Performance Task Guide with Learning Progression

8/12/2019 Performance Task Guide with Learning Progression

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All rights reserved. 1

Performance

Task Guide

Position Paper Teacher Notes

Description Create and share a paper that takes a strong position on an issue of global significance. See the description of Audience,below for ideas about sharing.

Opportunities

for Student

Choice

Students choice can be encouraged in a number of ways: Students can choose the issue,

and/or they can choose their position. They can also choose the resources they review,

and/or the audience for their paper.

Authentic Task Position papers are written in many professions: the closing argument in a court of law, a

blog post, a letter to the editor or editorial, a politician's or Congressman's, a presentation

at a local city council meeting, etc.

Opportunitiesfor Exhibition to

an Audience

There are many possible audiences for position papers: if students are working on a schoolissue it might be an assembly, if it's a community issue they might present at a City Council

Meeting or Town Hall. Students might submit letters to the editor to a newspaper, or see if

they can create a guest blog post. Students can create their own class wiki, or put their

papers together into a publishable book on a self-publishing site, like blurb. Students might

also submit a paper to a conference.

This Summative Assessment ismore about the process of

writing the paper than about

the sharing. Blog and wiki posts,

editorials, etc. are powerful

sharing methods that do not

require extensive time.

CCLS Anchor

Standards

CCRA.R.8; R.9;

CCRA.W.1; W.4; W.8; W.9

Exemplars/Models

3-4 levels below high school:http://www.ttms.org/PDFs/03%20Writing%20Samples%20v001%20(Full).pd

2 levels below high school:http://www.gobookee.org/exemplar-middle-school-

student-research-paper/

High School:http://www.ode.state.or.us/search/page/?id=3405
http://www.ttms.org/PDFs/03%20Writing%20Samples%20v001%20(Full).pdhttp://www.ttms.org/PDFs/03%20Writing%20Samples%20v001%20(Full).pdhttp://www.gobookee.org/exemplar-middle-school-student-research-paper/http://www.gobookee.org/exemplar-middle-school-student-research-paper/http://www.gobookee.org/exemplar-middle-school-student-research-paper/http://www.gobookee.org/exemplar-middle-school-student-research-paper/http://www.ode.state.or.us/search/page/?id=3405http://www.ode.state.or.us/search/page/?id=3405http://www.ode.state.or.us/search/page/?id=3405http://www.ode.state.or.us/search/page/?id=3405http://www.gobookee.org/exemplar-middle-school-student-research-paper/http://www.gobookee.org/exemplar-middle-school-student-research-paper/http://www.ttms.org/PDFs/03%20Writing%20Samples%20v001%20(Full).pd


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Teacher

Resources

Position Papers:http://www.pearsonhighered.com/showcase/johnson-

sheehan/assets/ch11.pdf

iCivics Persuasive Writing:http://www.icivics.org/curriculum/persuasive-writing

Graphic and Rubric on Inquiry Learning:

http://educationaljargonschs.wikispaces.com/Inquiry

Writing your Position Paper's Introduction:

http://www.scholastic.com/teachers/lesson-plan/writing-your-position-papers-

introduction

Lesson Plans and Exemplars:www.gobookee.org/example-persuasive-articles-school-

magazine/

Explore and Issue or Problem: Research Course:

http://www.bcps.org/offices/lis/researchcourse/explore.html#questions

Writing your own position

paper, and modelling your

writing process through think-

alouds, is a powerful way to

anticipate student challenges, and

ensure that your instructions areclear for every task. See Write Like

This Teaching Real-World Writing

Through Modeling and Mentor

Textsby Kelly Gallagher for sample

lessons and support with this

process.

http://www.stenhouse.com/shop/

pc/viewprd.asp?idProduct=9513&r

=

Grade Level

Adaptations

Skills Far below secondary level: Student learning might focus on identifying evidence

to support their position, and finding ways to organize their evidence in writing.

Skills 1-2 years below secondary level: Students will potentially be able to engage in

distinguishing their position from others, identifying evidence that enhances their

position.

