Madison Boeck

T&L 409
Spring, 2016

1. Grade level: 3rd Grade

Reading
Oral Book Report
Subtopics:
>Understanding a books setting and plot
>How to give a plot summary
> What a character analysis is
> Explain how to give a presentation
Objectives: After completion of the unit students will be able to.
-Summarize main points of the story.
-Discuss information from book with others.
-Demonstrate confidence in speaking in front of peers.
-Able to explain analysis of characters from book.

2. Summative authentic assessment:

Students will pick a chapter book of their choosing that they will be doing their book report on.
Students will have a series of questions they must address for the book report that they have learned in
class. Students will have to make a poster with the components of the book report clearly on it.

Questions to address for oral report:

 The title of the book
 The author of the book
 The time when the story took place
 Location of the story
 Give a full plot summary
 Explain all main characters
 Choose one of those characters from the book and give a character analysis
 Explain a connection you your self have with one character in the book
Madison Boeck
T&L 409
Spring, 2016

3. Rubric:

4 3 2 1
Title and Author Both present and Both present but Missing either title Both are missing
stated exactly as not states exactly or author
on the title page as the title page
Characters All main characters All characters are Two or more main Three or more
are explained and explained but has characters are main characters
gives one- no character missing and no are missing and no
character analysis analysis character analysis character analysis
Setting Where and when is Where and when is Either where or Where and when is
clearly explained. briefly explained. when is missing. completely
missing.
Plot Gives a full plot The plot is The plot is missing The plot is not
summary (There is somewhat key information. clear; the student
a beginning, explained and has The student has did not read or
middle, and end) It read and read the story but understand the
is clear that the understood the may have not book.
student read the book. clearly understood
whole book and the book.
understood the
book.
Spelling There are no There are one or There are three or There are five or
spelling errors. two spelling errors four spelling more spelling
errors. errors,
Neatness Work is done Work has one area Work has two Work is illegible.
neatly. that is sloppy. areas that are
sloppy.
Madison Boeck
T&L 409
Spring, 2016

5. Justification:

In my unit I will be teaching students how to read a full chapter book and how to explain

information that they found in the book. My first lesson in the unit will be to teach students on

how to explain the plot of the story when they are done reading the book. I will teach them

how to identify what the begging, middle, and end of the book is. The next lesson I will teach

students how to give a summary of each part of the plot so that others can understand what

the main points were and what the overall story was about. The next lesson I will teach

students how to explain a character analysis. I will teach students how to explain the traits of

characters in the book and what their importance is in the book and why. For the last lesson I

will teach students how to give an oral presentation since they will be giving a presentation to

their peers on what they learned from class from the book they chose. I will explain how to

engage with the audience they are presenting. O’Malley and Pierce (1996) stated “Oral reports

offer a real-life listening comprehension opportunity which can provide new and interesting

information to the listeners” (p. 87). Some standards I will be addressing is students can deliver

oral presentations, recall information from a reading, and present a few pieces of information

about a topic. (ELP Standards, 2014, p. 11)

The design of the assessment is that students are asked to make a poster and provide

written answers to what they should be addressing while giving their oral book report.

Objectives are being addressed because the last assessment for the unit is the oral book report.

This is where students perform all the topics they have learned over the lessons that have been

taught to them in the unit.

Madison Boeck
T&L 409
Spring, 2016

What makes my assessment authentic is that after teaching multiple lessons to my students I asked

them to do a final project which is what the assessment is. By giving the assessment to students I am

able to see if I taught all the pre-lessons thoroughly and to see if each student fully understood what

was taught to them so that they could successfully perform the final authentic assessment for the unit.

O’malley and Pierce (1996) stated “the purpose of authentic assessments can include identification,

placement, and reclassification as well as monitoring student performance during instruction” (p. 17).

This shows that by giving authentic assessments teachers are able to see what improvements they need

to make so that their students can fully understand what is being taught and asked of them.

In this assessment students are asked to give a presentation in front of their class with a poster they

made which has the answers to the questions asked for the report. This knowledge gained from this

assessment can be transferable to the real world because students will be asked to read different things

throughout life. It is important to have the ability to summarize main points of what they have learned.

Also students will have to give presentations throughout life as well. It is important to teach students

how to give a presentation and what is expected of them so they can begin to prepare for presentations

they will make later in their future. This assessment is fair to both native English speakers and ELL

students. However, ELL students might need some extra help to understand some vocabulary in their

book and might need help understanding fully what a plot of a book is.

The assessment will be graded based off of a rubric that I have made for the oral book report. The rubric

will be given to students prior to their report so that students know what is asked of them. I chose this

grading tool because I found it to be clear and explains thoroughly what students should be doing to get

full points.

Overall I find this assessment to be useful because I am able to teach my students different topics of a

unit and able to see which students need more help. Giving authentic assessments helps me as a
Madison Boeck
T&L 409
Spring, 2016

teacher to understand what improvements I need to make to make sure my students are learning new

material. After giving the assessments I am able to see where students are lacking and will be able to

make changes in my lesson plans for future units.

Final Project: Self-Evaluation Form

 Did you meet the assignment’s expectations? After completing the project, assess your performance
by reading each criterion and either putting a √ mark if you met the expectations or an X if you did
not.

Criteria Yes/No?
Completeness 1. Defines… √
a. Grade level
b. Content √
c. Unit title
d. At least 4 subtopics √
e. Objectives
2. A summative authentic assessment √
3. A clear grading tool
4. A justification in an essay format with support √
from the literature and a reference list
5. A complete self-evaluation form √
6. All assignment components completed and
submitted on time in the correct place √

Content 1. Unit is appropriate to grade level and based √

on standards
2. The subtopics clearly relate to the unit √
3. Objectives are specific and measurable
4. Assessment is authentic, realistic, asks √
students to “perform” the learned knowledge
and skills, and is tied to real-world contents √
Madison Boeck
T&L 409
Spring, 2016

5. A reliable grading tool with clear evaluative √

criteria and a rating scale
6. Justification is thorough, reflective, and refers √
to/cite the readings at least 3 times
7. A complete self-evaluation form √

Quality 1. Content is clear, easy to read and understand, √

and error free
2. Follows APA style correctly; in-text citation √
and reference list
Madison Boeck
T&L 409
Spring, 2016

References

O’Malley, J. M., & Pierce, L. V. (1996). Authentic assessment for

English language learners: Practical approaches for teachers.
New York, NY: Addison-Wesley

ELPA21 Consortium. (2014) . English Language Proficiency

(ELP) Standards with Correspondences to K–12 Practices
and Common Core State Standards. Retrieved from
http://www.k12.wa.us/migrantbilingual/pubdocs/ELP/WA-ELP-
Standards-K12.pdf