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 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 illicit
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 preassessment 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, discuss with
colleagues which ones you choose to use so you are conducting this assessment under similar conditions.
Scoring:
At this time, use the Smarter Balance 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.
Content Area
English Language Arts
Title
Vincent Van Gogh: Portrait of an Artist by Jan Greenberg and Sandra Jordan
(excerpt from Chapter 1)
Grade Level
Grade 7
Target Area
Text Dependent Questions, Performance Task (Informative/Explanatory)
ELA Common
Core State
Standards
RI 7.1
Module Overview
RI 7.2
Cite several pieces of textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
Determine two or more central ideas in a text and analyze their
development over the course of the text; provide an objective summary of
the text.
1
RI 7.4
SBAC
Assessment
Claims
Task
Overview
Module
Components
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the
impact of a specific word choice on meaning and tone.
*W 7.2 Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and
analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information, using strategies such as definition,
classification, comparison/contrast, and cause/effect.
b. Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the
relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to explain the
topic.
e. Establish and maintain a formal style.
f. Provide a concluding section that follows from and supports the
explanation presented.
W 7.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
**SL 7.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 7 topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
**SL 7.4. Present claims and findings, emphasizing salient points in a focused,
coherent manner with pertinent descriptions, facts, details, and examples;
use appropriate eye contact, adequate volume, and clear pronunciation.
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 involves reading, plus note-taking and speaking and listening in response to
text-dependent questions. In part two, students are asked to write an
informative/explanatory text.
1) Directions to Teacher
2) Text Passage
3) Graphic Organizer
4) Text-Dependent Questions and Peer Discussion
5) Independent Writing Task
* Abbreviated
**Standard addressed but not explicitly assessed.
Module Overview
2
Vincent Van Gogh
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: Greenberg, Jan, and Sandra Jordan. Vincent Van Gogh: Portrait of an Artist. New York:
Random House, 2001. (2001) From Chapter 1: “A Brabant Boy 1853–75”
Materials:
 Text Passage/Active Reading Notes
 Graphic Organizer
 Writing Task
 Lined paper for writing
Day 1
1. Reading
(Approximately 10 minutes)
Give students the Vincent Van Gogh: Portrait of an Artist Text Excerpt and instruct
them to read it silently. In the “Notes” column, invite students to consider the following
as they can begin to interact with the text. Have them underline or highlight pertinent text
associated with their notes.

Write down the main idea of a paragraph.

Make any inferences.

Use context clues to define unknown words or write ideas for what a word might
mean.

Record ideas or questions you have about the text you want to share with others.

Write any reactions to the text or how it makes you feel.
2. Rereading and Note-taking Around Text-Dependent Questions
(Approximately 10–20 minutes)
Distribute the Graphic Organizer. Instruct students to reread the passage and complete
the “My Responses” and “Evidence From the Text” sections only that are predicated on
text-dependent questions. They can use what they wrote in the “Notes” column to help
them answer these questions. Encourage students to expand their thinking beyond literal
responses.


Word Meaning/Tone (RI 7.1, RI 7.4) – What is the tone of the text? What words
and phrases does the author use to convey this tone?
Key Details (RI 7.4) – What is the significance of the title Portrait of an Artist?
What are the possible meanings for the word portrait? What meanings can be
applied to the title of this passage?
ELA Performance Task Grade 4
3

Reasoning/Evaluation (RI 7.1) – Why does the author begin with a quote from a
letter that Van Gogh wrote to his brother? How do the words and the perspective
in the letter connect with the text passage?

