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 are 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 expectations 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 complex 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 would 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-dependent 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 conducted under similar conditions.
Scoring:
At this time, use the Smarter Balanced rubrics available at this link:
http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2012/05/TaskItemSpecifications/EnglishL
anguageArtsLiteracy/ELARubrics.pdf
Smarter Balanced does not have a rubric for each grade for all three writing types; however, later a more
detailed rubric for all grades and types will be considered.
Module Overview
Page 1
Content Area
Text
Grade Level
Target Area
Common Core
State
Standards
Smarter
Balanced
Assessment
Claims
Task
Overview
Module
Components
English Language Arts
“The New Colossus,” by Emma Lazarus
Grade 4
Informative/Explanatory Writing, Performance Task
RL 4.1 Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
RL 4.2 Determine a theme of a story, drama, or poem from details in the text;
summarize the text.
W 4.2
Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
a. Introduce a topic clearly and group related information in paragraphs
and sections; include formatting (e.g., headings), illustrations, and
multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations,
or other information and examples related to the topic.
c. Link ideas within categories of information using words and phrases
(e.g., another, for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about
or explain the topic.
e. Provide a concluding statement or section related to the opinion
presented
*SL 4.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 4 topics and texts,
building on others’ ideas and expressing their own clearly.
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.
This assessment task will be completed in two parts. The prewriting/planning in part
one will involve reading, note-taking, and speaking and listening. In part two,
students will be asked to draft an explanatory text.
1) Directions to Teacher
2) Text Passage
3) Text-Dependent Questions Graphic Organizer
4) Writing Task
*Standard addressed but not explicitly assessed.
Module Overview
ELA Grade 4: The New Colossus
Page 2
The New Colossus 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.
Text: Lazarus, Emma. “The New Colossus.” Favorite Poems Old and New. Edited by Helen Ferris. New
York: Doubleday, 1957. (1883).
Materials:
“The New Colossus” Text Passage
Text-Dependent Questions Graphic Organizer
Writing Task
Lined paper for writing
Day 1
1. Reading:
(Approximately 20 minutes)
Briefly inform students about the poem’s historical significance (e.g., time period, relationship to
the Statue of Liberty, and immigration).
Give students the Text Passage “The New Colossus” and read it aloud to the students, attending
to rhythm, tone, and natural pauses between sentences. Encourage the students to listen for
unfamiliar words and phrases, and read the poem aloud again. Encourage the students to ask
questions about the meanings of unfamiliar words and phrases, and answer any questions they
may have. Finally, instruct the students to read the poem silently, and to circle words or phrases
that seem to express important ideas.
2. Note-taking:
(Approximately 10–20 minutes)
Hand out the Text-Dependent Questions Graphic Organizer, and ask students to reread the
passage and complete the “My Response” and “Evidence From the Text” sections as directed in
the graphic organizer. Encourage students to expand their thinking beyond the literal answer to
the question.
ELA Grade 4: The New Colossus
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Student Name ______________________
3. Speaking/Listening Questions:
(Approximately 10–20 minutes)
In pairs or groups of three, give students time to discuss the following questions and add
information to the “My Thoughts Now” section of the graphic organizer.
a. Who or what is the “woman with a torch”?
b. How does the speaker of the poem feel about the woman with a torch?
c. What is the woman with a torch saying in lines 10 through 14?
d. Why is the woman’s message important?
Day 2
4. Performance Task (Writing Prompt)
Distribute the writing prompt, and let students know the amount of time they have to respond to
the prompt in writing. Encourage students to use their graphic organizer to inform their writing.
ELA Grade 4: The New Colossus
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Student Name ______________________
The New Colossus Text Passage
1
Not like the brazen giant of Greek fame,
With conquering limbs astride from land to land;
Here at our sea-washed, sunset gates shall stand
A mighty woman with a torch, whose flame
5
Is the imprisoned lightning, and her name
Mother of Exiles. From her beacon-hand
Glows world-wide welcome; her mild eyes command
The air-bridged harbor that twin cities frame.
“Keep, ancient lands, your storied pomp!” cries she
10
With silent lips. “Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tossed to me,
14
I lift my lamp beside the golden door!”
Lazarus, Emma. “The New Colossus.” Favorite Poems Old and New. Edited by Helen Ferris. New York: Doubleday, 1957. (1883).
Media Text Photos, multimedia, and a virtual tour of the Statue of Liberty, hosted on the National Parks Service’s Web site:
http://www.nps.gov/stli/photosmultimedia/index.htm
ELA Grade 4: The New Colossus
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Student Name ______________________
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 textual evidence in the “Evidence From 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 or what is the “woman with a torch”?
My Response
Evidence From the Text
My Thoughts Now
2. How does the speaker of the poem feel about the woman with a torch?
My Response
Evidence From the Text
My Thoughts Now
ELA Grade 4: The New Colossus
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Student Name ______________________
3. What is the woman with a torch saying in lines 10 through 14?
My Response
Evidence From the Text
My Thoughts Now
4. Why is the woman’s message important?
My Response
Evidence From the Text
My Thoughts Now
ELA Grade 4: The New Colossus
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Student Name ______________________
The New Colossus Writing Task
Directions: Please respond to the prompt below in writing. You may use your graphic organizer
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
Explain the theme of “The New Colossus.”
Remember to:



State the theme of the poem.
Include specific details that support the theme of the poem
Explain how each detail supports the theme of the poem
Be Sure To:





Introduce the topic clearly and group related information in paragraphs
Develop the topic with facts, definitions, concrete details, quotations, or other information
and examples related to the topic
Link ideas using words and phrases
Use precise language to inform about or explain the topic
Provide a concluding statement or section
ELA Grade 4: The New Colossus
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