Assessment Task and Rubric Design

By Caroline Ginder
Content Area: Reading/Language Arts
Grade Level: 4
1. Anticipatory Set: Read the passage that is titled High-Tech Surveillance starting on page

131. Read carefully in order to fully comprehend the text and successfully fill out the concept

map.

2. Prior Knowledge: In order to correctly do this assignment, the students must know what a

concept map is and how to fill them in.

3. Objective/Purpose: The purpose of this assignment is to review the students learning and

check if the student comprehends the reading passage. This is a great way to reflect on a

reading passage and check if they are reading clearly.

4. Instructional Input: The students must read from 131 through 133. After reading carefully

the students will fill out the concept map that is provided with blanks. They will then be

assessed on how accurate their answers are.

5. Modeling: Show the students what a concept map is on the board before beginning the

reading.

6. Checking for Understanding: The students should be checked using the rubric provided. If

they correctly fill in the blanks and answer the questions in the concept map, then this will

reflect that they understood the passage and the questions that went along with it.

7. Guided Practice: I will be checking on the students and making sure they are staying on task

and doing the reading. This is an individual assignment, so the students are expected to do it

individually and are welcome to ask me questions or raise their hands if needed.
8. Independent practice: Students will work individually for the reading portion of this

assignment. They will then work for 10 minutes individually on filling in the concept map.

9. Comprehension check: After the students are finished with the concept map, I will assess

their work. For the students that struggled getting the right idea and comprehending the

passage and concept map, I will work with them individually to figure out the next step.

Example of Blank Concept Map:

Complete the diagram using words from the passage. Use up to three words for each blank.

Entertainment:
the
Prison Design:
5.____________
Jeremy Bentham’s in New York City
1. ___________
Uses of
Surveillance Lifesaving: the
4.____________
Traffic surveillance
Regulation: system
2._____________ Authority and
everywhere in Paris Control:
“3.______________
is watching you.”

Holistic Scoring Rubric for Reading Assessment with ELL Students

Content Area: Reading/Language Arts
Grade: 4
Scale Criteria

Level 6  Shows clear and effective meaning

relating to the reading
 Includes multiple words per bubble
  Exceeds grade-level vocab
 Consistent control over structure
 All connections are accurate and relate
to one another
 VERY limited grammatical errors
Level 5  Shows clear meaning
 Connections are complete and
accurate
 Varied/vivid vocabulary
 Writes with limited grammatical and
mechanical errors
Level 4  Some/little spelling errors
 Some errors in accuracy
 Not many words used per bubble
 Understands concept map
 Understands most of the ideas in the
reading
Level 3  Attempts to express ideas coherently
 Primarily simple, less varied, short
vocabulary
 Some errors in spelling
 Beginning to understand the idea of a
concept map
 Understands basics of the reading
Level 2  No clear or focused idea
 Little understanding of the reading
 Basic vocabulary usage
 Errors in spelling and accuracy
 Begins to convey meaning
 Concept map lacks accuracy
Level 1  No understanding of concept map
 Lacks any knowledge about the
reading
 Many vocabulary errors
 Uses wrong/little variation in
vocabulary
 Draws pictures to convey meaning

References
 MacIntyre, P. (2010). Investigations. In Reading Explorer 4 (pp. 130-134). Boston, MA:
Heinle.
Gottlieb, M., & Ernst-Slavit, G. (2014). Academic language in diverse classrooms.
Thousand Oaks, CA: Corwin.
O’Malley, J. M., & Pierce, L. V. (1996). Authentic assessment for English language
learners: Practical approaches for teachers. New York: Addison-Wesley.