Lindsay Ohlert, Andrew Dwyer, Susan Samaha, Maria Matlashewski and Greta Krier

EdHD 5001
Performance Assessment

1. Title: My Family

2. Summary: Students will write an informative report about their own backgrounds using appropriate
elements of composition.

3. Standard to Be Assessed:
Minnesota State ELL Standards
Transitional Proficiency
II: Writing
B. Elements of Composition
2. Create multiple paragraph compositions that include: (a) correct paragraph indentation style, (b) an
introductory paragraph formulating a thesis or opinion, (c) supporting evidence in paragraph form that upholds
the overall thesis or opinion, (d) a concluding paragraph as a summary.

4. Description of the Assessment Task

• Materials Required: previously collected and analyzed interview data, paper, writing utensil
• Location of Assessment: classroom; compositions not completed in class may be done as homework
• Step by Step Procedure:

1. Students need to come prepared with all materials and with the data gathered from interviewing family
about their background and heritage. (This was done as a previous assignment. The teacher has a copy
of each student's research data in case the student forgets or loses it.)
2. Students formulate a thesis about their family's background based on the gathered data.
3. Students write an outline including:
1. an introductory paragraph with a lead sentence, the thesis, and an overview of what will be
covered in the composition
2. body paragraph(s) including topic sentences, supporting evidence, and transitions to the
following paragraphs
3. a conclusion, including a restatement of the thesis, a summary of the supporting evidence, and a
closing sentence.
4. Students write the composition based on the outline.
5. Students proofread their own compositions, correcting grammar, spelling, punctuation and formatting.
They may use resources such as dictionaries and style guides.
6. Students re-write their compositions with corrections legibly for a final draft.
7. Students hand in their composition by the date due.

• Description of Final Product: A multiple-paragraph informative composition synthesizing previously

learned English writing techniques and research data.
• Elements of the Task: As required by the Minnesota state standards, we are specifically looking for a
composition that includes an introductory paragraph, a thesis, supporting evidence, and a concluding
paragraph as a summary, using standard English paragraphing mechanics previously taught in class,
including indentation. These requirements are all included in the rubric.

5. Specify Course: An English Language Arts class for 5th grade ELL students at the transitional proficiency
level.
 Lindsay Ohlert, Andrew Dwyer, Susan Samaha, Maria Matlashewski and Greta Krier
EdHD 5001
Performance Assessment

6. Time to Complete the Assignment: Five forty-five minute class periods to write and revise the
composition. Work not finished in class can be completed as homework.

7. Prerequisite Student Skills: In previous lessons over the course of the year, students have:

• revised first drafts for content, clarity and mechanics

• mastered standard punctuation
• worked with numerous high-frequency grammar concepts
• identified the structural elements of a composition
• learned what a thesis is and how to write one
• practiced writing lead sentences and closing sentences
• identified and practiced using transitions
• conducted interviews and recorded data

8. Grading Criteria
a)Specific Expectations: Students will create a composition including an introduction, body paragraph(s) and
a conclusion. These paragraphs will be properly formed (see rubric for what constitutes proper form), including
the presence of a thesis, supporting details, and final summarization. Students will write using
developmentally-appropriate (as defined by the MN State ELL/English standards) mechanics taught earlier in
the year, including indentation.

Grading rubric:
CATEGORY Exemplary (4) Proficient (3)* Apprentice (2) Novice (1)
Introductory Paragraph: lead, Includes a lead, thesis and an Lacks one of the three following Lacks two of the three following Lacks all three of the following
thesis, overview of what will be overview. elements: lead, thesis, or elements: lead, thesis, or elements: lead, thesis and
covered in the composition. overview. overview. overviews.
Body Paragraph(s): main idea, Body paragraph(s) include(s) a One or more body paragraph(s) One or more of the body One or more of the body
supporting evidence, transition main idea, supporting evidence, lack one of the three following paragraph(s) lack two of the paragraphs lack all three of the
and a transition to the following elements: main idea, support three following elements: main following elements: main idea,
paragraph. evidence, or transition. idea, supporting evidence, or supporting evidence, and
transition. transition.
Conclusion Paragraph: Recalls Recalls supporting evidence, Lacks one of the three following Lacks two of the three following Lacks all three of the following
supporting evidence, restates restates the thesis, and includes a elements: recalls supporting elements: recalls supporting elements: recalls supporting
thesis in order to summarize the closing sentence. evidence, restates thesis, or evidence, restates thesis, or evidence, restates thesis, and
composition's contents, closing closing sentence. closing sentence. closing sentence.
sentence.
Mechanics: Grammar that has No errors in indentation, 1-3 errors in indentation, 4-6 errors in indentation, 7 or more errors in indentation,
been previously taught in class, spelling, nor the grammar spelling, and/or grammar spelling, and/or the grammar spelling, and/or grammar
indentation, spelling concepts taught previously in concepts taught previously in concepts previously taught in concepts previously taught in
this class. class. class. class.

A: 15-16 points
B: 13-14 points
C: 11-12 points
D: 9-10 points
F: 8 or fewer points

b)General Expectations: Students need to need to come prepared with materials; to use class time effectively;
to use organization skills; to participate actively and attend class; and to synthesize previous gathered data and
previously developed skills into a final product.
 Lindsay Ohlert, Andrew Dwyer, Susan Samaha, Maria Matlashewski and Greta Krier
EdHD 5001
Performance Assessment

9. Student Instructions:

Dear students,

Last week, you interviewed your family to find out more about your heritage and where you come from. You
will now write a composition using the data you gathered. Here are the steps you should take when writing
your composition:

1. Re-read your research data.

2. Form a thesis based on your research.
3. Write an outline. Your outline needs to include an introductory paragraph, a body, and a concluding
paragraph.
1. Your introductory paragraph needs to include a lead sentence, your thesis, and an overview of
what you will write about in your composition.
2. Your body needs to include evidence that supports your thesis. Each body paragraph must
include a topic sentence, evidence, and a transition to the next paragraph.
3. Your concluding paragraph must say your thesis again using different words, summarize the
evidence you already wrote about, and end with a concluding sentence.
4. Write your composition using your outline.
5. Proofread your composition. Fix any mistakes you find. Look carefully for punctuation, spelling, and
grammar errors.
6. Write a final draft. Make sure your writing is very neat so I can read it!

You must write this composition yourself!

When I grade your composition, I will be using the rubric on the next page. You can check your composition
before you hand it in to make sure you included everything necessary!

Here are some tips for success:

• Turn your composition in on time.

• Take advantage of resources, such as dictionaries, provided in our classroom.
• Use your class time wisely. If you do not finish in class, you will need to take this assignment home as
homework.
• Follow all the rules you have learned about sentences and paragraphs.
• If you are confused about the instructions, make sure to ask for help!

“You have brains in your head. You have feet in your shoes. You can steer yourself in any direction you
choose. You're on your own. And you know what you know. You are the guy who'll decide where to go.” -
Dr. Seuss

Yours in education,
TEACHER'S NAME HERE.