Secondary level: Students might focus their learning on arguing for their position by

acknowledging and countering other popular opposing points of view. Students will

also potentially learn to adjust their arguments or language for different audiences.
http://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdfhttp://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdfhttp://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdfhttp://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdfhttp://www.icivics.org/curriculum/persuasive-writinghttp://www.icivics.org/curriculum/persuasive-writinghttp://www.icivics.org/curriculum/persuasive-writinghttp://educationaljargonschs.wikispaces.com/Inquiryhttp://educationaljargonschs.wikispaces.com/Inquiryhttp://www.scholastic.com/teachers/lesson-plan/writing-your-position-papers-introductionhttp://www.scholastic.com/teachers/lesson-plan/writing-your-position-papers-introductionhttp://www.scholastic.com/teachers/lesson-plan/writing-your-position-papers-introductionhttp://www.gobookee.org/example-persuasive-articles-school-magazine/http://www.gobookee.org/example-persuasive-articles-school-magazine/http://www.gobookee.org/example-persuasive-articles-school-magazine/http://www.gobookee.org/example-persuasive-articles-school-magazine/http://www.bcps.org/offices/lis/researchcourse/explore.html#questionshttp://www.bcps.org/offices/lis/researchcourse/explore.html#questionshttp://www.stenhouse.com/shop/pc/viewprd.asp?idProduct=9513&r=http://www.stenhouse.com/shop/pc/viewprd.asp?idProduct=9513&r=http://www.stenhouse.com/shop/pc/viewprd.asp?idProduct=9513&r=http://www.stenhouse.com/shop/pc/viewprd.asp?idProduct=9513&r=http://www.stenhouse.com/shop/pc/viewprd.asp?idProduct=9513&r=http://www.stenhouse.com/shop/pc/viewprd.asp?idProduct=9513&r=http://www.stenhouse.com/shop/pc/viewprd.asp?idProduct=9513&r=http://www.bcps.org/offices/lis/researchcourse/explore.html#questionshttp://www.gobookee.org/example-persuasive-articles-school-magazine/http://www.gobookee.org/example-persuasive-articles-school-magazine/http://www.scholastic.com/teachers/lesson-plan/writing-your-position-papers-introductionhttp://www.scholastic.com/teachers/lesson-plan/writing-your-position-papers-introductionhttp://educationaljargonschs.wikispaces.com/Inquiryhttp://www.icivics.org/curriculum/persuasive-writinghttp://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdfhttp://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdf


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The following pages detail the Formative Tasks that outline the Learning Progression. They can be combined in a number of ways to build a

customized Performance Task. Each Formative Task stands on its own or can be used in combination with others. The goal is to provide teachers

with maximum flexibility and choice, while still providing useful strategies and resources.

For example, if one is teaching a 10th

grade ELA course and wants to introduce students to position papers, and the emphasis is going to be on

Finding Supporting Evidence, Drafting and Revising, the teacher can decide to save time by skipping several of the Formative Tasks in the

Learning Progression this t ime (in this case, s/he would choose a topic, provide research, and tell students which position they will take, before

jumping in to working with students on finding supportive evidence). At a later moment, the teacher may decide to focus on the skipped

Formative Tasks in the Learning Progression: research, or peer feedback, etc.

Other reasons to include or skip Formative Tasks: Once students demonstrate mastery on a Formative Task, they no longer need to be assessed

on it. One the other hand, if a student is struggling with a Formative Task, more individualized support may need to be provided, and additional

opportunities to master it will need to be created. Finally, if a student is new to the school and has gaps in particular Formative Tasks, it will be

important to create carefully scaffolded learning around these tasks.

Position Paper

Learning

Progressions:

Formative Tasks

Explore the Genre of Persuasive Writing

Choose a Topic

Research the Issue Choose a Position

Find Supporting Evidence

Outline and Draft

Give and Receive Feedback

Revise

Edit

Create an Executive Summary


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Formative

Assessment Task

Explore the Genre of Persuasive Writing Teacher Notes

Description What is a Position Paper?

Develop a clear enough understanding of the characteristics of this genre to beable to explain your understanding to others.

This activity is fundamentally about

understanding craft and structure ofthis type of writing, not the exploration

of a specific issue.

See possible activities, below, for ideas

for the task you might ask students to

complete.

Time Frame 1-3 hours

CCLS Standards

Assessed

CCRA.R.5; CCRA.R6

Possible Activities: 1. Conduct a mini-lesson on position papers, describing the key organizational

structure, form, and approach.

2. Provide several exemplars and ask students to select 2-3 to examine and

create a list of similarities in structure, craft and form. Or use a jigsaw format,

where students work in groups, and each group reads texts about the genre of

persuasive writing and examines a different exemplar. Then groups reorganize

so that the new groups each have 1 representative from the former group, and

each representative shares their learning with the others in this new group, to

create a collective understanding of the genre.

3. Coding the Text: Ask students to read 2 exemplars and put the followingcodes on the elements they discover: IP=Introduction of the position; MP=Main

point re: the position; SE=supporting evidence for the position; T=Transition

sentences; PL=Examples of persuasive language; CP=Conclusion about the

Position.

The first few pages of the Pearson

Chapter may be a very helpful frame, as

you think about ways to organize this

activity

(http://www.pearsonhighered.com/sho

wcase/johnson-

sheehan/assets/ch11.pdf).

