|Don't stop believing! A World Series Champion will be crowned tonight.|
Writing Performance Tasks: The Research Questions Let's begin today by locating the highlighted/modified version of the the document Sample Writing Performance Tasks (6th Grade) in our Google Drives form yesterday.
Next, let's revisit the Research Questions listed after the three sources/articles. Today we are specifically going to focus on Questions 1 and 2. Question 1 can be found below.
What vocabulary words must we understand to be successful in our response? Any words you see that could pose potential challenges to understanding? Finally, what exactly is the question asking us to do? Discuss with your partner and be prepared to share your ideas with the whole class.
Now let's take a close look at Question 2 below.
Do you see any challenging vocabulary? What are we being asked to do this time? Discuss.
Writing Performance Tasks: The Constructed Responses Now that we better understand what the 'Research Questions' are asking, it's time to understand what is expected from us in our written responses (also known as constructed responses).
The District makes it pretty clear what they expect because they released scoring rubrics for both responses. Take a look.
As you look at the three levels of proficiency, what differences do you notice? What questions do you have? For example, what's the different between "sufficient evidence" compared to "limited evidence"? Let's discuss and work through it as a class.
Additional questions I have on your behalf, include, what exactly does the "ability to gather, analyze, and integrate information" mean? The District seeks to clarify by providing the information below.
Is it more clear now exactly what our task is? What questions remain?
If time permits, let's start our constructed responses today. You can find the document Writing Performance Tasks - Research Questions and Constructed Responses in your Language Arts folders. We will continue working on this tomorrow.