Performance Tasks

Grades K-1
Sample Performance Tasks for Stories and Poetry

• Students (with prompting and support from the teacher) describe the relationship between key events of the overall story of Little Bear by Else Holmelund Minarik to the corresponding scenes illustrated by Maurice Sendak. [RL.K.7]
• Students retell Arnold Lobel’s Frog and Toad Together while demonstrating their understanding of a central message or lesson of the story (e.g., how friends are able to solve problems together or how hard work pays off). [RL.1.2]
• Students (with prompting and support from the teacher) compare and contrast the adventures and experiences of the owl in Arnold Lobel’s Owl at Home to those of the owl in Edward Lear’s poem “The Owl and the Pussycat.” [RL.K.9]
• Students read two texts on the topic of pancakes (Tomie DePaola’s Pancakes for Breakfast and Christina Rossetti’s “Mix a Pancake”) and distinguish between the text that is a storybook and the text that is a poem. [RL.K.5]
• After listening to L. Frank Baum’s The Wonderful Wizard of Oz, students describe the characters of Dorothy, Auntie Em, and Uncle Henry, the setting of Kansan prairie, and major events such as the arrival of the cyclone. [RL.1.3]
• Students (with prompting and support from the teacher) when listening to Laura Ingalls Wilder’s Little House in the Big Woods ask questions about the events that occur (such as the encounter with the bear) and answer by offering key details drawn from the text. [RL.1.1]
• Students identify the points at which different characters are telling the story in the Finn Family Moomintroll by Tove Jansson. [RL.1.6]
• Students identify words and phrases within Molly Bang’s The Paper Crane that appeal to the senses and suggest the feelings of happiness experienced by the owner of the restaurant (e.g., clapped, played, loved, overjoyed). [RL.1.4]

Grades K-1
Sample Performance Tasks for Informational Texts

• Students identify the reasons Clyde Robert Bulla gives in his book A Tree Is a Plant in support of his point about the function of roots in germination. [RI.1.8]
• Students identify Edith Thacher Hurd as the author of Starfish and Robin Brickman as the illustrator of the text and define the role and materials each contributes to the text. [RI.K.6]
• Students (with prompting and support from the teacher) read “Garden Helpers” in National Geographic Young Explorers and demonstrate their understanding of the main idea of the text—not all bugs are bad—by retelling key details. [RI.K.2]
• After listening to Gail Gibbons’ Fire! Fire!, students ask questions about how firefighters respond to a fire and answer using key details from the text. [RI.1.1]
• Students locate key facts or information in Claire Llewellyn’s Earthworms by using various text features (headings, table of contents, glossary) found in the text. [RI.1.5]
• Students ask and answer questions about animals (e.g., hyena, alligator, platypus, scorpion) they encounter in Steve Jenkins and Robin Page’s What Do You Do With a Tail Like This? [RI.K.4]
• Students use the illustrations along with textual details in Wendy Pfeffer’s From Seed to Pumpkin to describe the key idea of how a pumpkin grows. [RI.1.7]
• Students (with prompting and support from the teacher) describe the connection between drag and flying in Fran Hodgkins and True Kelley’s How People Learned to Fly by performing the

Constructing a Performance Task Scenario Using GRASPS Example : Math Goal:  The goal (within the scenario) is to minimize costs for shipping bulk quantities of M&M’s. Role:  You are an engineer in the packaging department of the M&M’s candy company. Audience:  The target audience is non-engineer company executives. Situation:  You need to convince penny-pinching company officers that your container design will provide cost-effective use of the given materials, maximize shipping volume of bulk quantities of M&M’s, and be safe to transport. Product Performance and Purpose:  You need to design a shipping container from given materials for the safe and cost-effective shipping of the M&M’s. Then you will prepare a written proposal in which you include a diagram and show mathematically how your container design provides effective use of the given materials and maximizes the shipping volume of the M&M’s. Standards and Criteria for Success:  Your container proposal should… o Provide cost-effective use of the given materials. o Maximize shipping volume of bulk quantities of M&M’s. o Be safe to transport.  Your models must make the mathematical case.

Performance Tasks:

GRASPS: Model – Early Childhood Example

 

G: Goal: Your goal is to create a larger than life model of a butterfly and

write/illustrate a book with a fiction and nonfiction section about your butterfly.

R: Role: You are the teacher. Your job is to teach the preschoolers about

butterflies.

