1. THREE COMPONENTS OF AN SBAC ENGLISH LANGUAGE ARTS (ELA) PERFORMANCE TASK

2. Clear Lake Agenda  CCSS—Who can tell me what these letters mean?  SBAC—Who can tell me what these letters mean? Overview of an CSS/SBAC timeline for implementation. Performance Assessments—what do we do now? What will change with CCSS/SBAC?  Three sections of an SBAC performance task  Breaking it into parts—what can we do in the classroom to support students with these performance assessments?  Sample tasks to support student understanding.  Discussion in grade alike groups—what can we do in our grade to support students with the expectations of these performance assessments?

3. Entry and Exit Ticket AgreeDisagreeToday’s learning targetsI’m not ready yet. Yes, I want to try this! 1.I can explain the three sections of a performance task for CCSS (SBAC). 2.I can explain what a claim is to students. Support it: 3.I can explain what citing evidence means to students. Support it: 4.I work backwards from an assessment to plan instruction for my students. Support it: Admit One Exit One

4. Performance assessments (Work Samples) have always been integral to monitor student progress. To answer the claim (broad statements of learning), “My students can write effectively,” I have students create products which demonstrate his/her knowledge or skills.

5. Just because we taught it, Doesn’t mean they caught it!!!

6. Just because we taught it, Doesn’t mean they caught it!!!

7. For Today’s Task  Claims—are statements of opinion  Citing evidence--require students to produce evidence from the text.  Quoting– never quote leave a quote by itself, always make sure the quotation builds off of or proves what was said in the sentence immediately before it.

8. Smarter Balanced Assessment Consortium

9. Claims for English Language Arts  Claim #1 - Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.  Claim #2 - Students can produce effective and well- grounded writing for a range of purposes and audiences.  Claim #3 - Students can employ effective speaking and listening skills for a range of purposes and audiences.  Claim #4 - Students can engage in research / inquiry to investigate topics, and to analyze, integrate, and present information.

10. Claims for Mathematics  Four Major Claims for SMARTER Balanced Assessment Consortium Assessments of the Common Core State Standards for Mathematics. Claim #1 Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. Claim #2 Students can solve a range of complex, well-posed problems in pure and applied mathematics, making productive use of knowledge and problem- solving strategies. Claim #3 Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. Claim #4 Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

11. Overview of Reading/Writing Performance Tasks

12. Math Performance Tasks

13. Teacher Introduction  The teacher begins by introducing the topic to students. (20 minutes max)

14. Part One: Stimulus (Tasks)  —Each grade level has a suggested number of stimuli to present to students, and this is a great place to stretch your creativity for students. Readings (narrative and informational), video clips, graphs, charts, and visuals are all open game here. There is usually a balance of audio to text at this stage of the task. Students are also expected to take notes, and they can return the notes later in the task.

15. Part Two: Information Processing  This is the second part of the performance task. There is a balance between one or two multiple choice questions and a thought provoking question that involves students to use their notes to answer well.

16. Example Questions for Informational Processing:  Use the remaining time to answer the questions below. Your answers to these questions will be scored. Also, they will help you think about the sources you’ve read, which should help you write your tall tale. You may re-read any of the materials we have used in class. 1. Based on the information in the article and the tall tale of Johnny Appleseed, Johnny Appleseed can be called an American folk hero because he A. knew how to start an apple orchard B. ate many apples when he walked the country C. planted and gave apple seeds D. used a cooking pot to gather apple seeds

17. Example Questions for Informational Processing: 2. Based on the two tall tales, what do Johnny Appleseed and Paul Bunyan have in common? A. They take good care of their farm animals. B. They are well known for helping people. C. They are physically very strong. D. They enjoy eating fruits. 3. What do the tales of Johnny Appleseed and Paul Bunyan have in common with the types of tall tales well known in other countries? Support your answer with details from the informational article and the two tall tales.

18. Part Three: Product or Performance  This is the third step of the performance task, and usually done with a break or a second day from the stimulus and information processing. With writing, students finish this task at the computer. Students have a time limit –something we are not used to in Oregon on most assessments.

19. Sample Rubric

20. What instructional practices can you build on in order for students to be prepared for this type of performance task (work sample) ?

21. Ideas for teaching about opinion:  Remember the gradual release of responsibility.  1. I do—read a paragraph/state opinion/cite text evidence to support opinion  2. We do—read paragraph together/students share opinions in pairs/ give them a claim and then let them choose one of two sentences and have them select which one supports their opinion.  3. You do – start with a paragraph, then several...  Pick something with social justice.  Most students love to have an opinion about the fairness of an issue.

22. Talk with a partner at your table... “What are the instructional implications of students directly citing evidence from the text to support a claim?”

23. Claim #1 - Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. 3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.