CORE Assessment Module Module Overview Purpose and Usage:

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Nov 29, 2013 (3 years and 8 months ago)

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Module Overview


Page
1

CORE Assessment Module

Module Overview


Purpose and Usage:


This assessment module is a performance activity to assess how well students can examine
complex text and then demonstrate their understanding through writing. All modules were developed by
practitioners for practitioners. Since the reading expectations ar
e rigorous, some might find the text
selections challenging. Please note, however, that the text exemplars that are used as the basis for each
module are taken directly from Appendix B of the Common Core State Standards
(CCSS)
for targeted
grades.

The exp
ectations of the CCSS call on teachers to instruct around complex text so students read
closely to accomplish essential skills, such as make inferences, determine themes, and analyze
development of ideas. They do so using textual evidence from a targeted c
omplex text. Much like
teachers engage students in the writing process to create optimal written products, teachers would
likewise plan and conduct a series of comprehensive lessons to help students meet these rigorous reading
standards. These lessons wou
ld align to specific reading standards, include a myriad of instructional
strategies and formative assessments (e.g., read silently, discuss, listen to, take notes, engage in discussion
with peers, write informally and formally, etc.), and center on text
-
d
ependent activities and tasks to elicit
deep understanding of targeted texts. This assessment module

does not replace a formalized series of
lessons around complex text as just described, but rather provides a “dipstick” to get a sense of how well
students

read complex text independently and proficiently. The results are meant to inform teachers about
future instruction.

Teachers should

use their professional judgment and their district’s recommended guidelines to
administer this module as a pre
-
assessment
or formative assessment in order to gather information about a
student’s ability to read complex text carefully and construct an organized writing piece that is grounded
in evidence from the text. Some teachers might decide

to use two modules

one as a pre
-
assessment and
another as a formative assessment to check for understanding during the formalized instructional process
around complex text.

We encourage teachers to administer this assessment with colleagues and discuss results together
to ascertain next

steps in an instructional plan.

Teachers can employ additional instructional strategies
beyond what is included in this module when administering the assessment. However,
colleagues should
agree on

which
strategies

to

choose so
that

this assessment
is

con
duct
ed

under similar conditions.


Scoring:


At this time, use the Smarter Balance
d

rubrics available at this link:
http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2012/05/TaskItemSpecifications/EnglishL
anguageArt
sLiteracy/ELARubrics.pdf

Smarter Balanced does not have a rubric for each grade for all thre
e writing types; however, later

a more
detailed rubric for all grades and types will be considered.




Module Overview

ELA

Grade 9:
Women

Page
2


Content Area

English Language Arts

Text

“Women,” by Alice
Walker

Grade Level

Grade 9

Target Area

Informative/Explanatory Writing, Performance Task

Common Core
State
Standards

RL 9
-
10
.1

Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn
from the text.

RL 9
-
10
.2

Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of
the text
.

RL 9
-
1
0
.3

Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.

RL 9
-
10
.4

Determine the meaning of words and phrases as
they are used in the
text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g.,
how the language evokes a sense of time and place; how it sets a formal
or informal tone).

RL 9
-
10
.5

Analyze how an author’s choices concerning how to structure a text,
order events within it (e.g., parallel plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects as mystery, tension, or surprise.

W 9
-
10
.2

Write informative/explanatory
texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.

W 9
-
10
.4

Produce clear and coherent writing in which the development,
organization, and styl
e are appropriate to task, purpose, and audience.

W 9
-
10
.9

Draw evidence from literary or informational texts to support analysis,
reflection, and research.

*
SL 9
-
10
.1

Initiate and participate effectively in a range of collaborative discussions
(one
-
on
-
one, in groups, and teacher
-
led) with diverse partners on
grades
9

10 topics, texts, and issues,
building on others’ ideas and expressing
their own clearly and persuasively.

S
marter
Balanced

Assessment
Claims

Claim 1
:

Students can read closely and

analytically to comprehend a range of
increasingly complex literary and informational texts.

Claim 2
:

Students can produce effective and well
-
grounded writing for a range of
purposes and audiences.

Task
Overview

This assessment task will be completed
in
three parts. The prewriting/planning in
part one will involve multiple readings and note
-
taking. Part two will involve
speaking and listening, and constructed response items. Lastly in part three, students
will be asked to draft an informative/explanatory
text.

Module
Components

1) Directions to Teacher

2) Text Passage

3) Graphic Organizer

4) Text
-
Dependent Questions

Graphic Organizer

5) Constructed
-
Response Questions

6
) Writing Task

*Standard addressed but not explicitly assessed.



ELA

Grade 9: “
Women


Page
3

Women

Directions to Teacher


This Common Core
-
aligned ELA Performance Task can be given over two to three days depending on
class schedules. The directions below outline
the steps to follow for a two
-
day administration. For a one
-
day administration, give students a 5

10 minute break before starting the writing prompt.


Text
:

Walker, Alice. “Women
,


excerpt from “In These Dissenting Times
,”

Revolu
tionary Petunias and
Other
Poems
, 1971
.


Materials
:

“Women” Text Passage

Text
-
Dependent Questions
Graphic Organizer

Constructed
-
Response Questions

Writing Task

Lined paper for writing

Day 1

1.

Reading #1:

Give students the poem and instruct them to read it silently to themselves.

2.

Reading #2:

Read the poem aloud to the class, focusing on the poem’s form, intonation, flow, etc.

3.

Note
-
taking:

RL 9
-
10
.1,
W 9
-
10
.9

Hand out the
Graphic Organizer,

and ask students to reread the poem for the third time and
complete the “My

Response” and the “Evidence F
rom the Text” sections. Encourage students to
expand their thinking beyond the literal answer to the question.


