Grade 6 ELA

In this Grade 6 English Language Arts performance assessment, students examine how cultural beliefs directly shape the development of traditional stories. Students assume the role of literary researchers to analyze how an global myth or legend explains a specific natural or scientific phenomenon, preparing a comparative analysis for the University of Hawaiʻi scientific community.

• Part 1 (~1-2 class periods, individual/whole class) — Students participate in teacher-led discussions to build foundational knowledge regarding structural differences between myths and legends, core narrative elements, and scientific concepts. They select a global myth or legend of their choice through teacher text resources, internet search queries, or primary source interviews with family or community members.

• Part 2 (~1 class period, individual/small group) — Students use structured checklist templates and graphic organizers to document the historical setting, central conflict, and underlying science behind their selection. They complete peer-to-peer review checklists via Think-Pair-Share protocols to critique the interrelationship between the cultural worldview and the theme of the narrative.

• Part 3 (~1 class period, individual) — Students organize their parsed research to synthesize a definitive project response, selecting from an informative essay, digital media layout (e.g., Prezi), or a curated visual display. The final compilation must integrate clear content organization strategies, structural text transitions, formal tone conventions, and domain-specific vocabulary.

CCSS ELA Standards: W.6.9.A, W.6.2.A-F, SL.6.4, RL.6.1, RL.6.2, RL.6.3

In this Grade 6 English Language Arts performance assessment, students evaluate the complex economic, environmental, and health-related dimensions of the tourism industry in Hawaiʻi. Students assume the role of active community members to analyze the real-world implications of overtourism and construct a persuasive argument advocating whether state officials should take legislative action to address these community issues.

• Part 1 (~4 class periods, individual/whole class) — Students activate background knowledge on local community problems and define the baseline pros and cons of tourism using provided secondary multimedia sources. They review curated informational text sets covering economic benefits, voluntourism, traffic congestion, and ecological impacts to gather evidence via graphic organizers.

• Part 2 (~2 class periods, individual/small group) — Students select a definitive stance on whether the state government should intervene in tourism management and begin organizing their evidence. They participate in small group mini-lessons to study structural persuasive techniques, formulate a clear claim, and outline reasons that consider the economy, environment, and resident health.

• Part 3 (~1-2 class periods, individual) — Students synthesize their structured evidence into a finalized argumentative campaign, choosing between a formal written essay, an oral speech, or a digital multimedia presentation directed to the City Council. The final submission requires a captivating introduction, logical transitional relationships, a formal style, a definitive call to action, and a comprehensive works cited page.

CCSS ELA Standards: W.6.1.A-E, SL.6.4, RI.6.1, RI.6.2, RI.6.6, RI.6.7, RI.6.9

In this Grade 6 English Language Arts performance assessment, students examine the delicate balance of ecosystems and the survival needs of organisms. Students assume the role of junior ecologists to research a global or local habitat tied to their own cultural background, ultimately designing an informational presentation for the upcoming community Ecology Fair.

• Part 1 (~4 class periods, individual/whole class) — Students explore the foundational purpose of informative texts and learn how to vet reliable internet sources. They select a specific global habitat—such as Hawaiian rainforests, Philippine mangrove forests, or Marshall Islands coral reefs—and spend four 60-minute blocks conducting research and gathering notes on ideal living conditions.

• Part 2 (~1 class period, individual/peer cycles) — Students transition to a planning phase to synthesize their gathered facts, data, and notes into a structured graphic organizer or outline. This plan must establish a clear thesis statement, organize main ideas about how organisms thrive, and explicitly analyze an existing threat or foreign organism that creates difficulty for habitat survival.

• Part 3 (~3 class periods, individual) — Students draft their final informational project, selecting from a written essay, an informational brochure, a digital slide deck, or a formal spoken presentation. The final output requires a clear introduction, logical text transitions, precise domain-specific vocabulary, a cohesive summary conclusion, and a formal presentation delivery.

CCSS ELA Standards: W.6.2.A-F, SL.6.4, RI.6.1, RI.6.2, RI.6.7

In this Grade 6 English Language Arts performance assessment, students synthesize multiple informational sources to describe the real-world dynamics of regional living conditions. Students assume the role of community guides to analyze the essential factors that define life on their island and develop an informational project for an upcoming public community fair.

Part 1 (~4 class periods, individual/whole class) — Students examine prior informational writing techniques and model the evaluation of credible versus non-credible online resources. Working independently or in peer pairs, they analyze curated multimedia text sets, videos, and regional guides to extract vital facts regarding local climate, job opportunities, living costs, schools, community resources, activities, and geographical location.

Part 2 (~1 class period, individual/peer cycles) — Students transition to organizing their collected notes and data using graphic organizers or visual maps to outline their communication layout. This planning stage requires students to craft a clear thesis statement and build a structural sequence for their body content, engaging in peer feedback or Think-Pair-Share checks to ensure logical information flow.

Part 3 (~3 class periods, individual) — Students finalize their informational project, selecting a production format such as a brochure, digital slide deck, infographic, recorded speech, or video. The finished submission must establish an explicit introduction, utilize precise domain-specific vocabulary, incorporate smooth structural transitions to connect ideas, and maintain a formal delivery style appropriate for the fair's residential audience.

CCSS ELA Standards: W.6.2.A-E, SL.6.4, RI.6.1, RI.6.2, RI.6.3, RI.6.7