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The performance includes guided teacher prompts, video and article sources, response activities, and use of research notes across two to three class periods aligned to RI.8.1, RI.8.10, and W.8.1.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/eighth-grade-fall-informational-reading-and-argument-writing-performance-task/499166/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/eighth-grade-fall-informational-reading-and-argument-writing-performance-task/499166.png","ImageObject",300,407,{"name":42,"@type":43},"Ben ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-03",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main topic students write about in this fall performance task?","Question",{"text":63,"@type":64},"Students argue whether high school sports are beneficial or harmful to students, using researched evidence and textual details.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which standards are assessed in the performance task?",{"text":68,"@type":64},"The task assesses RI.8.1 (using textual evidence for explicit ideas and inferences), RI.8.10 (comprehending literary nonfiction at grade level), and W.8.1 (writing arguments with clear reasons and relevant evidence).",{"name":70,"@type":61,"acceptedAnswer":71},"What sources and materials do students use during the task?",{"text":72,"@type":64},"Students use a video plus multiple articles (including “Advantages and Disadvantages of Sports at Schools” and “How to make your kid hate sports without really trying”), along with a student booklet for responses and notes.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},499166,1791284274,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","GRADE: Eighth  \nTOPIC: Are High School Sports Beneficial or Harmful to Students?  \nNAME OF ASSESSMENT: Fall Informational Reading and Argument Writing Performance Task Growth Model (Same prompt will be used for Spring Writing Performance Task  \nSTANDARDS ASSESSED:  \nStudents will cite several pieces of textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text (RI.8.1)  \nBy the end of the year, students will read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently. (RI.8.10)  \nStudents will write arguments to support claims with clear reasons and relevant evidence. (W.8.1)  \nExplanation of Standards Alignment:  \nRI.8.1. Students will cite several pieces of textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.  \nStudents will respond to text-dependent questions that prompt them to analyze explicit and implicit evidence from grade-level text.  \n In their argument essays, students will call on their research, analyzing the claims from source articles, and citing the textual evidence from those sources that most strongly support the claim of the sources author as well as their own arguments.  \nRI.8.10: By the end of the year, students will read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently.  \nStudents will read and respond to grade-level text, demonstrating comprehension.  \nW.8.1: Write arguments to support claims with clear reasons and relevant evidence Students will write a research-based argument essay.  \nDepth of Knowledge Level of task: Levels 2-3  \nDuration of administration: Two to three class periods Materials needed:  \n􀁸 Video- “What Are Two Advantages and Two Disadvantages of Children’s Participation in Sports?”([https://www.youtube.com/watch?v=Kkhmn7n0Zzg](https://www.youtube.com/watch?v=Kkhmn7n0Zzg))  \n􀁸 Text: “Advantages and Disadvantages of Sports at Schools”  \n􀁸 Text: “How to make your kid hate sports without really trying”  \n􀁸 Student booklet for responses  \nOverview of Assessment-  \n**Note: Suggested teacher prompts follow-please alter and make note of alterations based on your own conversational style and the ways in which you’ve talked about reading nonfiction and argument writing in your own classroom. The tasks below could be administered in many different ways (scaffolding and differentiating as needed.) **  \nTEACHER SCRIPT:  \nPossible Introduction to Assessment:  \nTake a few minutes to introduce the whole of the assessment to the students. It might sound something like:  \n“You’re going to have a chance to show off what you know about doing quick, on-the-run, intensive research, and composing an argument essay. Over the next couple of periods, you’ll encounter a  \nfew texts that will provide you with information and claims about high school sports-are they harmful or beneficial to students? It will be up to you to really analyze the information and ideas, so that you can state your own claim and justify it, using researched evidence.  \nFor each text, you’ll respond to questions that ask you to identify and explain key details in the text that support the central ideas. Then you’ll have some time to look over your research. Next, you will imagine that our Warren Consolidated Schools is going to make a final decision about continuing to fund sports programs in schools. You have a chance to write a letter that will be presented to the head of the school board. Your letter should state a claim or thesis by taking a clear side, backing it up with research and refuting the other side.  \nYour job is to argue whether high school sports are harmful or beneficial to kids. Letters are really just a form of essay, so use what you know about essay writing to structure your letter. Be sure to back up your claim with reasons and evidence, supporting facts and details from multiple sources you studied","cbCaidLsIgubZWSf","https://ap.wps.com/l/cbCaidLsIgubZWSf","pdf",1177527,21,"English","# Fall Informational Reading and Argument Writing Performance Task\n## Topic and Standards Assessed\n## Duration, Materials, and Source Texts\n## Assessment Overview and Teacher Introduction\n## Introduction and Tasks 1–2\n## Task 3: Analyzing Authors’ Claims","[{\"question\":\"What is the main topic students write about in this fall performance task?\",\"answer\":\"Students argue whether high school sports are beneficial or harmful to students, using researched evidence and textual details.\"},{\"question\":\"Which standards are assessed in the performance task?\",\"answer\":\"The task assesses RI.8.1 (using textual evidence for explicit ideas and inferences), RI.8.10 (comprehending literary nonfiction at grade level), and W.8.1 (writing arguments with clear reasons and relevant evidence).\"},{\"question\":\"What sources and materials do students use during the task?\",\"answer\":\"Students use a video plus multiple articles (including “Advantages and Disadvantages of Sports at Schools” and “How to make your kid hate sports without really trying”), along with a student booklet for responses and notes.\"}]","Eighth Grade - Fall Informational Reading and Argument Writing Performance Task | PDF",1790993692,53]