the teacher. Then write an essay stating
your opinion, and give specific reasons, based on evidence from the
texts.
To be considered for publication, you need to follow the guidelines below






Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims,
create an organization that establishes clear relationships among claim(s),
counterclaims, reasons, and evidence
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing
out the strengths and limitations of both in a manner that anticipates the audience's
knowledge level and concerns
Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and counterclaims
Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the
argument presented.
© 2015 Learner-Centered Initiatives, Ltd.
Post Assessment Task
How do we balance the greater good with individual rights?
You have recently researched various advances in society that bring in
to question the balance between the greater collective good and
individual rights. You have been asked to present your research at a
forum for members of the community. You can use a variety of modes
to convey your message including: Power Point Presentations, charts,
videos, Prezi, etc.
Every presenter should follow the guidelines below
 Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims,

Create an organization that establishes clear relationships among claim(s),
counterclaims, reasons, and evidence

Develop claim(s) and counterclaims fairly, supplying evidence for each while
pointing out the strengths and limitations of both in a manner that anticipates the
audience's knowledge level and concerns

Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and counterclaims

Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the
argument presented.
© 2015 Learner-Centered Initiatives, Ltd.
Possible Topics:









Should the government collect phone/email data?
Should biopsy tissue samples become open source to
all research with or without consent if it is peculiar
tissue?
Should one’s genome be used in data-based medical
research?
Is deceit acceptable if we will ultimately grow from
it?
Is the Patriot Act constitutional?
Was the use of the Atomic Bomb justified in WW!!?
Should we move toward a flat tax structure
Should education be funded through Real Estate
Taxes
Should teenagers be able to opt out of life-saving
medical treatment?
© 2015 Learner-Centered Initiatives, Ltd.
Standards formally assessed:
W.9-10.1 Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and
relevant and sufficient evidence.
W.9-10.1.A Introduce precise claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization that establishes
clear relationships among claim(s), counterclaims, reasons, and evidence.
W.9-10.1.B Develop claim(s) and counterclaims fairly, supplying evidence
for each while pointing out the strengths and limitations of both in a
manner that anticipates the audience's knowledge level and concerns.
W.9-10.1.C Use words, phrases, and clauses to link the major sections of
the text, create cohesion, and clarify the relationships between claim(s)
and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
W.9-10.1.D Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they are
writing.
W.9-10.1.E Provide a concluding statement or section that follows from
and supports the argument presented.
© 2015 Learner-Centered Initiatives, Ltd.
Standards addressed, continued:
W.9-10.7 Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the
subject under investigation.
W.9-10.8 Gather relevant information from multiple authoritative print
and digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
W.9-10.5 Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what
is most significant for a specific purpose and audience.
W.9-10.6 Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technology's capacity to link to other information and to display
information flexibly and dynamically.
© 2015 Learner-Centered Initiatives, Ltd.
Students will…
Teacher will…
Pre-Assessment/Articulating Expectations
The teacher scores the preStudents read four texts provided on the
assessment tasks and puts
essential question and use evidence from at
copies aside.
least two texts to complete the pre-assessment
essay in class. They use the rubric to guide their
note-taking and writing
Students use the anchors to assess their own
