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SBAC- Design a Performance Task


Jamie Marantz

on 9 October 2014

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Transcript of SBAC- Design a Performance Task

Prepared by Jamie Marantz, ACOE
Using work form Ingrid Roberson, ACOE, and Literacy Design Collaborative,
“Students can demonstrate 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
Targets: 2/4/7: Compose Full Texts

Target 8: Language and Vocabulary Use

Target 9: Edit, Clarify

1 Writing Product
3 Research Questions:
Target 2: Interpret and Integrate Information

Target 3: Evaluate Information/Sources 2

Target 4: Use Evidence

ELA/Literacy Performance Task Design

1. Stimulate student thinking by
presenting information
SBAC PT Design
DOK 3, 4

3-5th: DOK 1
11th: DOK 2

DOK 3, 4

3-5th: DOK 2
6-8th: DOK 3, 4
11th: DOK 4

3-5th: DOK 2
6-8th: DOK 3
11th: DOK 4

3-5th: DOK 3
11th: DOK 3, 4
2. Provide an opportunity for students
to process and think deeply about
3. Then present an extended response
in the form of writing
Grade Level parameters:
* 1-2 Stimuli at 3rd grade
Up to 5 Stimuli at 11th grade
* Heavy emphasis placed on science,
history, or social studies materials
* Consult standards for 'boundaries'
1. Craft the essential AMBIGUOUS question students should address
PT:Create with the End in Mind
2. Choose the documents, videos,
images, charts, tables, audio, etc
3. Create 3 - 4 questions focusing
on evidence in and between the
Take Into Account:
Use The Literacy Design Collaborative (LDC) Model
Includes all 3 writing modes
Use any content-material
Allow for variety
= DOK 3-4 when using an LDC Task
Step 1: Use a Template Task to Create a DOK 3-4 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)
Task Example
After researching
academic articles on censorship
write an
that argues
your position on the use of filters by schools.
Support your position with evidence from your research.
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
Target 4: Use Evidence
Do Questions Address:
Step 3: Craft Research or Comprehension Questions
Locate information to support central ideas & integrate info from two (or more) sources
Target 2: Interpret & Integrate Information
Target 3: Evaluate Information/Sources 2
Distinguish relevant-irrelevant information
Cite evidence to support conjectures, opinions or analyses, arguments or critiques
Full transcript