For example, you might create a

template out of the first 3 pages of the

chapter (p. 221-223), that students can

use as they review exemplars.
http://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdfhttp://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdfhttp://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdfhttp://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdfhttp://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdfhttp://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdfhttp://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdfhttp://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdf


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Resources Resource detailing the characteristics of writing genres:

http://www.education.com/reference/article/writing-genres/

Global Issues and Positionshttp://www.globalissues.org/issue

Student position papers on global issues:

USA Editorial: Cyberbullying calls for new weapons: Our

View:http://www.usatoday.com/story/opinion/2013/10/23/rebecca-sedwick-suicide-cyberbullying-criminal-editorials-debates/3173189/

Bullying in School

http://www.teenink.com/opinion/school_college/article/331645/Bullying-

in-School/

Model UN discussion of position papers with samples

http://www.unausa.org/global-classrooms-model-un/how-to-

participate/model-un-preparation/position-papers

NYC Exemplars of position papers in grade 3

http://schools.nyc.gov/NR/rdonlyres/0F4660F6-6E81-47F2-B0AC-

42D85901CA85/0/NYCDOEG3LiteracySharks_Final.pdf

Looking at Exemplars of position

papers, or their rubrics, and comparing

them to any writing baseline

assessments you have for your class can

help you determine the instruction and

scaffolding to include in this work.
http://www.education.com/reference/article/writing-genres/http://www.education.com/reference/article/writing-genres/http://www.globalissues.org/issuehttp://www.globalissues.org/issuehttp://www.globalissues.org/issuehttp://www.usatoday.com/story/opinion/2013/10/23/rebecca-sedwick-suicide-cyberbullying-criminal-editorials-debates/3173189/http://www.usatoday.com/story/opinion/2013/10/23/rebecca-sedwick-suicide-cyberbullying-criminal-editorials-debates/3173189/http://www.usatoday.com/story/opinion/2013/10/23/rebecca-sedwick-suicide-cyberbullying-criminal-editorials-debates/3173189/http://www.usatoday.com/story/opinion/2013/10/23/rebecca-sedwick-suicide-cyberbullying-criminal-editorials-debates/3173189/http://www.teenink.com/opinion/school_college/article/331645/Bullying-in-School/http://www.teenink.com/opinion/school_college/article/331645/Bullying-in-School/http://www.teenink.com/opinion/school_college/article/331645/Bullying-in-School/http://www.unausa.org/global-classrooms-model-un/how-to-participate/model-un-preparation/position-papershttp://www.unausa.org/global-classrooms-model-un/how-to-participate/model-un-preparation/position-papershttp://www.unausa.org/global-classrooms-model-un/how-to-participate/model-un-preparation/position-papershttp://schools.nyc.gov/NR/rdonlyres/0F4660F6-6E81-47F2-B0AC-42D85901CA85/0/NYCDOEG3LiteracySharks_Final.pdfhttp://schools.nyc.gov/NR/rdonlyres/0F4660F6-6E81-47F2-B0AC-42D85901CA85/0/NYCDOEG3LiteracySharks_Final.pdfhttp://schools.nyc.gov/NR/rdonlyres/0F4660F6-6E81-47F2-B0AC-42D85901CA85/0/NYCDOEG3LiteracySharks_Final.pdfhttp://schools.nyc.gov/NR/rdonlyres/0F4660F6-6E81-47F2-B0AC-42D85901CA85/0/NYCDOEG3LiteracySharks_Final.pdfhttp://schools.nyc.gov/NR/rdonlyres/0F4660F6-6E81-47F2-B0AC-42D85901CA85/0/NYCDOEG3LiteracySharks_Final.pdfhttp://www.unausa.org/global-classrooms-model-un/how-to-participate/model-un-preparation/position-papershttp://www.unausa.org/global-classrooms-model-un/how-to-participate/model-un-preparation/position-papershttp://www.teenink.com/opinion/school_college/article/331645/Bullying-in-School/http://www.teenink.com/opinion/school_college/article/331645/Bullying-in-School/http://www.usatoday.com/story/opinion/2013/10/23/rebecca-sedwick-suicide-cyberbullying-criminal-editorials-debates/3173189/http://www.usatoday.com/story/opinion/2013/10/23/rebecca-sedwick-suicide-cyberbullying-criminal-editorials-debates/3173189/http://www.globalissues.org/issuehttp://www.education.com/reference/article/writing-genres/


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Formative

Assessment Task

Choose a Topic Teacher Notes

Description What makes for a good position paper topic?

