| Foreword |
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v | |
| About the Author |
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vii | |
| Acknowledgments |
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viii | |
| User's Guide |
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xiii | |
| Part I: Using Performance Tasks |
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1 | (62) |
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The Nature of Performance Tasks |
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3 | (16) |
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3 | (1) |
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How do Performance Tasks Differ from Traditional Tests? |
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3 | (5) |
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What Is the Role of Performance Task Assessment in English Class? |
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8 | (2) |
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What Are the Design Elements of a Performance Task? |
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10 | (2) |
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How Does Performance Task Assessment Influence Instruction? |
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12 | (1) |
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What Do You Need to Know about Portfolio Assessment? |
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13 | (1) |
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What Are the Time Management Issues Involved in Using Performance Tasks? |
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14 | (1) |
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What Makes a Performance Task Authentic Learning? |
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15 | (2) |
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How Can You Develop a Collegial Review Process? |
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17 | (1) |
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18 | (1) |
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19 | (16) |
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19 | (1) |
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What Is a Rubric and How Is It Used by Teachers and Students? |
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19 | (2) |
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What Are Some Common Pitfalls in Rubric Use and Design? |
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21 | (3) |
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21 | (1) |
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21 | (1) |
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22 | (1) |
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23 | (1) |
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What Is the Most Efficient Rubric Design for English Language Arts Performance Tasks? |
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24 | (5) |
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Rubric for a Written or Physical Product |
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24 | (1) |
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Meaning (Also Called Intent, Ideas, Content) |
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24 | (1) |
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Development (Also Called Substance, Support, Details, References, Proof) |
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24 | (1) |
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Organization (Also Called Structure, Order, Sequencing) |
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25 | (1) |
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Word Choice (Also Called Diction, Style, Tone, Voice, Fluency, Vocabulary, or Language) |
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25 | (1) |
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Conventions (Also Called Mechanics or Presentation) |
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26 | (1) |
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26 | (1) |
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A Word on Interdisciplinary Projects |
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27 | (1) |
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Rubrics for Structured or Spontaneous Behavior |
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27 | (2) |
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29 | (1) |
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What Are Various Methods for Setting Up the Rubric? |
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29 | (5) |
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30 | (1) |
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30 | (1) |
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31 | (1) |
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31 | (1) |
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32 | (1) |
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32 | (2) |
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Checking Your Rubric for Flaws |
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34 | (1) |
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34 | (1) |
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English Language Arts Standards |
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35 | (14) |
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35 | (1) |
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What Is the Theory Behind the Standards? |
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35 | (2) |
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What Are the Standards for English Language Arts? |
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37 | (2) |
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What Are the Instructional Implications of the Standards? |
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39 | (6) |
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What Role Does Grammar Instruction Play in the Standards? |
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45 | (2) |
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The Standards Phrased as Questions |
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47 | (1) |
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48 | (1) |
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49 | (6) |
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49 | (1) |
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50 | (1) |
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50 | (2) |
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52 | (1) |
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52 | (1) |
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52 | (1) |
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Interdisciplinary Portfolio |
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53 | (1) |
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53 | (1) |
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54 | (1) |
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Multiple Intelligence Approaches |
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55 | (8) |
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55 | (2) |
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57 | (5) |
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62 | (1) |
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62 | (1) |
| Part II: A Collection of Performance Tasks and Rubrics |
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63 | (119) |
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Performance Tasks Based on Vocabulary Skills |
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65 | (28) |
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65 | (1) |
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Eat Your Words---An Etymology Report |
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65 | (5) |
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Using a New Word in a Sentence |
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70 | (2) |
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Understanding What Anglo-Saxon Words Can Do for You |
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72 | (4) |
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Understanding What Latin-Based Words Can Do for You |
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76 | (7) |
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Understanding What Greek-Based Words Can Do for You |
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83 | (5) |
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Specialty Words---Jargon, Euphemisms, Ricochets, Neologisms, and Eponyms |
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88 | (3) |
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91 | (2) |
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Performance Tasks Based on Poetry |
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93 | (24) |
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93 | (1) |
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94 | (3) |
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97 | (5) |
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102 | (2) |
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104 | (3) |
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107 | (3) |
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Illuminated Manuscripts (Shakespearean Quotations) |
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110 | (4) |
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114 | (2) |
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116 | (1) |
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Performance Tasks Based on Drama and Speech |
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117 | (14) |
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117 | (1) |
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Memorization and Recitation |
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118 | (4) |
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121 | (1) |
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122 | (3) |
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Understanding Rhetorical Techniques |
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125 | (3) |
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126 | (2) |
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Chanting Shaksepeare: Discovering the Tune |
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128 | (1) |
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129 | (2) |
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Performance Tasks Based on Film |
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131 | (10) |
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131 | (1) |
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Identifying the Three-Act Structure of Film |
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132 | (4) |
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Writing the Premises Paragraph |
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136 | (4) |
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139 | (1) |
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140 | (1) |
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Performance Tasks Based on Spelling, Capitalization, and Punctuation |
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141 | (8) |
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141 | (1) |
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Patterns and Clustering: Providing a Context |
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142 | (3) |
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145 | (1) |
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Finding Patterns in Comma Use |
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146 | (2) |
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148 | (1) |
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Performance Tasks Based on Language and Cultural Identity |
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149 | (10) |
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149 | (1) |
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149 | (2) |
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Translating the Language of Advertising |
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151 | (2) |
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Teenage Slang: Past and Present |
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153 | (2) |
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American Regional English |
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155 | (2) |
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157 | (2) |
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Performance Tasks Based on Teaching the Novel |
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159 | (22) |
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159 | (2) |
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Performance Tasks for Books-of-Choice |
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161 | (6) |
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Performance Tasks for the Young Adult Novel |
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167 | (3) |
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Performance Tasks for Classics: Oliver Twist |
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170 | (6) |
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Performance Tasks for Modified Classics: The Count of Monte Cristo |
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176 | (3) |
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179 | (2) |
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Performance Tasks Based on the Writing Process |
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181 | (1) |
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181 | (1) |
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182 | |