A: Audience: You will invite the preschool class to come to your classroom

to learn about butterflies.

S: Situation: Your challenge is to teach preschoolers about butterflies by

performing your book.

P: Product: You will act out your book with your butterfly model.

S: Standards for Success: Your book and performance will be judged by you,

your teacher, and two of your peers using the student rubric.

 

Teacher-Made:

Performance Task(s) (summary in GRASPS form-See Reference):

• Students will participate in discussions.
• Students will follow rules of discussion when discussing a topic.
• Students will complete worksheet on vocabulary and sight words.
• Students will complete a four square writing graphic organizer.
• Students will use knowledge and skills to brainstorm ideas and begin writing sentences using a graphic organizer.
• Students will be assessed by a rubric.

 

 

A performance tasks is a complex scenario that provides students an opportunity to demonstrate what they know and are able to do when given a certain concept. It is goal directed. The teachers come up with their own performance tasks on what they want their students to achieve in the end. Rate: 5

Multiple Intelligence

Myer Brigg's Personality Test

http://www.humanmetrics.com/hr/you/personalitytype.aspx

Humanmetrics Jung Typology Test™ Your Type ENFP Extravert(1%) iNtuitive(12%) iNtuitive Feeling(75%) Perceiving(56)% You have marginal or no preference of Extraversion over Introversion (1%) You have slight preference of Intuition over Sensing (12%) You have distinctive preference of Feeling over Thinking (75%) You have moderate preference of Perceiving over Judging (56%) How Do You Want to Leverage The Type?

You Your Business Self-Awareness And Personal Growth ENFP description by Joe Butt and Marina Margaret Heiss Use for self-awareness and self-development FREE Click to view Staff Development and Team Building Improve performance Stronger leadership Career development advice Communication strategies Conflict management Free Trial Click to explore Career Choices Discover most favourable careers with Jung Career Indicator™ See who of the famous individuals share your type FREE Click to view Pre-employment Testing Select best fit and acquire top talent Assess soft skills Job compatibility scoring Obtain applicants' workplace behavioural profile Free Trial Click to explore