Identify a global issue, or a topic within a larger issue, that you either feelstrongly about or wonder about.

Research topics and position papers

usually spring from passionate viewsand important questions that we have,

want to explore, and ultimately, want to

share with others. As you plan, it can be

tremendously helpful to begin by

providing students with the opportunity

to identify their big questions and

strong views. It may also be helpful for

students to review a list of big questions

about particular topics.


CCLS Standards CCRA.R.7

Possible Activities: 1. If students have complete freedom over the issue or topic they select, you

might model your own writing process by showing how you gather information

about the world. Model how you connect to news and global issues based on

your prior life experience, your interests, and what your read. You might also

ask students to preview newspapers, watch segments of news, and tune into

radio news and discuss their connections.

2. Have students brainstorm several topics for their position paper and ask them

to write, draw or discuss each one for a few minutes. They can use writingpartners, re-read their own work, or ask the whole class for advice on which

topic is the thickest, most relevant or most interesting.

As you plan, it can be tremendously

helpful to begin by providing students

with the opportunity to identify their

big questions and strong views. It may

also be helpful for students to review a

list of big questions about particular

topics.

Also, it will be important to consider the

scope of choice that students be given:Are they choosing any global issue they

can think of? Are they choosing from a

vetted list you have created? Are they

choosing a sub-topic within a global

issue the class has been studying? You

may also decide to choose topics for

them (and skip this Formative

Assessment).


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Resources Argumentative Paper Topics; Selecting a Good Topic:

http://www.tc3.edu/library/pdf/argumentative.pdf;

Select a topic for an argumentative essay (video)

http://www.youtube.com/watch?v=47qyHGXvTSc

How to choose a good argumentative essay topic:

http://ezinearticles.com/?How-to-Choose-Good-Argumentative-Essay-Topics&id=6293392

Global Issues:http://www.globalissues.org/issue

These resources will help students

understand how to choose a topic. You

will need to put together a list of the

resources you want students to review,

or websites you want them to explore,

or topics you want them to research.Or, you can leave this up to students, if

youve already taught themto research,

and you want to assess their capacity to

choose a topic on their own.
http://www.tc3.edu/library/pdf/argumentative.pdfhttp://www.tc3.edu/library/pdf/argumentative.pdfhttp://www.youtube.com/watch?v=47qyHGXvTSchttp://www.youtube.com/watch?v=47qyHGXvTSchttp://ezinearticles.com/?How-to-Choose-Good-Argumentative-Essay-Topics&id=6293392http://ezinearticles.com/?How-to-Choose-Good-Argumentative-Essay-Topics&id=6293392http://ezinearticles.com/?How-to-Choose-Good-Argumentative-Essay-Topics&id=6293392http://www.globalissues.org/issuehttp://www.globalissues.org/issuehttp://www.globalissues.org/issuehttp://www.globalissues.org/issuehttp://ezinearticles.com/?How-to-Choose-Good-Argumentative-Essay-Topics&id=6293392http://ezinearticles.com/?How-to-Choose-Good-Argumentative-Essay-Topics&id=6293392http://www.youtube.com/watch?v=47qyHGXvTSchttp://www.tc3.edu/library/pdf/argumentative.pdf


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Formative

Assessment Task

Research the Issue Teacher Notes

Description What do people know, say, and believe about this issue?

Find and analyze resources that will help you grasp the topics key concepts,inaddition to deepening your understanding of the range of perspectives about

the issue.

This task can be completed in 1-2 days if

students are given a limited text set (2-3teacher-selected resources) to work

with.Or the activity can be extended, if

you are working on teaching students

research skills, and want to devote time

to teaching students to find credible

resources, scan the available literature,

learn note-taking skills, and cite

resources appropriately.


CCLS Standards CCRA.R.1 CCRA.W.8

Possible Activities: 1.Have students complete the first columns of a KWL/KWHLAQ chart

(http://www.flickr.com/photos/langwitches/5958295132/). If you have a set of

class resources for research you might have them preview the books on their

topic to frontload as a scaffold.