Word Meaning (RI 7.4) – What words are used to describe Vincent? Taken
together, what overall emotional state do these words convey about Vincent?
3. Speaking/Listening Exercise
(Approximately 30 minutes)
In pairs or groups of three, give students time to discuss their responses to the questions
on the graphic organizer along with textual evidence. After a designated period of time,
instruct students to independently complete the “My Thoughts Now” section of the
graphic organizer. Tell them they will respond to a writing prompt and can use this
graphic organizer along with their notes while writing.
Day 2
Performance Task (Writing Prompt)
Distribute the writing prompt and let students know the amount of time they have to respond to
it. Encourage students to use their notes and graphic organizers to inform their writing.
NOTE: The Van Gogh Gallery, a commercial Web resource, includes links to Van Gogh’s art
and information about his life: http://www.vangoghgallery.com/.
ELA Performance Task Grade 4
4
Vincent Van Gogh: Portrait of an Artist Text Excerpt
Directions: Consider the following in the “Notes” column. Underline or highlight text
associated with your notes.
 Write down the main idea of a paragraph.
 Make any inferences.
 Use context clues to define unknown words or write ideas for what a word might
mean.
 Record ideas or questions you have about the text you want to share with others.
 Write any reactions to the text or how it makes you feel.
Text
Notes
I have nature and art and poetry, if that
is not enough what is?
——Letter to Theo, January 1874
On March 30, 1853, the handsome,
soberly dressed Reverend Theodorus van
Gogh entered the ancient town hall of
Groot-Zundert, in the Brabant, a province
of the Netherlands. He opened the birth
register to number twenty-nine, where
exactly one year earlier he had sadly
written “Vincent Willem van Gogh,
stillborn.” Beside the inscription he wrote
again “Vincent Willem van Gogh,” the
name of his new, healthy son, who was
sleeping soundly next to his mother in the
tiny parsonage across the square. The
baby’s arrival was an answered prayer for
the still-grieving family.
The first Vincent lay buried in a tiny
grave by the door of the church where
Pastor van Gogh preached. The Vincent
who lived grew to be a sturdy redheaded
boy. Every Sunday on his way to church,
young Vincent would pass the headstone
carved with the name he shared. Did he feel
as if his dead brother where the rightful
ELA Grade 7: Vincent Van Gogh
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Vincent, the one who would remain perfect
in his parents’ hearts, and that he was
merely an unsatisfactory replacement? That
might have been one of the reasons he
spent so much of his life feeling like a
lonely outsider, as if he didn’t fit anywhere
in the world.
Despite his dramatic beginning,
Vincent had an ordinary childhood, giving
no hint of the painter he would become.
The small parsonage, with an
upstairs just two windows wide under a
slanting roof, quickly grew crowded. By
the time he was six he had two sisters,
Anna and Elizabeth, and one brother, Theo,
whose gentle nature made him their
mother’s favorite.
Greenberg, Jan, and Sandra Jordan. Vincent Van Gogh: Portrait of an Artist. New York: Random House, 2001. (2001) From
Chapter 1: “A Brabant Boy 1853–75”
ELA Grade 7: Vincent Van Gogh
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Vincent Van Gogh
Graphic Organizer
Directions: After rereading the text, write answers to each question below in the “My Response”
section. Support each response 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. What is the tone of the text? What words and phrases does the author use to convey
this tone?
My Response
Evidence From the Text
My Thoughts Now
2. What is the significance of the title Portrait of an Artist? What are the possible
meanings for the word portrait? What meanings can be applied to the title of this
passage?
My Response
Evidence From the Text
My Thoughts Now
ELA Grade 7: Vincent Van Gogh
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3. Why does the author begin with a quote from a letter that Van Gogh wrote to his
brother? How do the words and the perspective in the letter connect with the text
passage?
My Response
Evidence From the Text
My Thoughts Now
4. What words are used to describe Vincent? Taken together, what overall emotional
state do these words convey about Vincent?
My Response
Evidence From the Text
My Thoughts Now
ELA Grade 7: Vincent Van Gogh
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Vincent Van Gogh
Writing Task
Directions: Please respond to the prompt below in writing. You may use your
notes and graphic organizer to inform your writing.
Writing Prompt
After reading the excerpt from Vincent Van Gogh: Portrait of an Artist, write a 4-6
paragraph essay about how authors Greenberg and Jordan use tone and perspective
to explain how Van Gogh’s early life shaped his character.
Remember To:
Discuss the meaning of the title.
Discuss the significance of including an excerpt from Vincent’s letter to Theo.
Analyze the validity of Vincent’s characterization as a “lonely outsider” and
how this is connected to the tone of the passage.
Cite evidence from the text to support your analysis.
Be Sure To:
 Organize your ideas and information.
 Include relevant facts, definitions, concrete details, quotes, or other
information.
 Use appropriate transitions so your paper flows.
 Use precise language and vocabulary.
 Establish and maintain a formal style.
 Provide a concluding section that follows from and supports your
explanation.
 Use proper grammar and conventions of writing.
ELA Grade 7: Vincent Van Gogh
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