Extraverted iNtuitive Feeling Perceiving by Marina Margaret Heiss Profile: ENFP Revision: 4.0 Date of Revision: 28 Feb 2011 [The following comes partially from the archetype, but mostly from my own dealings with ENFPs.] ENFPs are both "idea"-people and "people"-people, who see everyone and everything as part of a cosmic whole. They want to both help and to be liked and admired by other people, on both an individual and a humanitarian level. This is rarely a problem for the ENFP, as they are outgoing and warm, and genuinely like people. Some ENFPs have a great deal of zany charm, which can ingratiate them to more stodgy types in spite of their unconventionality. ENFPs often have strong, if sometimes surprising, values and viewpoints. They tend to try to use their social skills and contacts to persuade others gently (though enthusiastically) of the rightness of these views; this sometimes results in the ENFP neglecting their nearest and dearest while caught up their efforts to change the world. ENFPs can be the warmest, kindest, and most sympathetic of mates; affectionate, demonstrative, and spontaneous. Many in relationships with an ENFP literally say, "They light up my life." But there is usually a trade-off: the partner must be willing to deal with the practical and financial aspects of the relationship, and the ENFP must be allowed the freedom to follow their latest path, whatever that entails. For some ENFPs, relationships can be seriously tested by their short attention spans and emotional needs. They are easily intrigued and distracted by new friends and acquaintances, forgetting their older and more familiar emotional ties for long stretches at a time. And the less mature ENFP may need to feel they’re the constant center of attention, to confirm their image of themselves as a wonderful and fascinating person. In the workplace, ENFPs are pleasant and friendly, and interact in a positive and creative manner with both their co-workers and the public. ENFPs are also a major asset in brainstorming sessions; follow-through on projects can be a problem, however. ENFPs do get distracted, especially if another interesting issue comes along. They also tend towards procrastination, and dislike performing small, uninteresting tasks. ENFPs are most productive when working in a group with a few Js to handle the details and the deadlines. Extraverted iNtuitive Feeling Perceiving by Joe Butt ENFPs are friendly folks. Most are really enjoyable people. Some of the most soft-hearted people are ENFPs. ENFPs have what some call a "silly switch." They can be intellectual, serious, all business for a while, but whenever they get the chance, they flip that switch and become CAPTAIN WILDCHILD, the scourge of the swimming pool, ticklers par excellence. Som etimes they may even appear intoxicated when the "switch" is flipped. One study has shown that ENFPs are significantly overrepresented in psychodrama. Most have a natural propensity for role-playing and acting. ENFPs like to tell funny stories, especially about their friends. This penchant may be why many are attracted to journalism. I kid one of my ENFP friends that if I want the sixth fleet to know something, I'll just tell him. ENFPs are global learners. Close enough is satisfactory to the ENFP, which may unnerve more precise thinking types, especially with such things as piano practice ("three quarter notes or four ... what's the difference?") Amazingly, some ENFPs are adept at exacting disciplines such as mathematics. Friends are what life is about to ENFPs, moreso even than the other NFs. They hold up their end of the relationship, sometimes being victimized by less caring individuals. ENFPs are energized by being around people. Some have real difficulty being alone , especially on a regular basis. One ENFP colleague, a social worker, had such tremendous interpersonal skills that she put her interviewers at ease during her own job interview. She had the ability to make strangers feel like old friends. ENFPs sometimes can be blindsided by their secondary Feeling function. Hasty decisions based on deeply felt values may boil over with unpredictable results. More than one ENFP has abruptly quit a job in such a moment. Functional Analysis: Extraverted iNtuition The physical world, both geos and kosmos, is the ENFP's primary source of information. Rather than sensing things as they are, dominant intuition is sensitive to things as they might be. These extraverted intuitives are most adept with patterns and connections. Their natural inclination is toward relationships, especially among people or living things. Intuition leans heavily on feeling for meaning and focus. Its best patterns reflect the interesting points of people, giving rise to caricatures of manner, speech and expression. Introverted Feeling Auxiliary feeling is nonverbally implied more often than it is openly expressed. When expressed, this logic has an aura of romance and purity that may seem out of place in this flawed, imperfect world. In its own defense, feeling judgement frequently and fleetly gives way to humor. ENFPs who publicize their feelings too often may put off some of the crowd of friends they naturally attract. Extraverted Thinking Thinking, the process which runs to impersonal conclusions, holds the extraverted tertiary position. Used on an occasional basis, ENFPs may benefit greatly from this ability. Less mature and lacking the polish of higher order functions, Thinking is not well suited to be used as a prominent function. As with other FP types, the ENFP unwary of Thinking's limitations may find themselves most positively mistaken. Introverted Sensing Sensing, the least discernible ENFP function, resides in the inner world where reality is reduced to symbols and icons--ideas representing essences of external realities. Under the influence of the ever-present intuition, the ENFP's sensory perceptions are in danger of being replaced by hypothetical data consistent with pattern and paradigm. When it is protected and nourished, introverted sensing provides information about the fixed. From such firm anchoring