2. This protocol of brainstorming and reflecting on questions would be

appropriate for the upper grades and visual learners.

http://www.bcps.org/offices/lis/researchcourse/explore.html#questions

3. Model for students how to take notes (you can offer students several graphic

organizers for note-taking, or teach them one strategy, such as Cornell) Thereare some middle school level resources that could easily be modified for upper

or lower grade students.http://infotech.spsd.org/MS/ms_research_step4.html

4. Have students complete an I wonder/Author Says/I say/And Sochart:

http://moormangb.ced.appstate.edu/5200_f10/unit1/author_says.pdf

The research task can be undertaken

with varying levels of scaffolding,

ranging from you providing the full class

with a set of resources, to each

individual student undertaking their

own research to identify and work with

resources.The key is to make some

decisions about(1) the level of

independence you want to encourage

(and that you believe students cansuccessfully undertake); (2) your

expectations for the research: the

minimum number of resources students

should explore; (3) your expectations

for note-taking (if you have

expectations).
http://www.flickr.com/photos/langwitches/5958295132/http://www.flickr.com/photos/langwitches/5958295132/http://www.flickr.com/photos/langwitches/5958295132/http://www.bcps.org/offices/lis/researchcourse/explore.html#questionshttp://www.bcps.org/offices/lis/researchcourse/explore.html#questionshttp://infotech.spsd.org/MS/ms_research_step4.htmlhttp://infotech.spsd.org/MS/ms_research_step4.htmlhttp://infotech.spsd.org/MS/ms_research_step4.htmlhttp://moormangb.ced.appstate.edu/5200_f10/unit1/author_says.pdfhttp://moormangb.ced.appstate.edu/5200_f10/unit1/author_says.pdfhttp://moormangb.ced.appstate.edu/5200_f10/unit1/author_says.pdfhttp://infotech.spsd.org/MS/ms_research_step4.htmlhttp://www.bcps.org/offices/lis/researchcourse/explore.html#questionshttp://www.flickr.com/photos/langwitches/5958295132/


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Resources Ways to generate research questions:

Create Research Questions:

http://www.d214.org/district_library/create_research_questions.aspx

Global Issues:http://www.globalissues.org/issue

Asking Higher Level Questions to Improve Reading:

http://lessonplanspage.com/LAAskingHigherLevelQuestionsToImproveReadingComp612.htm/

Citing your research

Identifying Reliable Sources and Citing Them:

http://www.scholastic.com/teachers/top-teaching/2010/11/reliable-

sources-and-citations,

Note-taking Organizers

Info Tech/Info Lit ofr Middle School: Use of Information

http://infotech.spsd.org/MS/ms_research_step4.html

How to model Cornell Notes (videos)

Elementary:http://www.youtube.com/watch?v=VCHtgcpZ9Rc Middle and Upperhttp://www.youtube.com/watch?v=4vOsVKWeyAA

Teaching the Cornell Notes System

would allow students to review and

synthesize the information they have

gathered, encouraging them to

synthesize the material.
http://www.d214.org/district_library/create_research_questions.aspxhttp://www.d214.org/district_library/create_research_questions.aspxhttp://www.globalissues.org/issuehttp://www.globalissues.org/issuehttp://www.globalissues.org/issuehttp://lessonplanspage.com/LAAskingHigherLevelQuestionsToImproveReadingComp612.htm/http://lessonplanspage.com/LAAskingHigherLevelQuestionsToImproveReadingComp612.htm/http://lessonplanspage.com/LAAskingHigherLevelQuestionsToImproveReadingComp612.htm/http://www.scholastic.com/teachers/top-teaching/2010/11/reliable-sources-and-citationshttp://www.scholastic.com/teachers/top-teaching/2010/11/reliable-sources-and-citationshttp://www.scholastic.com/teachers/top-teaching/2010/11/reliable-sources-and-citationshttp://infotech.spsd.org/MS/ms_research_step4.htmlhttp://infotech.spsd.org/MS/ms_research_step4.htmlhttp://www.youtube.com/watch?v=VCHtgcpZ9Rchttp://www.youtube.com/watch?v=VCHtgcpZ9Rchttp://www.youtube.com/watch?v=VCHtgcpZ9Rchttp://www.youtube.com/watch?v=4vOsVKWeyAAhttp://www.youtube.com/watch?v=4vOsVKWeyAAhttp://www.youtube.com/watch?v=4vOsVKWeyAAhttp://www.youtube.com/watch?v=4vOsVKWeyAAhttp://www.youtube.com/watch?v=VCHtgcpZ9Rchttp://infotech.spsd.org/MS/ms_research_step4.htmlhttp://www.scholastic.com/teachers/top-teaching/2010/11/reliable-sources-and-citationshttp://www.scholastic.com/teachers/top-teaching/2010/11/reliable-sources-and-citationshttp://www.scholastic.com/teachers/top-teaching/2010/11/reliable-sources-and-citationshttp://lessonplanspage.com/LAAskingHigherLevelQuestionsToImproveReadingComp612.htm/http://lessonplanspage.com/LAAskingHigherLevelQuestionsToImproveReadingComp612.htm/http://www.globalissues.org/issuehttp://www.d214.org/district_library/create_research_questions.aspx


10/16


Formative

Assessment Task

Choose a Position Teacher Notes

Description What is your position on this issue?

