Performance Task for Reading and Writing Informational Texts

Teacher Version

Prior to Assessment
This performance task measures a set of English Language Proficiency Standards based on​ reading & ​ writing. The purpose of this assessment is to
​
serve as an ​additional measure ​of a student’s language proficiency to complement ELPA21 scores. This is especially important in 2016, as ELPA 21
scores will not be available to inform reclassification decisions. Teachers and program administrators might consider developing a multiple
measures assessment process that includes abundant opportunities to show growth in ELP Standards over time. Ideally, the reclassification process
is informed by multiple data points in each modality that assess each domain of language.

This task might serve as either a stand-alone performance task for students to engage autonomously, or to serve as an example assessment item
that teachers might embed in a current unit. The structure of the task can be used as a template to design similar tasks that assess ​receptive and
​ productive standards while also aligning to the themes of a teacher’s curriculum.

Standards
The rubric below is adapted from the Proficiency Level Descriptors of the​ ​Oregon ELP Standards for grades 9-12​ (page 26). The ELP Standards
assessed by this task are detailed in the table below. Each item in the task is linked directly to a receptive, productive, or linguistic standard.
Teachers would then use their assessment of student mastery based on their performance on each item.

Assessment Template
The standards measured on this task, and detailed below, do not cover all of the dimensions of the ELP Standards as they are written in the official
standards document. Each standard and the proficiency level descriptors were revised to include only the features of each standard required by the
task. For instance, ELP Standard 1 in the standards document includes literary and informational reading, listening and viewing. This task
specifically measures the domains of reading and writing, and as such, additional domains were removed from the standards to reflect the skills
required by the task.
 ELP Standards
Correspondence
(1) Construct meaning
from informational text
through
grade-appropriate
reading.
(4) Construct written
claims supported by
reasoning and evidence.
(7) Adapt language to
audience, purpose, and
task.
(8) Determine the
meaning of words and
phrases in informational
text.
CCSS 1 2 3 4 5
use a developing set of use an increasing range of use a wide range of strategies
strategies to: strategies to: to:
use a very limited set use an emerging set of ●determine the central ● determine two central ideas ●determine central ideas or
of strategies to: strategies to: idea of the passage or themes in the passage themes in the passage
● identify a few key ● identify the main topic ●explain how the theme is ● analyze the development of ●analyze the development of
words and phrases ● retell a few key details in developed by specific the themes in the passage the themes in the passage
in the passage the passage details in the passage ● cite specific details and ●cite specific details and
●summarize part of the evidence from the texts to evidence from the texts to
text support the analysis support the analysis
constructs a substantive claim
that:
constructs a claim that: ● introduces the claim
● introduces the topic constructs a claim that: ● distinguishes it from a
construct a claim that:
● provides sufficient ● introduces the topic counter-claim
● introduces the topic ● provides logically ordered
● express an opinion reasons or facts to ● provides logically ordered
● gives a reason to support and relevant reasons and
about a familiar reasons or facts that
the claim support the claim evidence to support the
topic effectively support the claim
● provides a concluding ● provides a concluding ● provides a concluding claim and to refute the
statement counter-claim
statement statement
● provides a conclusion that
summarizes the argument
presented
● adapt language choices
and style according to
● adapt language choices and
purpose, task, and ● adapt language choices and
● adapt language choices style according to purpose,
● recognize the audience with developing style according to purpose,
to task and audience task, and audience with
meaning of some ease task, and audience
with emerging control ease
words learned ● use an increasing number ● use a range of complex
● use some frequently ● use a wide variety of
through of general academic and general academic and
occurring general complex general academic
conversations, content-specific words content-specific words and
academic and and content-specific words
reading, and being and expressions in phrases
content-specific words in and phrases
read to written text ● adopt and maintain a
writing ● employ formal style
● show developing control formal style in writing
effectively, as appropriate
of style and tone in
writing
rely heavily on use context, visual aids, use context, some visual use context, increasingly use context, complex visual
context, visual aids, reference materials, and aids, reference materials, complex visual aids, reference aids, reference materials, and
and knowledge of knowledge of morphology and a developing materials, and an increasing consistent knowledge of
morphology in their in their native language, knowledge of English knowledge of English English morphology,
native language ● determine the meaning morphology (e.g., affixes morphology, ● determine the meaning of
● recognize the of frequently occurring and root words), ● determine the meaning of general academic and
meaning of a few words, phrases, and ● determine the meaning general academic and content-specific words and
frequently occurring expressions of general academic and content-specific words and phrases, figurative and
words, simple content-specific words phrases, figurative and connotative language (e.g.,
phrases, and and phrases and connotative language, and irony, hyperbole), and
idiomatic expressions
 formulaic in texts about familiar frequently occurring a growing number of
expressions topics, experiences, or expressions idiomatic expressions in texts about a variety of
events topics, experiences, or events
in texts about familiar in texts about familiar in texts about a variety of
topics, experiences or topics, experiences, or topics, experiences, or events
events events

with support with support (including ● introduce and develop an ● introduce and develop an ● introduce and effectively
(including context and modeled sentences), informational topic with informational topic with develop an informational
visual aids) and facts and details facts, details, and evidence topic with facts, details, and
non-verbal ● introduce an ● use common transitional ● use a variety of more evidence
● communication, informational topic words and phrases to complex transitions to link ● use complex and varied
communicate ● provide one or two facts connect events, ideas, the major sections of text transitions to link the major
(9) Create clear & about the topic and opinions (e.g., ​after a and speech and to clarify sections of text and speech
coherent grade​ basic information
​ ● use common linking while, ​for example, ​as a relationships among events and to clarify relationships
​ in the
appropriate text about an event words to connect ideas result) and ideas among events and ideas
​
argument essay. or topic using a (e.g., ​first, next, because) ● provide a conclusion ● provide a concluding section ● provide a concluding section
narrow range of or statement or statement
vocabulary and with emerging control with developing control
with increasingly independent
syntactically
control
simple sentences

with limited control

with support, with support (including with support (including

● recognize and use a modeled sentences), modeled sentences), ● use increasingly complex ● use complex phrases and
small number of ● use frequently occurring ● use simple phrases (e.g., phrases (e.g., noun, verb, clauses
(10) Make accurate use frequently occurring verbs, nouns, adjectives, noun, verb, adjective, adjective, adverbial and ● produce and expand simple,
of standard English in nouns, noun adverbs, prepositions, adverbial, prepositional) participial, prepositional, compound, and complex
your argument essay. phrases, verbs, and conjunctions ● use simple clauses (e.g., and absolute) sentences
conjunctions, and ● produce simple and independent, dependent, ● use increasingly complex
prepositions compound sentences relative, adverbial) clauses
● understand and ● produce and expand ● produce and expand simple,
respond to simple simple, compound and a compound, and complex
questions few complex sentences sentences