work; they select one or two aspects of the
rubric as a focus and use Post-Its to show
revisions they would make to move up a level on
the rubric.
The teacher then will select
samples from the preassessment essays to use as
anchors to help students to
understand the rubric.
Students then write a statement explaining
what they need to remember in order to achieve
the higher level on the rubric in the future.
(Example: In order to achieve a level three on
the rubric, I need to refer to more specific
evidence from the text, including graphs,
statistics and charts.)
The teachers determine
which skills need particular
attention within the unit as
well as which students
need specific supports.
© 2015 Learner-Centered Initiatives, Ltd.
Students will…
Students write a paragraph supporting
ONE reason with evidence from two or
more texts read so far.
They share their paragraphs or notes in
small groups and determine which
argument is the strongest based on the
evidence provided.
Effective Use of Evidence
Students reflect on the evidence they
selected and how well they related it to
their reason. (For example: I did not
include the statistics that some of my
group members used; I could explain my
evidence more fully instead of just
copying statements from the text. I
paraphrased but the way J used the quote
about _____ was more effective)
© 2015 Learner-Centered Initiatives, Ltd.
Teacher will…
The teacher provides students with a
sample paragraph and helps them to
assess the effectiveness of the use of
evidence.
The teacher has students share the
paragraph that the group felt was
most effective, highlights what is
effective and suggests ways in which
it could be improved.
Students will…
Teacher will…
Arguments/ Counter Arguments
Teachers model how to craft arguments
and counter arguments.
Students read articles provided and
fill in a chart
 What is the author’s perspective?
 What rhetorical forms does the
author use to convince his/her
audience? (pathos, ethos, logos)
 What is your perspective?
 What other perspectives should
you consider?
© 2015 Learner-Centered Initiatives, Ltd.
The teachers provide relevant texts that
provide sufficient information for
students to explore different
perspectives.
Students will…
Teacher will…
Students are paired. Each one is given a
different perspective to consider. The
students fill in the chart, with the
assigned perspective in mind.
Subject:
Teachers walk around the room
and check student understanding
of the topics and ability to use
persuasive language effectively.
For example: The subject might be
Obamacare.
The perspectives might be an elderly
person living on social security and a
thirty year old with a new career.
Students debate the topic, from the
assigned perspective and then fill in the
chart using what they learned from their
partner’s perspective.
Subjectivity Vs. Objectivity
Students look at their own arguments
and turn and talk to a partner about
which ones are objective and which are
© 2015 Learner-Centered
subjective
and why. Initiatives, Ltd.
The teacher explains the terms
and provides examples of
subjective and objective
statements.
Students will…
Teacher will…
Peer Review
Students use the rubric to peerassess each other’s arguments.
Students hand in their papers and
then use the teacher feedback to
design the presentations for the
Forum on Identity
The teacher provides a protocol for
peer review and rubrics.
© 2015 Learner-Centered Initiatives, Ltd.
The teacher confers with students to
discuss ways to make their
demonstrations most effective.
Dimensions
W.9-10.1.A
Introduce precise
claim(s),
distinguish the
claim(s) from
alternate or
opposing claims,
and
Ask for Help
Introduces the
topic or
presents an
opinion.
I am opposed to
the Patriot Act.
The Patriot Act
was created
because of
terrorism.
© 2015 Learner-Centered Initiatives, Ltd.
Good Start
Well Done
Introduces
Introduces
precise claim(s) precise claim(s),
distinguish the
claim(s) from
alternate or
opposing claims
The Patriot Act
is
unconstitutional
because it
violates our
rights.
Although many
believe that the
Patriot Act is
necessary to
protect our
national
security, it has
violated the First
Amendment
right which
protects freedom
of assembly.
Awesome
Introduces
precise claim(s),
distinguish the
claim(s) from
alternate or
opposing claims
in a way that
engages the