Consider the research you have undertaken, and use it to inform the crafting ofan evidence-based position on the issue.

Teachers serve as guides on the side

helping students decide, "How do youfeel about what you have learned?,

What do you want to convince

others"?

Time Frame 1 hour

CCLS Standards CCRA.R.1, CCRA.W.1

Possible Activities: 1. Ask students to use a mapping/outlining strategy, like mind-mapping, Cornell

notes or T-charts, to help them organize their thinking around their position.

2. If you are writing with your students use the Synthesis Protocol detailed here,http://www.west.asu.edu/johnso/synthesis/learners.html,to model your own

synthesis of research.

3.Have student discuss or free-write about their understanding of and position

on the issue they have researched.

4. Create a class mural, asking all students to make a symbol for their position on

an issue. After posting the symbols and explaining their positions ask fellow

students to describe their views on the position, either verbally or by placing a

post-it with comments next to particular symbols.

Students might need varying levels of

support synthesizing an argument

from their research, allowing

discussion and conferencing can be a

support that allows collaboration and

deeper analysis of their issues.

This is a great time for student

conferences. While conferring student

can share their positions with other

students.

Resources Organizing Your Thinking

Eduplace Graphic Organizer: T-chart:http://www.eduplace.com/graphicorganizer/pdf/tchart_eng.pdf

bubbl.us:https://bubbl.us/

Synthesizing Information: Step-by-step Instructions for Learners:

http://www.west.asu.edu/johnso/synthesis/learners.html
http://www.west.asu.edu/johnso/synthesis/learners.htmlhttp://www.west.asu.edu/johnso/synthesis/learners.htmlhttps://bubbl.us/https://bubbl.us/https://bubbl.us/http://www.mindmeister.com/http:/www.west.asu.edu/johnso/synthesis/learners.htmlhttp://www.mindmeister.com/http:/www.west.asu.edu/johnso/synthesis/learners.htmlhttp://www.mindmeister.com/http:/www.west.asu.edu/johnso/synthesis/learners.htmlhttps://bubbl.us/http://www.west.asu.edu/johnso/synthesis/learners.html


11/16


Formative

Assessment Task

Find Supporting Evidence Teacher Notes

Description What information have you discovered that supports your position on this

issue? How do you think about the information that undermines your

position?Review at your notes, find compelling quotes, facts, statistics, interviews,

artifacts and personal stories that support your position. Keep track of those

that undermine your position, as you will also need to think about how to

respond to counterclaims and conflicting evidence.

If you have had a controlled pool of

information for research so far youcould consider opening it up to online

resources, adding a library visit or

offering other text resources.


CCLS Standards CCRA.R, CCRA.W.81

Possible Activities: 1. In the younger grades a lesson on how to sequence information would be

appropriate, helping kids identify where they need the most new information-beginning, middle or end.

2. Model your own research question development, including several extra

questions that are off task. Ask the student to help identify which information

would support your position and which would be extraneous.

3. You can revisit and questioning protocol used earlier, this time adding a

reflective element. Challenge kids to explain how will they use the information.

The model UN has a hamburger

model to help elementary studentsthink about logic and sequence.http://www.unausa.org/images/conten

t/GC_Model_UN/Model_UN_Prep/Writ

ing_the_Position_Paper.pdf

Resources Elementary: The Hamburger Graphic Organizer:

http://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writi

ng_the_Position_Paper.pdf

Middle: Citing Textual Evidence (video):

https://www.teachingchannel.org/videos/teaching-about-textual-evidence

Secondary: discovering Ideas Handbook: Support your Claims:

http://daphne.palomar.edu/handbook/support.htm
http://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writing_the_Position_Paper.pdfhttp://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writing_the_Position_Paper.pdfhttp://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writing_the_Position_Paper.pdfhttp://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writing_the_Position_Paper.pdfhttp://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writing_the_Position_Paper.pdfhttp://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writing_the_Position_Paper.pdfhttp://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writing_the_Position_Paper.pdfhttps://www.teachingchannel.org/videos/teaching-about-textual-evidencehttps://www.teachingchannel.org/videos/teaching-about-textual-evidencehttp://daphne.palomar.edu/handbook/support.htmhttp://daphne.palomar.edu/handbook/support.htmhttp://daphne.palomar.edu/handbook/support.htmhttps://www.teachingchannel.org/videos/teaching-about-textual-evidencehttp://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writing_the_Position_Paper.pdfhttp://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writing_the_Position_Paper.pdfhttp://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writing_the_Position_Paper.pdfhttp://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writing_the_Position_Paper.pdfhttp://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writing_the_Position_Paper.pdf


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Formative

Assessment Task

Outline and Draft Teacher Notes

Description How can you figure out what you want to say, and how to say it in the most

compelling and convincing way possible?

