Jessica Shuff

FRIT 7236
KA Part 4

Students will read the adapted excerpts for the book Moon Rabbit by Natalie Russell.
These performance tasks are written for first grade English Language Arts.

Performance Task 1
Objectives Level & Type Question

1. Student will be able Remember Read each section of the adapted text,
to read with sufficient Understand Moon Rabbit, by Natalie Russell. After
accuracy and fluency to Apply reading each section, create an illustration
support that supports the description of the story.
comprehension.
Factual
2. Student will be able
to visualize the
descriptions and events
in stories to assist in
comprehension.

Text-Read one section of the text at a Sketch to Stretch-Create an illustration

time. for each section of text.

Little Rabbit lived in the big city. She

always had so much to do. She went to the
carrot cafe and sipped her tea while
listening to all the sounds of the city.

At night when Little Rabbit was alone, she

would go to the roof of her building and
stare at the moon. She wondered if
anyone was in the world like her.
Someone she could play and laugh with.
She thought it would be nice to meet
another rabbit.

When the city was too busy, Little Rabbit

 would go to the park and read. One day,
she heard the most beautiful music. She
laid her book down and closed her eyes
and just listened. It was so peaceful she
fell asleep.

When Little Rabbit woke up, the sun had

set, but the moon was shining brightly.
She could still hear that beautiful music
so she started following the sound.

Then she saw… a rabbit! A brown rabbit

playing a guitar. Playing the most
beautiful music that made Little Rabbit
dance.

The Brown Rabbit spotted Little Rabbit

dancing and they started to talk. Little
Rabbit told Brown Rabbit all about life in
the city while they watched the sun rise.
That day the two rabbits had a picnic,
played hide and seek, and made each
other laugh.

But that night, Little Rabbit saw the city

lights in the distance and felt sad. She
wanted to go back home, but didn’t want
to leave Brown Rabbit. Brown Rabbit
began playing his guitar again to cheer up
his new friend. Nothing worked though.
Little Rabbit said, “I must go home now.”

She left the park and went back to the

carrot cafe and still stared up at the moon.
But now, she no longer wondered if there
was another rabbit like her. She knew
there was a rabbit just like her. And he
was coming to visit the big city the next
day!

Performance Task 2
Objectives Level & Type Question

1. Student will be able Remember Is Little Rabbit a good friend? Why or why
to read with sufficient Understand not?
accuracy and fluency to Apply
support Evaluate Is Brown Rabbit a good friend? Why or
comprehension. why not?

2. Student will be able Conceptual Be sure to cite evidence from the text to
to answer questions answer the questions.
about text and support
their answer by citing
explicit textual
evidence.

3. Student will be able

to state an opinion and
supply a reason for the
opinion.

Writing Prompt Frame

*For students who require additional support

In the story, ______________________________, by __________________,

_____________________ shows he/she is a

________________________________.

I think _________________________ is ______________________ because

in the

text it says
_________________________________________________________.
Performance Task 3
Objectives Level & Type Question

1. Student will be able Remember Write about how Little Rabbit changes
to read with sufficient Understand from the beginning of the story to the end.
accuracy and fluency to Apply
support Create Be sure to…
comprehension. ● Include evidence from the text.
● Write about the important details in
2. Student will be able Conceptual the beginning, middle, and end of
to describe characters, the text.
settings, and major ● Use correct punctuation and
events in a story. capitalization.
● Write in complete, original
3. Student will be able sentences.
to retell stories, ● Write in sequential order:
including key details, First, ______________
and demonstrate Next, ______________
understanding of their Last, ______________
central message or ● Use the retelling organizer.
lesson.

Draw a picture Write details about what

happened

Beginning
_________________________
___

_________________________
___

_________________________
___

_________________________
___

Middle
_________________________
___

_________________________
___

_________________________
___

_________________________
___

End
_________________________
_________________________
 ______

_________________________
___

_________________________
___

Write your retelling using the events described on the graphic organizer.

Resources: Russell, Natalie. (2009). Moon Rabbit. New York, New York. Penguin
Group.

Assessment Plan

● Improving Test Reliability

Reliability may be difficult to achieve on the above test questions because
teachers may assign different grades to questions. Because different grades may
be assigned, the validity is decreased. In order to remedy this problem, the first
grade team will grade the tests together using a standardized rubric. Although
this will be time consuming, the four first grade teachers can come to a consensus
in assigning grades to improve test reliability.

● Improving Test Validity

In order to improve test validity, not only will teachers grade the the assessment
together, but their will be a rubric for teachers to use when grading each test
question. The rubric should lower the testing inconsistencies from student to
student.

● Differentiation of Instruction
Each test question requires the students to think deeply about the text and use
higher order thinking skills to support their answers. Because these tests are
geared for first grade, a significant amount of teaching modeling and student
practice with explicit teacher feedback is needed. Students are being assessed on
many skills that take time to develop. Therefore, these performance task
questions would not be administered until the second semester of first grade.
Students in the class are homogeneously grouped during ELA small groups.
However, the groups are flexible and can change based on formative assessments.
All students attend two small group stations a day. (One teacher-led station and
one independent). There are two independent stations (computer station and a
review station that is based on the group needs). The teacher models the standard
 and objective in the large group mini lesson. Two stations are teacher-led where
students practice using comprehension skills while reading appropriate lexiled
texts. The amount of teacher support while reading depends on student’s needs.
Along with ELA stations, the students have a 45 minute block for writing where
reading and writing standards are integrated to maximize time with objectives
and standards in both subjects. During writing, the teacher models writing
strategies and conducts guided writing sessions with students that need the most
support.

● Improving Student Learning

Students will be given plenty of time to practice these skills that are assessed on
this test. Teachers will make sure students have mastered lower level objectives
before modeling and practicing these higher level questions. When these
questions are first introduced, the teacher will scaffold with a lot of teacher
modeling and student practice with teacher assistance. Students will have
multiple practice time in small group, teacher-led stations. The teacher will
provide explicit, individualized feedback for each student while at the teacher
station. Students will then be given time to improve their writing and then
conference with the teacher. This extra time will be given during writing (45
minute block). Again, integrating reading and writing can maximize student
practice and improve their higher order thinking skills.

● Improving Future Assessments

The text included on this assessment is appropriate for most students in the class
to read independently but some students require the texts to be read by the
teacher. For all students to be successful in reading independently, the text
should be adapted depending on the lexile level of all students. Also, struggling
students could be given sentence starters and graphic organizers like the ones
provided in the test. Students could also be given rubrics for each performance
task so they know exactly how they will be assessed.