+ 4 samples of performance task
*Grades K-1
Text Exemplars (PDF)
Sample Performance Tasks for Stories and Poetry
- Students (with prompting and support from the teacher) describe the relationship between key events of the overall story of Little Bear by Else Holmelund Minarik to the corresponding scenes illustrated by Maurice Sendak. [RL.K.7]
- Students retell Arnold Lobel’s Frog and Toad Together while demonstrating their understanding of a central message or lesson of the story (e.g., how friends are able to solve problems together or how hard work pays off). [RL.1.2]
- Students (with prompting and support from the teacher) compare and contrast the adventures and experiences of the owl in Arnold Lobel’s Owl at Home to those of the owl in Edward Lear’s poem “The Owl and the Pussycat.” [RL.K.9]
- Students read two texts on the topic of pancakes (Tomie DePaola’s Pancakes for Breakfast and Christina Rossetti’s “Mix a Pancake”) and distinguish between the text that is a storybook and the text that is a poem. [RL.K.5]
- After listening to L. Frank Baum’s The Wonderful Wizard of Oz, students describe the characters of Dorothy, Auntie Em, and Uncle Henry, the setting of Kansan prairie, and major events such as the arrival of the cyclone. [RL.1.3]
- Students (with prompting and support from the teacher) when listening to Laura Ingalls Wilder’s Little House in the Big Woods ask questions about the events that occur (such as the encounter with the bear) and answer by offering key details drawn from the text. [RL.1.1]
- Students identify the points at which different characters are telling the story in the Finn Family Moomintroll by Tove Jansson. [RL.1.6]
- Students identify words and phrases within Molly Bang’s The Paper Crane that appeal to the senses and suggest the feelings of happiness experienced by the owner of the restaurant (e.g., clapped, played, loved, overjoyed). [RL.1.4]
Sample Performance Tasks for Informational Texts
- Students identify the reasons Clyde Robert Bulla gives in his book A Tree Is a Plant in support of his point about the function of roots in germination. [RI.1.8]
- Students identify Edith Thacher Hurd as the author of Starfish and Robin Brickman as the illustrator of the text and define the role and materials eachcontributes to the text. [RI.K.6]
- Students (with prompting and support from the teacher) read “Garden Helpers” in National Geographic Young Explorers and demonstrate their understanding ofthe main idea of the text—not all bugs are bad—by retelling key details. [RI.K.2]
- After listening to Gail Gibbons’ Fire! Fire!, students ask questions about how firefighters respond to a fire and answer using key details from the text. [RI.1.1]
- Students locate key facts or information in Claire Llewellyn’s Earthworms by using various text features (headings, table of contents, glossary) found in the text. [RI.1.5]
- Students ask and answer questions about animals (e.g., hyena, alligator, platypus, scorpion) they encounter in Steve Jenkins and Robin Page’s What Do You Do With a Tail Like This? [RI.K.4]
- Students use the illustrations along with textual details in Wendy Pfeffer’s From Seed to Pumpkin to describe the key idea of how a pumpkin grows. [RI.1.7]
- Students (with prompting and support from the teacher) describe the connection between drag and flying in Fran Hodgkins and True Kelley’s How People Learned to Fly by performing the “arm spinning” experiment described in the text. [RI.K.3]
*Grades 2-3
Text Exemplars (PDF)
Sample Performance Tasks for Stories and Poetry
- Students ask and answer questions regarding the plot of Patricia MacLachlan’s Sarah, Plain and Tall, explicitly referring to the book to form the basis for theiranswers. [RL.3.1]
- Students explain how Mark Teague’s illustrations contribute to what is conveyed in Cynthia Rylant’s Poppleton in Winter to create the mood and emphasize aspects of characters and setting in the story. [RL.3.7]
- Students read fables and folktales from diverse cultures that represent various origin tales, such as Rudyard Kipling’s “How the Camel Got His Hump” and Natalie Babbitt’s The Search for Delicious, and paraphrase their central message, lesson, or moral. [RL.2.2]
- Students describe the overall story structure of The Thirteen Clocks by James Thurber, describing how the interactions of the characters of the Duke and Princess Saralinda introduce the beginning of the story and how the suspenseful plot comes to an end. [RL.2.5]
- When discussing E. B. White’s book Charlotte’s Web, students distinguish their own point of view regarding Wilbur the Pig from that of Fern Arable as well asfrom that of the narrator. [RL.3.6]
