Third Grade Palm Beach Performance Assessment
INFORMATIVE (#33 & #34)
Teacher Directions
GOAL: Students will write an informative text teaching what they know and have learned about the
topic. They will supply information about the topic gleaned from the readings provided, as well as,
from their own knowledge and experiences.
EXPLANATION OF STANDARDS ASSESSED:
Primary:
• LAFS.3.W.1.2: Write informative texts to examine a topic and convey ideas and information
clearly.
a. Introduce a topic and group related information together; include illustrations when useful to
aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within
categories of information.
d. Provide a concluding statement or section.
• LAFS.3.W.2.4: With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
• LAFS.3.W.2.5: With guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, and editing. (Editing for conventions should demonstrate
command of Language standards 1-3 up to and including grade 3.)
• LAFS.3.W.3.8: Recall information from experiences or gather information from print and digital
sources; sort evidence into provided categories.
• LAFS.3.L.1.1: Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
• LAFS.3.L.1.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
• LAFS.3.L.2.3: Use knowledge of language and its conventions when writing, speaking, reading,
or listening.
Secondary:
• LAFS.3.RI.1.1: Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
• LAFS.3.RI.1.2: Determine the main idea of a text; recount the key details and explain how they
support the main idea.
• LAFS.3.RI.3.9: Compare and contrast the most important points and key details presented in
two texts on the same topic.
• LAFS.3.RI.3.10: By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, at the high end of the grades 2-3 text
complexity band independently and proficiently.
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DEPTH OF KNOWLEDGE/LEVEL OF TASK: This task addresses Webb’s Depth of
Knowledge (DOK) levels two, three and four.
TASK DETAILS:
 Duration of administration:
o November administration- 120 minutes across one or two days. (A brief break is
recommended.)
o January administration- 120 minutes on one day. (A brief break is recommended.)
 Time of year when administered:
November (pre-assessment)
January (post-assessment)
 Materials needed:
o Student response booklets
o Planning sheet
This assessment was designed to be administered on one day. However, you may
find that your students need a second day for writing. You can continue the time on
a second day if needed. (November administration ONLY.)
Task 1: Independent reading and summary writing – “Plants and Trees: A Year of Change”
Students will be required to synthesize and analyze ideas and evidence from stimuli.
Task 2: Independent reading and note-taking – “‘Tis the Season!”
Students will be required to synthesize and analyze ideas and evidence from stimuli.
Task 3: Informative Writing: Research-based Informative Text
Students will be prompted to write a research-based informative text in which they introduce the
topic and group related information together. They should develop the topic with facts, definitions and
details from the sources to teach the reader about how seasonal changes affect plants and animals. The
students will be reminded to meet the expectations for third grade informative writing and to use evidence
from the provided reading.
TEST ADMINISTRATION AND TEACHER SCRIPT:
**Note: Please follow the script below.
INTRODUCTION:
Say: “You are going to have a chance to show off your skills as readers, critical thinkers, and writers. You
will read two texts and respond to a writing prompt. Each text will give you some information about the
topic. After you have done some research, you will decide what information you think will be important to
include in your essay. You will then write an informative essay using information from the texts. You will
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have 120 minutes to work on this. First, you will read the texts. Each time you read a text, you will take notes
on the key ideas and details the author has taught you. Use what you know about taking notes to get all the
detailed information you want to use in your essay.”
“Now look at your planning sheet. Print your name in the upper right corner. You may use the front and
back of this planning sheet to jot down ideas, plan, and organize (prewrite, cluster, map, or web) what you
will write. It is important to use the planning sheet to plan what you will write, but make sure that you allow
enough time to complete your response in your booklet.”
“Next, you will reread your notes, plan, and write your essay. As you write, remember everything you know
about writing informative texts. Your writing should show that you can organize and express your thoughts
clearly and that you have responded completely to the writing prompt. You will want to include important
facts and details that will teach your readers about the topic. Turn to page _5_ (the page with the directions
and writing prompt after the article) in your booklet. Read the directions silently.” (Teachers-Read the
direction with students.)
*NOTEIf assessing all in one day, read paragraph “A” below.
(Optional for the November administration. Must use for the January administration.)
If assessing across two days, read paragraph “B” below.
(Optional for the November administration ONLY.)
A. “Now close your booklet. You will have 120 minutes to read each text and respond to the writing
prompt. Manage your time carefully so that you can read the passages, plan your response, write
your response, and revise and edit your response. If you finish writing before time is called, go back
and reread your work and make corrections to improve your writing. We will take a short break
after 60 minutes. Now open your booklet and begin working.” (Teachers-Display the starting and
stopping time on the board.)
After 60 minutes:
“Please stop there and close your booklet. You may stand and stretch to take a short break.”
(Teachers-Allow time for a short break)
“Now be seated. You still have 60 minutes left to read the texts and respond to the writing prompt.”
(Teachers-allow students to continue working until time is up. You may let them know when they
have 10 minutes left.)
B. “Now close your booklet. You will have 60 minutes today and an additional 60 minutes tomorrow
to read each text and begin responding to the writing prompt. Manage your time carefully so that
you can read the passages, plan your response, write your response, and revise and edit your
response. If you finish writing before time is called, go back and reread your work and make
corrections to improve your writing. We will stop after 60 minutes. You will have an additional 60
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minutes to complete your work on the following day. Now open your booklet and begin working.”
(Teachers-Display the starting and stopping time on the board. Allow student to continue working
until time is up. You may let them know when they have 10 minutes left.)
After 60 minutes:
“Please stop there and close your booklet.”
(Teacher will collect materials. Hand them out again on the following day.)
Day 2- “Today You will have 60 minutes to complete your work from the previous day. Remember
to manage your time carefully so that you can read the passages, plan your response, write your
response, and revise and edit your response. If you finish writing before time is called, go back and
reread your work and make corrections to improve your writing. We will stop after 60 minutes. Now
open your booklet and begin working.”
(Teachers-Display the starting and stopping time on the board. Allow students to continue working
until time is up. You may let them know when they have 10 minutes left.
After 60 minutes:
“Please stop there and close your booklet.” (Collect all materials.)
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