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
“I, Too, Sing America,” by Langston Hughes
Grade 7
Text-Dependent Questions, Performance Writing Task (Argument)
RL 7.1 Cite several pieces of textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
RL 7.2 Determine a theme or central idea of a text and analyze their development
over the course of the text; provide an objective summary of the text.
RL 7.3 Analyze how particular elements of a story or drama interact (e.g., how
setting shapes the characters or plot).
RL 7.4 Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of
rhymes and other repetitions of sounds (e.g., alliteration) on a specific
verse or stanza of a poem or section of a story or drama.
RL 7.5 Analyze how a drama’s or poem’s form or structure (e.g. soliloquy,
sonnet) contributes to its meaning.
RL 7.10 By the end of the year, read and comprehend literature, including stories,
dramas, and poems, in the grades 6–8 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
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.
W 7.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
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 will involve reading, note-taking, speaking and listening, and text-dependent
questions. In part two, students will be asked to draft an argument.
1) Directions to Teacher
2) Text Passage
3) Active Reading Notes
4) Text-Dependent Questions Graphic Organizer
5) Writing Task
*Standard addressed but not explicitly assessed.
Module Overview
ELA Grade 7: I, Too, Sing America
Page 2
I, Too, Sing America 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: Hughes, Langston. “I, Too, Sing America.” In The Collected Poems of Langston Hughes. New
York: Knopf, 1994. (1925)
Materials:
I, Too, Sing America Text Passage
I, Too, Sing America Active Reading Notes
Text-Dependent Questions Graphic Organizer
Writing Task
Lined paper for writing
Day 1
1. Reading
(Approximately 10 minutes)
Distribute the I, Too, Sing America Text Passage and instruct students to read it silently.
2. Active Reading
(Approximately 15 minutes)
Distribute the I, Too, Sing America Active Reading Notes and ask students to reread the passage
and complete the 2-column graphic organizer.
3. Note-Taking Around Text-Dependent Questions
(Approximately 25 minutes)
Distribute the Text-Dependent Questions Graphic Organizer. Instruct students to complete
“My Response” and “Evidence From the Text.” Encourage students to expand their thinking
beyond their immediate responses to the questions.
a. Central Ideas – What does the title mean? What does the author mean when he uses the
word “sing”?
b. Key Details – In line 3, who is “They”? Why doesn’t the author name them specifically?
c. Word Meaning – What meanings of the word “strong” is the author using in line 7? How
does line 7 shift the tone of the poem?
d. Reasoning/Evaluation – Compare and contrast the first and last lines of the poem. How
does the change in word choice support the author’s message?
ELA Grade 7: I, Too, Sing America
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4. Speaking/Listening Questions
(Approximately 20 minutes)
In pairs or groups of three, give students time to discuss the questions on the Note-Taking Around
Text-Dependent Questions Graphic Organizer and to add information to the “My Thoughts Now”
section.
Day 2
5. Performance Task (Writing Prompt)
(Approximately 50 minutes)
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 graphic organizer to inform
their writing.
ELA Grade 7: I, Too, Sing America
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I, Too, Sing America Text Passage
1
5
10
15
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I’ll be at the table
When company comes.
Nobody’ll dare
Say to me,
“Eat in the kitchen,”
Then.
Besides,
They’ll see how beautiful I am
And be ashamed—
I, too, am America.
Hughes, Langston. “I, Too, Sing America.” In The Collected Poems of Langston Hughes. New York: Knopf, 1994. (1925)
ELA Grade 7: I, Too, Sing America
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Student Name ______________________
I, Too, Sing America Active Reading Notes
Directions: Reread the poem. As you read, use the right column to describe the speaker and the
speaker’s experience. Underline or highlight evidence in the left-hand column to support your
descriptions.
TEXT PASSAGE
Underline or highlight evidence for your
description in the text.
ACTIVE READING NOTES
Who is the speaker and what is the
speaker’s experience?
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I’ll be at the table
When company comes.
Nobody’ll dare
Say to me,
“Eat in the kitchen,”
Then.
Besides,
They’ll see how beautiful I am
And be ashamed—
I, too, am America.
Hughes, Langston. “I, Too, Sing America.” In The Collected Poems of Langston Hughes. New York: Knopf, 1994. (1925)
ELA Grade 7: I, Too, Sing America
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Student Name ______________________
Text-Dependent Questions Graphic Organizer
Directions: After rereading the poem, 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. What does the title mean? What does the author mean when he uses the word “sing”?
My Response
Evidence From the Text
My Thoughts Now
2. In line 3, who is “They”? Why doesn’t the author name them specifically?
My Response
Evidence From the Text
My Thoughts Now
ELA Grade 7: I, Too, Sing America
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Student Name ______________________
3. What meanings of the word “strong” is the author using in line 7? How does line 7 shift the tone of the
poem?
My Response
Evidence From the Text
My Thoughts Now
4. Compare and contrast the first and last lines of the poem. How does the change in word choice support
the author’s message?
My Response
Evidence From the Text
My Thoughts Now
ELA Grade 7: I, Too, Sing America
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Student Name ______________________
I, Too, Sing America Writing Task
Directions: Please respond to the prompt below in writing. You may use your reading notes and
graphic organizer to inform your writing.
Writing Prompt
After reading “I, Too, Sing America,” by Langston Hughes, analyze how the author uses language to
develop the theme of the poem. Cite textual evidence to support your analysis of both the explicit
meaning of the poem, as well as what can be inferred from a close reading of the text.
Be Sure To:






Provide a clear introduction.
Support your points with evidence from the text, such as relevant facts, definitions,
concrete details, and quotations.
Use appropriate transitions.
Use precise language and vocabulary.
Establish and maintain a formal style.
Provide a conclusion that supports your analysis.
ELA Grade 7: I, Too, Sing America
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