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The Literacy Performance Task (DUSD)

Core Learning, Alameda County Office of Education
by

Maria Vlahiotis

on 15 June 2016

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Transcript of The Literacy Performance Task (DUSD)

opener
driving questions
Where to find this prezi
The Literacy Performance Task
Maria Vlahiotis
Literacy Specialist
Core Learning
Alameda County Office of Education
acoecore.org

mvlahiotis@acoe.org
Twitter: @MVLiteracy
Pre-Assessment
Continuing Education Courses:
Resource File
Performance task
Thank you for your time!
Take out your cell phone
Poll
ELA/Literacy Performance Task
Rubrics
How much time have you spent looking at the Smarter Balanced Performance Tasks?
total of 82 areas of Education
By using the Literacy Design Collaborative (LDC)'s Task Templates!
resources
How can we create great questions?
To Do:
Use the resources from today's session to create my own performance task.
We will be sharing out at the end of the session.

Skim the performance task.
Turn to a partner and discuss what you notice...
think about
structure
and
content
.
Discuss
What is the issue?

What is the product expected of the students?

What are the different types of stimuli?

What are the research questions?
Begin a text message
Body of message = MARIAVLAHIOT820
Send

You will receive a message letting you know you are logged into a session.
Phone number = 37607
Brainstorm
What are the skills necessary in order for students to succeed in this performance task?
Please take a moment to complete the survey at
Prezi:
tinyurl.com/litperftask
Agenda:
tinyurl.com/litperftaskagenda

Instructions
Prepared using work from
Jamie Marantz & Ingrid Roberson, ACOE & Literacy Design Collaborative
“Students can demonstrate [progress toward] college and career readiness in English language arts
and literacy.”
“Students can produce
effective and well-grounded writing
for a range of purposes and audiences.”
“Students can employ
effective speaking and listening skills
for a range of purposes and audiences.”
“Students can engage in
research and inquiry to investigate topics, and
to analyze, integrate, and present information.”
“Students can read closely and analytically
to comprehend a range of increasingly complex
literary and informational texts.”
Claim 1: Reading
Overall Claim
Claim 2: Writing
Claim 3: Speaking
& Listening
Claim 4: Research
Performance Task Components
3 Research Questions:
Targets

(3-5) Interpret & Integrate Information
(6-8, 11) Analyze/Integrate Information




(3-5) Analyze Information/Sources
(6-8, 11) Evaluate Information/Sources





(3-8, 11) Use Evidence

3-5: DOK 3
6-8: DOK 3, 4
11: DOK 3, 4


3-5: DOK 3, 4
6-8: DOK 3, 4
11: DOK 3, 4


3-5: DOK 3
6-8: DOK 3, 4
11: DOK 3, 4
Target 2:
Target 3:
Target 4:
Targets 2/4/7:
Compose Full Texts
1 Writing Product :
Targets
3-8, 11: DOK 4
3-8, 11: DOK 4
3-8, 11: DOK 4
Target 8:
Language and Vocabulary Use
Target 9:
Edit, Clarify

1. Stimulate student thinking by presenting information.
SBAC PT Design
2. Provide an opportunity for students to process and think
deeply about information.
3. Then, present an extended response in the form of writing.
1. Craft the essential AMBIGUOUS question students should address
backward design
2. Choose the stimuli (documents, videos, images, charts, tables, audio, etc.) students will engage with
3. Create 3 - 4 questions focusing on evidence within and between the stimuli
Modes:
Includes all 3 writing modes
Stimuli:
Use any appropriate content-area materials
Products:
Allow for variety
Rigor:
At DOK 3-4 when using an LDC Task
Task 1:
[Insert optional question] After researching ________ (informational texts) on ________ (content), write ________ (an essay or substitute) in which you argue ________ (content). Support your position with evidence from your research. (Argumentation/Analysis)
Step 1: Use a Template Task
to Create a DOK 3-4 Task
Task Example
After researching
academic articles on censorship
,
write an
editorial
that argues
your position on the use of filters by schools.
Support your position with evidence from your research.
(Argumentation/Analysis)

D1: Be sure to acknowledge competing views. D2 Give examples from past or current events or issues to illustrate and clarify your position.

Step 2: Choose Stimuli
Remember...
Standards: tinyurl.com/CCSSprogressions
SBAC Rubrics
LDC Rubrics
Delaware Dept. of Ed. Rubrics
tinyurl.com/coreliteracysurvey
Address:
Target 2: Interpret & Integrate Information
Target 3: Evaluate Information/Sources
Target 4: Use Evidence
Appropriate number of stimuli based on grade level
Heavy emphasis placed on science and history/social studies content
Consult standards for parameters
Objectives
By the end of this session, participants will...
be able to identify the various components of a performance task (PT)
create a rigorous performance task prompt
Dublin Unified School District
identify the best websites to use for performance task stimuli
OR

Navigate to PollEv.com/mariavlahiot820
Find the Mistake
After reading “Hog Farmer Found Not Guilty of Several Other Charges”, “PETA and Euthanasia”, “Death on a Factory Farm,” “Animal Rights vs. Animal Welfare,” write an editorial in which you argue for animal rights.
Practice Using the Templates
Identify a text that you currently use

Reflect on how selection of that particular text advances your curricular/learning goals for students

Choose a task template that aligns to those learning goals

Create a task for the text by filling in the task template

Elements of a Well-Developed Task
Careful selection of text
Appropriately complex
Limited number
Question is specific to the text
Question is aligned to the task type and the rest of the writing prompt
Content is rigorous and discipline specific
Template is filled out correctly
Focuses on a core standard
tinyurl.com/litperfresources
Full transcript