- Students describe how the character of Bud in Christopher Paul Curtis’ story Bud, Not Buddy responds to a major event in his life of being placed in a foster home. [RL.2.3]
- Students read Paul Fleischman’s poem “Fireflies,” determining the meaning of words and phrases in the poem, particularly focusing on identifying his use ofnonliteral language (e.g., “light is the ink we use”) and talking about how it suggests meaning. [RL.3.4]
Sample Performance Tasks for Informational Texts
- Students read Aliki’s description of A Medieval Feast and demonstrate their understanding of all that goes into such an event by asking questions pertaining towho, what, where, when, why, and how such a meal happens and by answering using key details. [RI.2.1]
- Students describe the reasons behind Joyce Milton’s statement that bats are nocturnal in her Bats: Creatures of the Night and how she supports the points she is making in the text. [RI.2.8]
- Students read Selby Beeler’s Throw Your Tooth on the Roof: Tooth Traditions Around the World and identify what Beeler wants to answer as well as explain themain purpose of the text. [RI.2.6]
- Students determine the meanings of words and phrases encountered in Sarah L. Thomson’s Where Do Polar Bears Live?, such as cub, den, blubber, and the Arctic. [RI.2.4]
- Students explain how the main idea that Lincoln had “many faces” in Russell Freedman’s Lincoln: A Photobiography is supported by key details in the text. [RI.3.2]
- Students read Robert Coles’s retelling of a series of historical events in The Story of Ruby Bridges. Using their knowledge of how cause and effect gives order toevents, they use specific language to describe the sequence of events that leads to Ruby desegregating her school. [RI.3.3]
- Students explain how the specific image of a soap bubble and other accompanying illustrations in Walter Wick’s A Drop of Water: A Book of Science and Wonder contribute to and clarify their understanding of bubbles and water. [RI.2.7]
- Students use text features, such as the table of contents and headers, found in Aliki’s text Ah, Music! to identify relevant sections and locate information relevant to a given topic (e.g., rhythm, instruments, harmony) quickly and efficiently. [RI.3.5]
* Performance Tasks for Elementary Mathematics for Grade 5
In this section, objectives are provided to achieve a mathematical goal. Each lesson plan is correlated to the Sunshine State Standards and included a list of materials needed, recommendations for student arrangement, and performance criteria. These tasks were originally developed by Pinellas County teachers.
Elementary Mathematics Performance Tasks Overview: what are performance tasks and how can they be scored?
*Level 2: Grades 3-5
Sample Performance Task
Cousins from Kansas are visiting Maine for the first time. You have planned a special trip to the Scarborough Marsh. While at the marsh you see many types of animals and plant life. In what ways might you classify the types of animals and plants? What are the characteristics used to determine your classification system?
During the tour, the guide noted that animals, birds and plants have adapted to living in this area between the shore and inland. What are some examples that were shared? Using your scientific skills, select a few animals, birds or plant life to observe. Watch the way they eat or note how they grow. What things might you tell your cousin to be careful of so she won’t disturb anything in the marsh?
Using the information you have collected, make inductions as to why the animals, birds and plants you have selected have adapted to the marsh.
You will be assessed on your ability to collect data from observations, your ability to make inductions based on your data, your expertise in not disturbing nature while observing and your ability to communicate effectively in a variety of ways.
| Complex Thinking Standards |
|
|---|---|
| Learner Expectation(s) |
|
| K-12 Content Standard(s) | III. Understands the implications of science and technology.VI. Understands the processes and structures of life that all living things change over time. |
| Key Learnings | 1. Understands that learning can come from close observation of plants and animals but that they should not be mistreated.2. Understands how adaptations enable different species to help them survive. |
+Teacher-made performance task
*Science -2nd grade
2.2.3 Know various careers in the sciences such as scientist, biologist, and astronaut.
*RL9. (common core Language arts)
Compare and
contrast two or more versions of the same story such as Hansel and Gretel by
different authors or from different cultures.
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