audience.
W.9-10.1.A
create an
organization that
establishes clear
relationships
among claim(s),
counterclaims,
reasons, and
evidence.
I presented a
series of
statements
which were
loosely
related.
W.9-10.1.C Use
words, phrases,
and clauses to
link the major
sections of the
text, create
cohesion, and
clarify the
relationships
between claim(s)
and reasons,
between reasons
and evidence, and
between claim(s)
& counterclaims.
© 2015 Learner-Centered Initiatives, Ltd.
I presented
the
information in
a logical order,
but I did not
use transition
words and
phrases
(nevertheless,
furthermore,
in addition) to
show the
relationships.
I established a
clear
relationship
between
claims,
reasons and
evidence. I
organized my
claims and
counterclaims
in a logical
way that helps
the reader to
understand
my
perspective.
I wrote a
coherent essay
that convinces
and moves the
audience to
action.
W.9-10.1.B
Develop
claim(s) and
counterclaims
fairly, supplying
evidence for
each while
pointing out the
strengths and
limitations of
both in a
manner that
anticipates the
audience's
knowledge level
and concerns.
I gave general
or subjective
reasons to
support my
opinion. I used
little or no
evidence from
the text to
support my
reasons.
© 2015 Learner-Centered Initiatives, Ltd.
I presented
reasons to
support my
opinion.
I supported
my reasons
with accurate,
relevant
evidence from
at least two
sources.
I presented at
least two
perspectives. I
used accurate,
relevant
evidence from
a variety of
sources to
explain the
strengths and
limitations in
both sides.
I presented my
information in
ways that
enabled other
students to
understand my
perspective.
I presented at
least two
perspectives. I
provided
documentation
to fully explain
the strengths
and limitations
in both sides. I
presented my
information in
ways that
would
convince a
given audience.
W.9-10.1.D
Establish and
maintain a formal
style and
objective tone
while attending to
the norms and
conventions of the
discipline in
which they are
writing.
I handed in my
paper without
reading it over
or asking for
support.
© 2015 Learner-Centered Initiatives, Ltd.
I used clear
language to
explain my
reasons.
I cited sources
inconsistently or
had some errors
in the citations.
I used first
person.
I edited for basic
grammar and
usage errors.
I used some
precise language
and literary
techniques to
convince my
audience.
I maintained
third person
point of view.
I cited sources
accurately and
correctly.
I edited for
correct
grammar, usage
and punctuation.
I intentionally
and consistently
selected words,
phrases,
sentence
structure and
literary
techniques to
convince my
audience.
I maintained
third person
point of view.
I cited sources
accurately and
correctly
I edited for
correct
grammar, usage
and punctuation.
W.9-10.1.E
Provide a
concluding
statement or
section that
follows from
and supports
the argument
presented.
I restated my
introduction.
I wrote a
conclusion
that
I made a
summarizes
statement that my main
does not
points.
represent
what my essay
presents.
© 2015 Learner-Centered Initiatives, Ltd.
I wrote a
conclusion
that ties
together the
main points of
my argument
and leaves the
audience with
a clear
understanding
of my position.
I wrote a
conclusion
that ties
together the
main points of
the essay in a
way that
inspires the
audience to
think more
deeply about
the topic and
to reconsider
their own
ideas.
Roundout Valley CSD Grade 7 LOTE
Designers:
Elizabeth Turner, Area Chair K-12 eturner@rondout.k12.ny.us
Patricia Long, French Teacher mmelong73@gmail.com
© 2015 Learner-Centered Initiatives, Ltd.
Context:
This authentic assessment, adaptable for any 7thgrade LOTE (now World Language) classroom, is
intended to be delivered over the course of several
weeks in the spring of the 7th-grade year. It aims to
build students’ skills in listening, speaking, reading,
and writing for providing and acquiring
information (New York LOTE [World Language]
Standard 1) through an engaging, creative process.
In addition, students will be expected to
incorporate “some key cultural traits” of Frenchspeaking cultures through appropriate use of forms
of polite address in public forums.
© 2015 Learner-Centered Initiatives, Ltd.
The original task:
Students create an information-rich, interactive product from the list
suggested or propose a product of their own:

A cross-cultural children’s book in French with photos; read this to an
elementary class in the district. One group of 4 showed interest in this
option, but it may be dismissed.

a board or electronic game in French for 2-4 players where they will ask/
answer questions to move ahead. Recruit friends and classmates to play.

an electronic “survival guide” in French to some aspect of life in NYS;
present to other French classes or post on the district website. Students
chose not to do this option.

a French-language website and guide for the classroom. Answer
questions from student users.

an electronic welcome packet in French for students just arriving in the
U.S. who speak little/no English. Tell them what they will need to know
for the first day of school. Be prepared to act as a tour guide. Students
chose not to do this option.

an interactive map in French of the school or town to post on the website.
Answer questions from users. One student felt this was “too close to
home” and posed a potential safety issue to individuals. Other agreed.

an interactive guide in French to leisure activities or sports in your school
or town to post on the website. Answer questions from users. (This
option was dismissed for the same reason as noted above.)
© 2015 Learner-Centered Initiatives, Ltd.
The Task Designed by the Students
In groups of four, students will create four online thematic presentation and practice
modules which demonstrate their abilities in
communication skills in French, as they end
their first year of NY LOTE (World Language)
Checkpoint A.
Students will create four theme-based videorecorded skits.
© 2015 Learner-Centered Initiatives, Ltd.
Standards Assessed by the Task
New York LOTE (World Languages)Standards to be
assessed (Modern Languages)
Standard 1 – Communication Skills, Checkpoint A
1.1 & 1.2






Listening for providing information
Listening for acquiring information
Speaking for providing information
Speaking for acquiring information
Reading to acquire information
Writing to provide information
Standard 2 – Cultural Understanding, Checkpoint A
 Use some key cultural traits of French
o tu vs vous
o forms of courtesy
© 2015 Learner-Centered Initiatives, Ltd.
Students will…
Teacher will…



Choose an information-rich,
interactive product from the
list suggested or propose a
product to create
Review “pre-requisite
knowledge” topics,
vocabulary and structures;
incorporate this into the
product; increase facility in
using these in French via
Listening, Speaking, Reading
and Writing




© 2015 Learner-Centered Initiatives, Ltd.
Provide students with a list of
products from which students may
choose. (Students may also suggest
other products;
Provide students with rubrics at the
outset so that students know the
expectations and standards
The teacher will establish a pretest of
skills already learned as well as a new
vocabulary list . Students will be
assessed at the end of the project
using the same criteria.
Ensure that students have had access
to instruction on the pre-requisite
knowledge (vocabulary
topics/themes; grammatical
structures; skills)
Provide resources for students to use
to review the pre-requisite knowledge
Students will…
Teacher will…





Collaborate with teammates
assigned by the teacher to create
the product
Students will keep a folder or
binder of their work and self
assessments, off and or on-line.
Student will self evaluate inprogress and at the end assess the
final project and their part(s) in it.
Provide support and feedback to
teammates and/or classmates
during product creation



© 2015 Learner-Centered Initiatives, Ltd.
The teacher will offer an on-line
questionnaire for students to give
their opinions and preferences
and own their areas of strength.
The teacher will provide a check
list of language tasks to
accomplish.
Provide feedback and formative
assessment to students as they
work to complete their product
The teacher will ask a different
student every day to monitor
individual’s attention to task.
Students will…
Teacher will…

With other students and/or the
teacher, freely engage in role-play
based on the product under
creation to practice speaking and
listening skills


Students will activate the product 
on-line by May 10, 2015.
Be prepared to use product in a
real-world fashion, e.g. by
answering questions from users via
the website