ENFPs are best equipped to launch into thousands of plausibilities and curiosities yet to be imagined. Perhaps the combination of introverted Feeling and childlike introverted Sensing is responsible for the silent pull of ENFPs to the wishes of parents, authority figures and friends. Or perhaps it's the predominance of indecisive intuition in combination with the ambiguity of secondary Fi and tertiary Te that induces these kind souls to capitulate even life-affecting decisions. Whatever the dynamic, ENFPs are strongly influenced by the opinions of their friends. Famous ENFPs: Franz Joseph Haydn Samuel Clemens (Mark Twain) Will Rogers Buster Keaton Theodor "Dr." Seuss Geisel (The Cat in the Hat) Mickey Rooney James Dobson ("Focus on the Family") Andy Rooney Carol Burnett Paul Harvey Elizabeth Montgomery (Bewitched) Bill Cosby (Ghost Dad) Dom Delouise, actor Dave Thomas, owner of Wendy's hamburger chain Lewis Grizzard, newspaper columnist I. King Jordan, past president of Gallaudet University Martin Short, actor-comedian Meg Ryan, actor (When Harry Met Sally) Robin Williams, actor, comedian (Dead Poet's Society, Mrs. Doubtfire) Sandra Bullock, actor (Speed, While You Were Sleeping) Robert Downey Jr.(Ironman) Alicia Silverstone (Clueless) Sinbad Andy Kaufman Regis Philbin Will Smith Fictional: Dr. Doug Ross (ER) Balkie (Perfect Strangers) Ariel (The Little Mermaid) Steve Irkle   MULTIPLE INTELLIGENCES TEST Where does your true intelligence lie? This quiz will tell you where you stand and what to do about it. Read each statement. If it expresses some characteristic of yours and sounds true for the most part, jot down a "T." If it doesn't, mark an "F." If the statement is sometimes true, sometimes false, leave it blank. 1. _____ I'd rather draw a map than give someone verbal directions. 2. _____ I can play (or used to play) a musical instrument. 3. _____ I can associate music with my moods. 4. _____ I can add or multiply in my head. 5. _____ I like to work with calculators and computers. 6. _____ I pick up new dance steps fast. 7. _____ It's easy for me to say what I think in an argument or debate. 8. _____ I enjoy a good lecture, speech or sermon. 9. _____ I always know north from south no matter where I am. 10. _____ Life seems empty without music. 11. _____ I always understand the directions that come with new gadgets or appliances. 12. _____ I like to work puzzles and play games. 13. _____ Learning to ride a bike (or skates) was easy. 14. _____ I am irritated when I hear an argument or statement that sounds illogical. 15. _____ My sense of balance and coordination is good. 16. _____ I often see patterns and relationships between numbers faster and easier than others. 17. _____ I enjoy building models (or sculpting). 18. _____ I'm good at finding the fine points of word meanings. 19. _____ I can look at an object one way and see it sideways or backwards just as easily. 20. _____ I often connect a piece of music with some event in my life. 21. _____ I like to work with numbers and figures. 22. _____ Just looking at shapes of buildings and structures is pleasurable to me. 23. _____ I like to hum, whistle and sing in the shower or when I'm alone. 24. _____ I'm good at athletics. 25. _____ I'd like to study the structure and logic of languages. 26. _____ I'm usually aware of the expression on my face. 27. _____ I'm sensitive to the expressions on other people's faces. 28. _____ I stay "in touch" with my moods. I have no trouble identifying them. 29. _____ I am sensitive to the moods of others. 30. _____ I have a good sense of what others think of me. MULTIPLE INTELLIGENCE SCORING SHEET Place a check mark by each item you marked as "true." Add your totals. A total of four in any of the categories A through E indicates strong ability. In categories F and G a score of one or more means you have abilities as well. A Linguistic B Logical- Mathematical C M usical D Spatial E Bodily- Kinesthetic F Intra- personal G Inter- personal 7 ___ 4 ___ 2 ___ 1 ___ 6 ___ 26 ___ 27 ___ 8 ___ 5 ___ 3 ___ 9 ___ 13 ___ 28 ___ 29 ___ 14___ 12 ___ 10 ___ 11___ 15 ___ 30 ___ 18 ___ 16 ___ 20 ___ 19___ 17 ___ 25 ___ 21 ___ 23 ___ 22___ 24 ___ Totals: ____ ____ ____ ____ ____ ____ ____   Multiple intelligences provide a flexible approach to good teaching. It is 8 difference way to demonstrate intellectual ability. It is how students learn best. You can group students according to their intelligence. You can also use group them heterogeneously or homogenously. You can also mix them up, making sure that in every group there are different intelligences, this way they can all contribute different ideas. From 1 being the lowest and 5 the highest, I rate this tool as a 5. The Seven Multiple Intelligences in Children Children who are strongly: Think Love Need Linguistic in words reading, writing, telling stories, playing word games, etc. books, tapes, writing tools paper diaries, dialogues, discussion, debate stories Logical- Mathematical by reasoning experimenting, questioning, figuring out puzzles, calculating, etc. things to explore and think about, science materials, manipulatives, trips to the planetarium and science museum Spatial in images and pictures designing, drawing, visualizing, doodling, etc. art, LEGOs, video, movies, slides, imagination games, mazes, puzzles, illustrated books, trips to art museums Bodily- Kinesthetic through somatic sensations dancing, running, jumping, building, touching, gesturing, etc. role play, drama, movement, things to build, sports and physical games, tactile experiences, hands-on learning Musical via rhythms and melodies singing, whistling, humming, tapping feet and hands, listening, etc.. sing-along time, trips to concerts, music playing at home and school, musical instruments Interpersonal by bouncing ideas off other people leading, organizing, relating, manipulating, mediating, partying, etc. friends, group games, social gatherings, community events, clubs, mentors/apprenticeships Intrapersonal deeply inside themselves setting goals, meditating, dreaming, being quiet, secret places, time alone, self-paced projects, choices