Days 2

3

4.

Speaking/Listening Questions in Small Groups:

*
SL 9
-
10
.1,
RL 9
-
10
.1

In small groups of three or four,
give students time to discuss the following questions and add
information to the “My Thoughts Now” section of the graphic organizer.



Who are the women in the poem?



What do the women accomplish over the course of the poem?



What is the meaning of the last five lines of the poem?


5.

Speaking/Listening Questions as a Whole Class:

*
SL 9
-
10
.1,
RL 9
-
10
.1

Facilitate a whole
-
class discussion in which students share their findings from their graphic
organizer and add more information
to the “My Thoughts Now” section.


6.

Text
-
Dependent Questions:

RL

9
-
10.1, RL
9
-
10
.
2, RL

9
-
10
.
4
,
RL 9
-
10
.3,
RL 9
-
10.5, W
9
-
10
.9

Hand out the
Constructed
-
Response

Questions

and ask students to individually write their
responses to the questions on a separate piece of lined paper.


*Standard addressed but not explicitly assessed.




ELA

Grade 9: “
Women


Page
4

Word Meaning

a.

In line 14, what does the phrase “Headragged generals” convey about the women?
(
RL

9
-
10
.4)

b.

What is the purpose of the imagery in lines 5 through 11? (
RL 9
-
10
.4)


Central Ideas

c.

Based on the evidence in the poem, how is the speaker connected to the women? Cite
evidence from the poem to support your answer. (
RL 9
-
10
.1,
RL 9
-
10
.3)

d.

Which lar
ger theme is suggested by the actions of the women? (
RL 9
-
10
.2)


Text Structure

e.

Several lines of the poem only contain a single word. What effect does the poet achieve
by using this structure? (
RL 9
-
10
.5)


7.

Speaking/Listening Questions in Small Groups:

*
SL

9
-
10
.1

In small groups

of three or four, give students time to discuss their answers to the
Text
-
Dependent
Questions
. Students should discuss the extent to which they agree or disagree with their group
members’ responses. Students can add to or modify the
ir responses based on this discussion.


Day 4


8.

Performance Task (Writing Prompt)

RL 9
-
10
.1,
RL 9
-
10
.2,
RL 9
-
10
.4,
RL 9
-
10
.5,

W 9
-
10
.2,
W 9
-
10
.4,
W 9
-
10
.9

Provide students with the writing prompt. Let them know the amount of time they have to respond to the

prompt in writing. Encourage students to use their graph
ic organizer and/or constructed
-
response
questions to inform their writing.


*Standard addressed but not explicitly assessed.



Student Name ______________________



ELA

Grade 9: “
Women


Page
5

W
omen

Text Passage



They were women then


My mama’s generation


Husky of voice


stout of


Step

5

With fists as well as


Hands


How they battered down


Doors


And ironed

10

Starched white


Shirts


How they led


Armies


Headragged generals

15

Across mined


Fields


Booby
-
trapped


Ditches


To discover books

20

Desks


A place for us


How they knew what we


Mus
t know


Without knowing a page

25

Of it


Themselves.


Walker, Alice.

“Women
,


excerpt from “In These Dissenting Times
,”

Revolutionary Petunias and Other Poems
, 1971.

Student Name ______________________



ELA

Grade 9: “
Women


Page
6

Text
-
Dependent Questions Graphic Organizer


Directions:

After rereading the text, write answers to each question below in the “My Response”
section. Support
each response by recording tex
tual evidence in the “Evidence F
rom the Text” section.
After you are given time to talk to a classmate and share ideas, complete the “My Thoughts Now” section
based on your conversation.


1.
Who are the women in the poem?

My
Response

Evidence From the Text




My Thoughts Now



2
.
What do the women accomplish over the course of the poem?

My Response

Evidence From the Text




My Thoughts Now





Student Name ______________________



ELA

Grade 9: “
Women


Page
7

3
.
What is the meaning of the last five lines of the poem?

My Response

Evidence From the Text




My Thoughts Now


Student Name ______________________



ELA

Grade 9: “
Women


Page
8

Women

Constructed
-
Response Questions


Directions
:

Answer the questions below on a separate sheet of lined paper. You may use this sheet to
make any notes or draft your response, but only your complete answers on a separate sheet of paper will
be scored. You may refer to the reading passage and your graphi
c organizer to help you answer the
questions.


Word Meaning

a.

In line 14, what does the phrase “Headragged generals” convey about the women?

b.

What is the purpose of the imagery in lines 5 through 11?


Central Ideas

c.

Based on the evidence in the poem, how is
the speaker connected to the women? Cite
evidence from the poem to support your answer.

d.

Which larger theme is suggested by the actions of the women?


Text Structure

e.

Several lines of the poem only contain a single word. What effect does the poet achieve
b
y using this structure?


Student Name ______________________



ELA

Grade 9: “
Women


Page
9

Women

Writing Task


Directions
:

Please respond to the prompt below in writing. You may use your graphi
c organizer

and/or constructed
-
response questions to inform your writing. You may take notes on this paper, but you
should
write your entire response on the lined paper provided by your teacher.


Writing Prompt

Analyze how the poet’s choice of structure and use of language help to develop the poem’s theme. Cite
specific details from the poem to support your analysis.


Be
Sure To:

I
ntroduce the topic by including a thesis statement

Include relevant facts, defi
nitions, concrete details, quotation
s, or other information

Use appropriate transitions

Use precise language and vocabulary to inform or explain your topic

Establish a
nd maintain a formal style

Provide a con
cluding section that follows fro
m and supports your explanation