Find a way to organize your thoughts about the issue, and the supportingevidence you have collected. Use the writing process to construct your first

draft.

In the upper level grades it would be

appropriate to add introduction of

opposing points of view and rebuttals tothe task.


CCLS Standards CCRA.W.5; CCRA.W.8

Possible Activities: 1. Offer students a chance to look at exemplars, this time with the purpose of

identifying structure, transition words, thesis or position construction and the

conclusion. Students may code the text to highlight these sections, use a rubric

to give feedback on the papers, or design an outline checklist for their draft.2.Model the outlining and drafting process through think-alouds how you

organize your notes, then begin to draft. You might want to try multiple leads or

organizations and ask kids to evaluate that they find most effective and why.

3. Writing Centers with specific supports or lessons based on student need

(position creation, transition words, citations, etc.) allow students to work in

different writing partnerships or peer edits.

Having students evaluate exemplars

with rubric specific feedback can help

solidify what they need to add to do for

the task. Look at the Annotated Taskshere at,http://schools.nyc.gov/NR/rdonlyres/0F

4660F6-6E81-47F2-B0AC-

42D85901CA85/0/NYCDOEG3LiteracySh

arks_Final.pdf

Resources Resources for the writing process

Writing a Position Paper:

http://www.sfu.ca/cmns/130d1/WritingaPositionPaper.htm

Introductions, Body Paragraphs, and Conclusions for an Argument

Paper:https://owl.english.purdue.edu/owl/resource/724/1/

Instructional Support Modules: Improving Students Writing:

http://www.k12.wa.us/writing/assessment/supportmaterials.aspx
http://www.sfu.ca/cmns/130d1/WritingaPositionPaper.htmhttp://www.sfu.ca/cmns/130d1/WritingaPositionPaper.htmhttps://owl.english.purdue.edu/owl/resource/724/1/https://owl.english.purdue.edu/owl/resource/724/1/https://owl.english.purdue.edu/owl/resource/724/1/http://www.k12.wa.us/writing/assessment/supportmaterials.aspxhttp://www.k12.wa.us/writing/assessment/supportmaterials.aspxhttp://www.k12.wa.us/writing/assessment/supportmaterials.aspxhttps://owl.english.purdue.edu/owl/resource/724/1/http://www.sfu.ca/cmns/130d1/WritingaPositionPaper.htm


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Formative

Assessment Task

Feedback and Revision Teacher Notes

Description How can you improve your draft?

Using feedback from a peer and/or teacher, strengthen your draft by improving

your use of evidence, continuing to develop your argument, and addressingcounter-claims with care and respect. Refine your use of grammar and

punctuation, as well as your use of academic vocabulary.


CCLS Standards

Assessed

CCRA.W.4, CCRA.W.5;

Possible Activities: 1. Try using the STAR or RAG feedback and revision protocols developed by Kelly

Gallagher. (See resources below.)

2.Create a sheet that allows students to ask specific questions for feedback tomultiple revision partners.

3. After reviewing drafts you may want to order a specific set of grammar mini

lessons based on student need. These mini lessons can then become part of the

expectations for revising.

At all instructional levels teachers

should have both remediation and

extensions built in to this formativeassessment.

Direct instruction on the difference

between revision and editing as well as

developing feedback protocols for peer

review can help launch productive

feedback sessions.

Resources Is my thesis good enough? Peer Revision

http://www.huffenglish.com/handouts/persuademe.pdf

Grammar Edit Sheet

https://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edit

Editing Protocols

Using STAR to Edit Writing:

http://writing.umn.edu/mwp/summer/2010/2010%20images/2010%20

demos/sandbergS.pdf

Peer Editing Groups: Read Around Groups

www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc
http://www.huffenglish.com/handouts/persuademe.pdfhttp://www.huffenglish.com/handouts/persuademe.pdfhttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttp://writing.umn.edu/mwp/summer/2010/2010%20images/2010%20demos/sandbergS.pdfhttp://writing.umn.edu/mwp/summer/2010/2010%20images/2010%20demos/sandbergS.pdfhttp://writing.umn.edu/mwp/summer/2010/2010%20images/2010%20demos/sandbergS.pdfhttp://writing.umn.edu/mwp/summer/2010/2010%20images/2010%20demos/sandbergS.pdfhttp://writing.umn.edu/mwp/summer/2010/2010%20images/2010%20demos/sandbergS.pdfhttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc%E2%80%8Ehttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc%E2%80%8Ehttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc%E2%80%8Ehttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc%E2%80%8Ehttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc%E2%80%8Ehttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc%E2%80%8Ehttp://writing.umn.edu/mwp/summer/2010/2010%20images/2010%20demos/sandbergS.pdfhttp://writing.umn.edu/mwp/summer/2010/2010%20images/2010%20demos/sandbergS.pdfhttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttp://www.huffenglish.com/handouts/persuademe.pdf


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Formative Assessment Task Edit

Description How can you improve your draft?

