Module Overview

Note: Document file of this assessment module

Content Area: English Language Arts

Text: My Librarian Is a Camel by Margriet Ruurs

Grade Level: Grade 4

Target Area: Text-Dependent Questions, Performance Writing Task (Opinion Piece): 

ELA Common Core State Standards: 

RI 4.1     Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 
RI 4.2     Determine the main idea of a text and explain how it is supported by key details; summarize the text. 
RI 4.3     Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words or actions.) 
RI 4.4     Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). 
RI 4.8     Explain how an author uses reasons and evidence to support particular points in a text. 
W 4.1     Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a.     Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b.     Provide reasons that are supported by facts and details. c.     Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d.     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.

SBAC 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.

Module Components: 1) Directions to Teacher 2) Text Passage 3) Graphic Organizer 4) Text-Dependent Questions and Peer Discussions 5) Independent Writing Task

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/EnglishLanguageArtsLiteracy/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.

*Standard addressed but not explicitly assessed.

Directions to Teacher

Text: Ruurs, Margriet. My Librarian Is a Camel: How Books Are Brought to Children Around the World. Honesdale, Penn.: Boyds Mills Press, 2005. (2005). From “Peru”

Materials: 

• Text Passage/Active Reading Notes
• Graphic Organizer
• Writing Task
• Lined paper for writing

DAY 1

Reading

(Approximately 15–20 minutes)
Give students the passage My Librarian Is a Camel: How Books Are Brought to Children Around the World Text Excerpt and instruct them to read it silently. In the “Notes” column, ask students to use the following codes. Give them time to discuss their thinking with a partner after they read and make their notations.

+ ideas that you agree with

? parts that you confuse you

*  something important you want to remember

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. Encourage students to expand their thinking beyond literal responses.

·      Word Meaning (RI.4.4)—In the first paragraph the text states, “Children in Peru can receive their books in several different, innovative ways.” What does the word innovative mean in the text?

·      Key Details (RI.4.1, RI.4.3)—What are the different ways that books are delivered to rural communities in Peru?

·      Key Details (RI.4.1, RI.4.3)—What is the role of the reading promoter?

·      Central Ideas (RI.4.2) — What is the main idea of the text? What key details support the main idea?

·      Reasoning/Evaluation (RI.4.8)—What is the purpose for delivering books to rural communities in Peru? Use evidence from the text to support your answer.

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 while writing.

DAY 2

Writing Prompt

(Approximately 10–20 minutes)
Distribute the writing prompt and let students know the amount of time they have to respond to it. Encourage students to use their graphic organizer that includes responses to text-dependent questions to inform their writing.

My Librarian Is a Camel by Margriet Ruurs Text Excerpt

Directions: In the Notes column, use the following codes. Be prepared to discuss your reasons with a partner:

+ ideas that you agree with

? parts that you confuse you

*  something important you want to remember

 plaza: square; marketplace
coastal: seaside; by the sea

Graphic Organizer

Directions: After reading 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. 

Writing Task

Directions:  Please respond to the prompt below in writing. You may use your graphic organizer to inform your writing.  

Writing Prompt:

After reading My Librarian Is a Camel: How Books Are Brought to Children Around the World, use evidence from the text to write an opinion paper in answer to this prompt: Is it worth the effort to deliver books to rural communities in Peru? 

Remember to:

·      State an opinion about delivering books to rural communities in Peru.

·      Include how the books get to the communities.

·      Provide reasons for delivering the books to the communities.

·      Include evidence from the text to support your reasons. 

Be Sure To:

·      Introduce your topic clearly and group related information into paragraphs.

·      Provide reasons for your opinion that are supported by facts and details from the text.

·      Use words and phrases to link your opinion with your reasons (e.g., another, for example, for instance, also, in addition).

·      Provide a concluding statement or section related to the opinion presented.

·      Check for proper grammar and writing conventions.