November 2016

Assessment Items : Fifth Grade Tri 2a - Ava Farley

Task 1 Directions (RL.5.9):
One of the themes that these two texts share is: It is important to do what you know deep down is right. As you read the two texts, consider how the
authors convey this theme throughout. What is each authors approach to the theme? Things to pay attention to might be:

dialogue between characters

figurative language
tone
purpose
perspective
characters development

You may use the table on the next page to help organize your thinking.

Text 1 Text 2
Title: A Good Reason To Look Up Title: Do What You Love
(Listen to this by using Read and Write for (Listen to this by clicking the blue play button )
Google)

Author: Tony Hawk

Author: Shaquille ONeal Genre: Personal Narrative
Genre: Personal Narrative
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A Good Reason to Look Up by Shaquille ONeal

1. Why do you think Shaquille ONeal wrote this? Who do you think he wrote it for?
I think he wrote this because he wants people to do what's important instead of things that are not.
I think he wrote this for people who don't focus on things that are they should focus on.

2. What is Shaquille ONeals perspective? (What does he think or believe?)

I think Shaq believes in doing things that could be more important and things that are not.
I think he thinks that that you need to learn from your mistakes and to take good advice because he wasn't doing great in school and he took
his father's advice and look where he is now.

3. One theme in both texts is, It is important to do what you know deep down is right. How does Shaquille ONeal communicate this
message to the reader? Make sure to cite text evidence.
Be the leader you want to be I knew in my heart he was write

Do What You Love by Tony Hawk

1. Why do you think Tony Hawk wrote this? Who do you think he wrote it for?
I think Tony wrote this because he want people to know that anything you love doing keep going at it even if you don't make it to the top.
I think Tony wrote this for people that don't think what they love isn't going to take them anywhere and that what they love to do isn't a job
when you can do anything and make it your career.

2. What is Tony Hawks perspective? (What does he think or believe?)

I think Tony thinks that you can make anything into a career.
I think Tony belivees that you should do what you love.

3. One theme in both texts is, It is important to do what you know deep down is right. How does Tony Hawk communicate this
message to the reader? Make sure to cite text evidence.
You might not make it to the top, but if you're doing what you love, there is much more happiness there than being rich and famous

compare and contrast

1. Compare the author's purposes for writing. How are Shaquille ONeal and Tony Hawks purposes for writing similar or different?
The authors purposes for writing this story is similar because they both are writing about how it is important to do what you know deep down is
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right. The author's purpose for writing this story is different because they both learned differently and they both learned the same thing but they
expressed it in a different way because Shaq learned from his dad and Tony learned from his kid and job.

2. Compare the authors perspectives. How are Tony Hawks and Shaquille ONeals perspectives similar or different?
The authors perspective are differently by how Shaq had to learn a lesson and Tony is talking about his career and how it might now seem
like a job. They authors perspective is similar because they both think it's important to do what you know deep down is right.

3. Compare the authors approaches to communicating the theme. How is the way Shaquille ONeal communicates the theme similar
or different from the way Tony Hawk conveys the theme?
They authors way to communicating the theme is different by how they told their story but they have the same theme they just shared it
differently. The authors way to communicating the theme similar by how they both got the theme across and they used it differently yet they have
the same theme and you can figure that out after both stories are read.

1. Why does this matter? How can you push your thinking about theme outside of these texts and into life? (E, RL.5.9)
This matters because you need to do what you know deep down is right like Tony he told about how people don't think
skateboarding is a job and he says You might not make it to the top, but if you are doing what you love, there is much more happiness
there than being rich and famous. and he's saying you can make anything you love into a career. It matters in Shaqs story because look
how he started he wasn't that great to people and now look at him now. This can connect to life by some kids aren't that great in school
there bad and in a couple years maybe they will change. In tony's story he did what he loved and now he made it his career so I could
make dancing into my career and we will see where that takes me.

Task 2 Directions: This trimester you have been working on building your collaborative skills by coming to discussions prepared and
reflecting on the ideas presented and discussed. As you share your completed projects, you will be assessed on how well you can
perform these skills.
(SL.5.1)
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Your teacher will use the attached rubric to evaluate your performance.

Fifth Speaking and Listening Rubric

5th Grade Unit 3 Assessment Rubrics/Proficiency Scale Literacy

CCSD Proficiency Content: RL.5.9

Scale Grade Level: 5th

Domain Reading Literature

Score 4.0 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond
Exceeds Target what was taught.
Why does it matter? Connect their understanding of theme to something bigger by pushing their thinking
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outside of the text. (write long about why it matters)

Score 3.5 In addition to score 3.0 performance, partial success at score 4.0 content.

Score 3.0 The student will:

Meets Target Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to
similar themes and topics.(RL.5.9)

Score 2.5 No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content.

Score 2.0 The student will perform basic processes, such as:
Working Toward Identify authors purpose (no comparision between texts)
Target Identify authors perspective (no comparison between texts)
Identify evidence of theme (no comparision between texts)

Score 1.5 Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content.

Score 1.0 With help, partial success at score 2.0 content and score 3.0 content.
Working Toward
Target w/Support

Score 0.5 With help, partial success at score 2.0 content but not at score 3.0 content.

Score 0.0 Even with help, no success.

Not Making
Progress Toward
Learning Target
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CCSD Proficiency Content: SL.5.1

Scale Grade Level: 5th

Domain Speaking and Listening

Score 4.0 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond
Exceeds Target what was taught.
Pose questions that generate responses and respond to others' questions and comments with relevant
observations and ideas that bring the discussion back on topic as needed.
Score 3.5 In addition to score 3.0 performance, partial success at score 4.0 content.

Score 3.0 The student will:

Meets Target
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 5 topics and texts, building on others ideas and expressing their own clearly.

1a. Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.(SL.5.1.)
1b. Follow agreed-upon rules for discussions and carry out assigned roles.(SL.5.1.)
1c. Pose and respond to specific questions by making comments that contribute to the discussion and
elaborate on the remarks of others.(SL.5.1.)
1d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained
from the discussions.(SL.5.1.)

Score 2.5 No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content.

Score 2.0 The student will perform basic processes, such as:
Working Toward Read or study material(s) to be discussed
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Target List important information about the topic to be discussed

Identify the agreed upon rules for discussion
Ask questions when I do not understand
Stay on topic by making comments about the information being discussed.
Make connections between the comments of others
Explain my own ideas and tell what I have learned from a discussion.

Score 1.5 Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content.

Score 1.0 With help, partial success at score 2.0 content and score 3.0 content.
Working Toward
Target w/Support

Score 0.5 With help, partial success at score 2.0 content but not at score 3.0 content.

Score 0.0 Even with help, no success.

Not Making
Progress Toward
Learning Target