Common Core Assignment

Instructions: Determine a Common Core sample task for a particular grade level and student using
the following resources. Then answer the questions pertaining to the performance task you chose.

Common Core Performance Task ResourcesWve

http://www.corestandards.org/assets/Appendix_B.pdf

http://www.smarterbalanced.org/sample-items-and-performance-tasks/

Common Core Sample Performance Task: Students analyze the governmental structure of the United
States and support their analysis by citing specific textual evidence from primary sources such as the Pream-
ble and First Amendments of the US Constitution as well as secondary sources, such as Linda R. Monk’s,
Words We Live ByL Your Annotated Guide to the Constitution. [RH.6–8.1]

Description of Student with Reading/Writing Challenges: The student completing the task has trouble
reading writing. In regards to reading, the student struggles with arranging letters within the words he is trying
to read. Along with this, the student will add sounds to the letters that aren’t there. Although he is not diag-
nosed, at times the student shows signs of dyslexia. He typically becomes frustrated with his inability to pro-
nounce the correct word and gives up on the assignment. According to testing, he reads at the 4th grade level,
as a 10th grader. In regards to the students writing ability, if not closely monitored, he will simply just write ran-
dom letters to form what he believes are the correct words. If not motivated, the student will neglect to com-
plete any writing assignments because he deems them all to be “too hard”.

Question Response

What is the discrepancy between the student and When looking at this task, as well as the student’s abilities,
the task? it is clear that he will likely struggle completing the assign-
ment on his own. His reading ability will inhibit him from be-
ing able to complete the assigned readings in the allotted
time frame. The student will have no trouble understanding
the information provided to him, so long as it is read to him,
or presented to him in some manor where he does not have
to read it. Also, the students writing abilities will definitely
cause him to struggle with the assignment. While the stu-
dent has trouble writing complete and meaningful sen-
tences on his own, with help from a teacher or aide, the stu-
dent should be able to complete the assignment on time
with full accuracy.
 What types of differentiation might be needed?
What might an intensive personalized instruction
plan look like for this student?
Differentiation Tools and Resources
http://www.ccsso.org/Resources/Publications/Common_Core_State_Standards_Implementa-
tion_Tools_and_Resources.html
Looking at this assignment from a Tier One perspective, the
teacher could provide support that would allow the student
to attain the information by reading the primary and second-
ary sources together as a class. This would allow for the
student to listen to the texts and gain an understanding of
the information being provided. After the class reads the
text, then the teacher can call on more students to read the
assigned reading questions, or as a class, explicitly go over
the directions on how to analyze the documents. By doing
this, the student will have the help he needs to complete
the assignment.
This student will most likely need specialized instruction
when completing this task. To be able to improve his read-
ing abilities, he would likely need more phonetic instruction.
Since he has trouble making the correct sounds, that type
of practice will improve his ability to break down words and
have an easier time reading. With regards to his writing
abilities, a specialized instruction that could be imple-
mented would be for him to have one on one support.
Someone to help him with his writing and make sure he
stays on task would be very beneficial to his academic suc-
cess in the future.