THREE COMPONENTS OF
AN SBAC ENGLISH
LANGUAGE ARTS (ELA)
PERFORMANCE TASK
Clear Lake Agenda
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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?
Entry and Exit Ticket
Disagree
Today’s learning targets
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:
I’m not
ready
yet.
Yes, I
want to
try this!
Exit One
Admit One
Agree
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.
Just because we taught it,
Doesn’t mean they caught it!!!
Just because we taught it,
Doesn’t mean they caught it!!!
For Today’s Task
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Claims—are statements of opinion
Citing evidence--require students to produce
evidence from the text.
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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.
Smarter Balanced Assessment Consortium
Claims for English Language Arts
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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 wellgrounded 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.
Overview of Reading/Writing Performance Tasks
Teacher Introduction
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The teacher begins by introducing the topic to
students. (20 minutes max)
Part One: Stimulus (Tasks)
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—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.
Part Two: Information Processing
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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.
Example Questions for Informational
Processing:
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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
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.
Part Three: Product or Performance
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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.
Sample Rubric
What instructional practices
can you build on in order for
students to be prepared for
this type of performance task
(work sample) ?
Ideas for teaching about opinion:
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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 . . .
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Pick something with social justice .
 Most
students love to have an opinion about the
fairness of an issue.
Talk with a partner at your table . .
.
“What are the instructional
implications of students directly citing
evidence from the text to support a
claim?”
Claim #1 - Students can read closely and analytically to comprehe
range of increasingly complex literary and informational texts.
3.RI.1 Ask and answer questions to demonstrate understanding o
text, referring explicitly to the text as the basis for the answers.
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Three components of an SBAC Performance Task