Self-assess. Chart progress on
skills assessed by the rubrics
© 2015 Learner-Centered Initiatives, Ltd.
Provide feedback and formative
assessment to students as they
work to complete their product
Collaborate with the District and
Technology Department in posting
the students’ products on the
district website. Make
arrangements for other real-world
forums at which students may
present
The teacher will serve as coach and
cameraman.
Spoken production
during use of the
product
Language is only
comprehensible at times.
Vocabulary & structures
have not been learned.
Grammatical structures
are not used effectively.
Student does not attempt
to self-correct. Student
gives up in the face of
difficulties in
communicating.
Language is
comprehensible to a
known speaker (teacher or
peer) but may be difficult
for a native speaker.
Vocabulary is limited.
Many statements or
questions are
grammatically incorrect.
Student seldom selfcorrects.
Language is
comprehensible to a
native speaker and
vocabulary is adequate.
Not all statements or
questions are
grammatically correct,
but student attempts to
self-correct. Student
persists in striving for
mutual understanding.
Student demonstrates
little understanding of
spoken French.
Responses to questions
and statements are
generally off-the-mark
or inappropriate. The
student gives up on
conversing.
Language is
comprehensible to a
native speaker and new
vocabulary or structures
are used. Statements
and questions are
mostly grammatically
correct; student selfcorrects with success.
Student achieves
mutual understanding
and persists through
difficulties.
Student struggles to
Student shows
Student demonstrates
understand French spoken comprehension of
that s/he comprehends
by teacher; some
speech in French by
French. A few requests
responses to questions and peers through
for repetition or
statements may be
appropriate responses to clarification are made,
inappropriate or off-thequestions and
but the conversation
mark. The student asks for statements. The student mostly flows smoothly.
repetition or clarification
may ask for repetition
many times or repeatedly. or clarification at times.
Listening
comprehension
during use of the
product
Writing skills
demonstrated
through the product
design
Written language is
difficult to understand
for peers and/or teacher.
Vocabulary or structures
are misused or errors
interfere with
comprehensibility.
Student does not attempt
to self-correct. Student
gives up in the face of
difficulties.
Written language is
comprehensible to peers
and teacher; vocabulary
and structures are limited.
Errors are common;
student’s attempts to selfcorrect have limited
success. The end result
may not be
comprehensible to a native
speaker.
Written language is
comprehensible to a
native speaker and
vocabulary is adequate.
Not all statements or
questions are
grammatically correct,
but student attempts to
self-correct, generally
successfully. Student
persists in striving for
comprehensibility.
© 2015 Learner-Centered Initiatives, Ltd.
Written language is
comprehensible to a
native speaker and new
vocabulary or structures
are attempted. Almost
all statements and
questions are
grammatically correct;
student self-corrects
with success. Student
persists through
difficulties.
Cultural information
or approaches
embedded in the
product
Creativity in design
Little understanding
of the nature of
culturally appropriate
speech is
demonstrated. vous
is never used. No
attempt at using
forms of politeness is
made.
French language
production may not
reflect cultural
appropriateness
consistently in written
and/or spoken
modalities. Student
may not use vous
properly, or is
inconsistent. Student
seldom uses
appropriate forms of
politeness.
The final product is
Student creates a
unfinished or does
product which may
not serve to help
be used by peers to
peers practice French. practice French. The
product imitates
existing products; its
design lacks
creativity. The
product is not
appropriate for use by
native French
speakers.
© 2015 Learner-Centered Initiatives, Ltd.
French language
production is
culturally appropriate
in both written and
spoken modes.
Student employs tu
and vous properly,
and attempts to use
the correct verb form.
Student uses
appropriate forms of
politeness.
French language
production is
sensitive to native
French speakers’
cultural viewpoint.
Student consistently
employs the correct
forms of verbs and tu
and vous, as well as
phrases of courtesy.
Student creates an
interactive product
aspect which is
engaging to peers
&/or appropriate for
use by a native
speaker. This product
may depend upon
existing products for
conceptualization, but
is useful to others in
learning French.
Student creates an
entirely new or
separate and dynamic
aspect of the group
product which draws
the user in and
engages him/her. The
product is both fun
and useful, to both
students of French
and native speakers.
Collaboration with
others during
product
development
Student often
refuses to provide
support, assistance
or coaching to
classmates, perhaps
working with only
one partner. Student
makes no
suggestions for
improvements in
either the product or
language. Student
resists serving as a
practice partner.
Student provides
limited support,
assistance, or
coaching to peers;
this may be limited
to one or two
friends in the class.
Student makes few
suggestions for
improvements of
either product
design or language.
Student limits
interactions and
practice to a few
friends’ products.
© 2015 Learner-Centered Initiatives, Ltd.
Student assists,
supports, and
coaches peers
during product
development,
providing feedback
aimed to improve
the product or make
necessary
corrections. Student
interacts with
friends’ or peers’
product to “play”
the game or serves
as “native speaker”
for the purpose of
practice.
Student seeks out
opportunities to
support or coach
peers during product
development,
initiating feedback
aimed to help peers
improve both the
product design and
language
production. Student
consistently makes
him/ herself
available to serve as
a participant for the
purpose of practice
with all classmates.
mon Projet de français 7
This is the place where we put stuff while we're working on our project.
on our pilot project.
© 2015 Learner-Centered Initiatives, Ltd.