Welcome, I’m so glad you’re here today. Make sure collect resources from the front table.

1. Welcome, I’m so glad you’re here today. • Make sure collect resources from the front table. • Find a seat where you will be comfortable. • Get ready for what I believe is some pretty exciting stuff. • Theodore.Mueller@cms.k12.nc.us

2. W-1 & W-2 Performance Tasks

3. The 2013-2014 CMS Non-Negotiables for all grade bands clearly state: “All teachers are required to have students complete performance tasks in their discipline areas.” CMS Expectations

5. A performance task is a learning experience that replicates or simulates situations in which people are faced with a complex situation that needs to be resolved. This could include a real-life problem or the need to formulate a hypothesis and test it. What is a Performance Task?

6. Performance tasks result in the students being engaged in the purposeful production or creation of something that is communicated, shared, or used with others for some observable purpose. Purpose

7. Develop critical habits of mind • Showcase learning in real-world contexts • Make students college and career ready • Prepare for Next Generation Assessments Why Performance Tasks?

8. What of long-term significance do students need to know, be able to do, understand, or apply? • How might tasks be embedded in real-world contexts to increase their relevance? • What evidence is necessary to prove students know, are able to do, understand, or apply? • How can the task achieve a student-valued purpose for an audience? • What are the quality expectations (standards) students should master with the task? Design Questions

9. Authentic Contexts

10. What are some other Authentic Contexts?Use Appendix E

11. Helpful Verbs

13. Using the list of verbs from Appendix B, supplies and chart paper complete the following chart

14. Performance Task Products

15. Performance tasks result in the students being engaged in the purposeful production or creation of something that is communicated, shared, or used with others for some observable purpose. Reminder of Purpose

17. Reminder: Design Questions • What of long-term significance do students need to know, be able to do, understand, or apply? • How might tasks be embedded in real-world contexts to increase their relevance? • What evidence is necessary to prove students know, are able to do, understand, or apply? • How can the task achieve a student-valued purpose for an audience? • What are the quality expectations (standards) students should master with the task?

18. See Copy of 8th Grade Unit 2 Performance Task • Unit Essential Questions: 1. How do the internal and external factors on an author influence the author’s creation and the meaning of a text? 2. How do experiences and beliefs of an author impact the elements within texts? 3. How do history and culture shape one’s identity? • Unit 2 Required Culminating Task: • Required Culminating Task: What are “classics?”

19. See Copy of 8th Grade Unit 2 Performance Task • What is the real-world frame and context? Why? • What standards are being measured? • What are the verbs used in the task? • How will students communicate their learning (product)? • What are the critical attributes of the task? • What are the teacher action steps? Let’s analyze the task!

20. Be cautious when limiting or approving student selected topics, texts, etc. • They should be age appropriate. • Be willing to reach out to parents about appropriateness of topics, texts, etc. • Remember all the advantages of a performance task. It allows for students and teachers to have an authentic, real-world opportunity to show and determine mastery. Texts and topics should not interfere with this beneficial opportunity. A Gentle Disclaimer

21. What are your initial thoughts after reviewing the example task? What are some instructional, planning or assessment implications that come to mind? How are performance tasks equally beneficial for teachers and students?

22. Argue Assess Claim Counter Claim Defend Evidence Evaluate Justify Judge Opinion Persuade Quote Rate Reasons Relevant Support Warrant • W-1 Key Terms • (Argumentative)

23. Analyze Develop Details Definitions Elaborate Explain Examine Facts Formulate Inform Interpret Organize Resolve Review Support Thesis W-2 Key Terms • (Explanatory)

24. Teachers create “I Can” statements by analyzing a standard and identifying what skills students should be able to do based on mastery of the standard. The purpose is to help students track their own learning. “I Can” Statements

25. WHST.6-8.1 Write arguments focused on discipline-specific content. • Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. • Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. • Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. • Establish and maintain a formal style. • Provide a concluding statement or section that follows from and supports the argument presented. Sample Standard

26. WHST.6-8.1 Write arguments focused on discipline-specific content. I can… • Use credible sources to analyze a topic or text • Introduce a claim about a topic or issue • Identify and distinguish counterclaims (Grade 7 and up) • Support my claim using logical reasons, accurate data, and evidence from credible sources • Organize reasons and evidence to support the topic • Determine relevance of evidence • Use transition words, phrases and clauses to create cohesion and clarify relationships among claim(s), counterclaims, reasons, and evidence • Maintain a formal style • Provide an effective conclusion Sample “I Can” Statements

27. Rubrics or a critical attributes list may be used to assess the performance of students. • Definition and explanation of authors’ style • Analysis of textual features and theme • Biographical sketch of both authors • Impact of texts on readers (current and future) • Significance of authors and their texts across time • Appropriate multimedia product and presentation format Assessment

29. http://my.cms.k12.nc.us/ • Departments • Humanities • Middle School Literacy 2013-2014 • Click on Unit 1 Curriculum Guide for your grade level under material type(+). • Find the performance task located on page 2.

30. Your Turn Arrange yourself in groups based on Grade Levels. Access online the Unit 1 Performance Task for your grade level. (Or use paper copy) Analyze your task. Develop a list of “I Can” statements to accompany the task.

31. Use your Grade Level Specific Unit 1 Task • What is the real-world frame and context? Why? • What standards are being measured? • What are the verbs used in the task? • How will students communicate their learning (product)? • What are the critical attributes of the task? • What are the teacher action steps? • What are some potential “I Can” statements for the task? Let’s analyze the task!

32. Exhale!

33. How do I plan for multiple means of… Universal Design for Learning

34. Differentiating for Varied Learners

35. Examples

36. Possible Barriers to Performance Task Grade 8 Unit 2 • Generate a list of barriers for EC Students and EL’s. Review Performance Task

37. English Language Development Standards Essential Standards in the Common Core

38. Who are the English Learners in my class? • What is the English language proficiency level of those students? • How can I use the language data to guide instruction? • What specific language is needed for the task? Making Performance Tasks Accessible for English Learners

39. CAN DO Descriptors

40. Modifications for ELs

41. Examples of Supports

42. Proficiency Levels Use words or phrases related to weather from pictures or photographs

43. Proficiency Levels Make statements about weather from pictures or photographs

44. Proficiency Levels Ask questions about weather from pictures or photographs

45. Proficiency Levels Forecast weather and provide reasonsfrom pictures or photographs

46. Proficiency Levels Evaluate and weigh options related to weather forecasting

47. Possible Solutions forPerformance Task Grade 8 Unit 2 • Generate a list of solutions for the previously identified barriers. Review Performance Task

49. Critical Attributes of the curriculum guides: • Structure • Composition • Updated • Rationale Note: to completely utilize the features of the guides, it is recommended that you print and keep as a working document and as a teacher artifact. For those who prefer, an electronic version is available. A word about curriculum guides…