Using feedback from a peer and/or teacher, strengthen your presentation with a focus on grammar and

professional language.

Time Frame 2 hours

CCLS Standards Assessed CCRA.W.4, CCRA.W.5;

Possible Activities 1. Give a mini-lesson on editing practices that authors use to ensure they have edited their work including re-

reading, reading the piece aloud, and having someone else read the piece to you.

2. Pair students and have them read each others work aloud so the author can hear the words they have

written and self edit. (The purpose here is often the authors eyes will read what they meant to write when

re-reading, but another person can help them access exactly what is on the page.

3. Conduct shared group editing to train students in the diligence necessary to edit. Project a students speech

and going line by line have students find and correct any errors present. Note: In choosing a speech it's agreat practice to use one that reflects errors typical in your class to ensure students all learn from the shared

experience.

4. After reviewing drafts, differentiate by giving each student 3-4 specific things to look for and correct in

their draft such as run-on sentences, word choice, sentence variety or correct subject-verb

agreement.

5. After reviewing drafts you may want to order a specific set of mini lessons based on student need. These

mini lessons can then become part of the expectations for revising.

Resources Grammar Edit Sheet

https://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8T

Q_TTS3iIg/edit

Editing Protocols

Using STAR to Edit Writing:

http://writing.umn.edu/mwp/summer/2010/2010%20images/2010%20demos/sandbergS.pdf

http://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc

Peer Editing Groups: Read Around Groups

www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc
https://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttp://writing.umn.edu/mwp/summer/2010/2010%20images/2010%20demos/sandbergS.pdfhttp://writing.umn.edu/mwp/summer/2010/2010%20images/2010%20demos/sandbergS.pdfhttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.dochttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.dochttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc%E2%80%8Ehttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc%E2%80%8Ehttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc%E2%80%8Ehttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc%E2%80%8Ehttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc%E2%80%8Ehttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc%E2%80%8Ehttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.dochttp://writing.umn.edu/mwp/summer/2010/2010%20images/2010%20demos/sandbergS.pdfhttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edit


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Formative

Assessment Task

Executive Summary Teacher Notes

Description If you had 2 minutes to tell someone about your issue and your position on it,

what would you say?Create a document that prepares you to present the essential points of your

position paper with a larger audience.

If students are going to present their

position paper to a live audience, or usea multimedia vehicle to share their

work (such as voicethread, glog, PPT,

Prezi, etc.), they should create an

executive summary, or a bulleted list of

essential points to be addressed. This is

not necessary if students are posting

their paper to a blog or wiki, or

contributing their paper to a book or

conference.

Time Frame 2 hours

CCLS Standards

Assessed

CCRA.W.6

Possible Activities: 1. Have student partners read copies of each others final paper. Ask them to

highlight what is the most interesting and essential information. When they

return the papers to their author they can discuss why they think items should

be included or left out.

2. Have students code their own and each others paper using the same codes

that were used in the formative assessment on Exploring the Genre of

Persuasive Writing: IP=Introduction of the position; MP=Main point re: theposition; SE=supporting evidence for the position; T=Transition sentences;

PL=Examples of persuasive language; CP=Conclusion about the Position. Then,

have the author use the codes to create a bulleted list of main points.

Inviting students to pair with new

partners and/or outside faculty can help

them develop their talking points and

pace.

Resources Determining Importance Resource

Determining your Main Ideas:

http://writingcommons.org/genres/public-speaking/creating-the-body-

of-a-speech/determining-your-main-ideas
http://writingcommons.org/genres/public-speaking/creating-the-body-of-a-speech/determining-your-main-ideashttp://writingcommons.org/genres/public-speaking/creating-the-body-of-a-speech/determining-your-main-ideashttp://writingcommons.org/genres/public-speaking/creating-the-body-of-a-speech/determining-your-main-ideashttp://writingcommons.org/genres/public-speaking/creating-the-body-of-a-speech/determining-your-main-ideashttp://writingcommons.org/genres/public-speaking/creating-the-body-of-a-speech/determining-your-main-ideas


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Performance Task Guide with Learning Progression

Documents

Transcript of Performance Task Guide with Learning Progression