Building Student Success With Constructed Responses

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Building Student Successwith ConstructedResponsesFirst District RESA2014-2015

What is a Constructed Response? Turn and Talk to a neighbor Share out ideas.Possible ideas – Several sentences to answer a question– Combining information from various sources– Writing a long essay or passage to respond to aprompt– A hard concept to teach!

What does this picture have to do withconstructed responses?

“Don’t have formulaphobia” The nature of constructing something is that itis carefully and deliberately put together. Providing students with a structure can aidthem in writing stronger responses thatdemonstrate deep thinking. A formula not only ensures the essentialcomponents are included but also that theyare communicated succinctly and concisely.source: Teach Constructed-Response Writing Explicitly,

Learning Targets Follow steps in a process for guiding students inanalyzing a prompt, finding evidence in texts,answering text based questions, and writing anappropriate response. Examine sample test items and discuss how touse them in supporting student skill developmentand confidence. Understand how to plan a set of lessons thatprovide modeling, guided practice, andindependent practice.

Steps for building a constructed response1. the promptAnalyzing the text to find evidenceMaking a plan to organize evidenceWriting the responseRevising

The Critical Process Modeling: I do one, you’ll watch.Guided practice: I do one, you’ll help.Gradual release: You do one, I’ll help.Independent practice: You do one, I’ll watch.

Learn Zillion Model with TextPrompt: The article tells the story of fouradults in very different jobs. What do all fourof the professionals have in common? Howdo you know?

Step 1: Interpreting the Prompt Read/underline important words and phrases todetermine the type of writing needed: narrative,informational or opinion Identify the background information, the task orrequest (analyze, explain, compare ), and thetype of evidence needed (details from text,personal experience, information from multipletexts, etc.) Summarize and restate the prompt in your ownwords

One idea List things all four professionals have in commonand support this with evidence from the text. Can you think of another way to restate the prompt? Why would we ask students to read and restate theprompt?

All Together NowThe article tells the story of four adults who got thejobs they wanted since childhood. What is similarabout their current attitudes about their jobs?Support your claims.Does this capture it?Find evidence in the text about how the fourprofessionals feel about their jobs now. Write aboutfeelings that they all have in common using detailsfrom the text.

Step 2: Analyzing the Text to Find Evidence Skim text to find evidence to support theresponse Refer to close reading notes to find specificwords/phrases rather than re-reading entirepassage Look at text features and structures forevidence Record evidence on appropriate graphicorganizer for the task/genre

Questions for Close Reading must be done first, then the student will beprepared to work on constructed response prompts– What are the childhood dreams of each person?– How did reading at an early age influence each of thefour people in the article?– In the article, “When I Grow up I want to be ” whatdo Benjamin Carson and Sheila Hensley have incommon?– What specific quotes help you make an inferenceabout Russ Mittermeier?– In what ways do the details of “When I grow up I wantto be ” help you determine the main idea?

Begin Comparison From our close reading notes, we learnedmany details about the 4 professionals in thistext. Now we must compare them to find out whatthey all have in common. Start with 2, then move on to all 4.

Eun and BenjaminEun Yang Pretended to be a TV reporter Wanted a job on television Got good grades Played with friends outside Read a lot Good at public speaking Adults discouraged her Studied broadcasting incollege Interned at TV station Is anchor on NBC4 morningnewsBenjamin Carson Wanted to be a doctor “Grades skyrocketed” Became a “bookworm” Was poor and bad student Went to medical school Is now doctor at JohnsHopkins

Create a Table to Compare All 4Common factorsEunfor Eun and BenInterest @early New reporterageBenjaminSheilaRusssurgeonteacherJungle explorerRead alot“All the time”Became abookwormNODoes not sayGood gradesWorked hardGrades“skyrocketed”NODoes not sayFaced challenges Adultsdiscouraged herPoor and badstudentdyslexiaLived in NYC—nojungleStudied in fieldcollegeMed schoolDoes not sayStudied monkeysRealized dreamTV news anchorSurgeon @ Johns Prek teacherHopkinsPrimate expert

Step 3: Making a Plan to Organize Evidence Create a general answer to the question or statethe main idea (thesis statement)– The four professionals in this article were interested intheir careers at early ages, faced challenges, and realizedtheir dream jobs.– The four professionals in this article stuck with theirdreams over time.– The four professionals in this article committedthemselves to lifelong journeys in their chosen fields.

Step 3: Making a Plan to Organize Evidence Organize evidence by category, chronologicalorder, cause-effect, etc. to match the taskFour body paragraphs, one for eachprofessional—evidence on their early interest,their challenges, and how they realized theirdream will make up the details for eachparagraph.

Step 4: Writing the Response Opening starts with main idea sentence, thethesis statement which answers thequestion/prompt Use each piece of evidence from graphicorganizer to create sentences/bodyparagraphs that support the main idea Close with a summary or conclusion orsolution that answers the question in differentwords

Opening paragraph Main idea and thesis statement for entirepiece Includes supporting details to introduce mainpoints Starts with a hook or a question to interest thereader

Opening Paragraph—where are thecomponents? The four professionals in this article committedthemselves to lifelong journeys in their chosenfields. How can you get your dream job? Each of them recognized a desired path early inlife, stayed on course despite bumps in the road,and reached the destination. An article in KidsPost took a look at what peoplewho achieved their childhood dreams had incommon.

Does yours look something like this?How can you get your childhood dreamjob? An article in KidsPost took a look at whatpeople who achieved their childhood dreams hadin common. The four professionals in this articlecommitted themselves to lifelong journeys in theirchosen fields. Each of them recognized a desiredpath early in life, stayed on course despite bumpsin the road, and reached the destination.

Body Sentences or ParagraphsThree steps for writing the supporting bodyparagraphs: Expand each similarity into one or moresentences. Cite by mentioning text. Quote by writing exact words in quotationmarks.

Benjamin CarsonYoung Benjamin Carson wanted to become adoctor. He was poor and not a good student. The secondpage of the article tells us that one day his mom “camehome from work and turned off the TV – for good.”Benjamin turned into a “bookworm,” and his grades“skyrocketed.” He went on to become a doctor, at JohnsHopkins. His dream was fulfilled!

Closing Paragraph1.2.3.Summarize the main points.Draw a conclusion.Frame your response-- restate the question from the introductoryparagraph and then answer it.Summary: Eun Yang, Benjamin Carson, Sheila Hensley, and RussMittermeier were all interested in specific careers from an early age.Each experienced challenges, but they all persevered and finallyreached their dreams.Conclusion: Even though they hold very different positions, theirsimilar paths might just teach us something.Frame: “So how can you get your childhood dream job? These fourhave shown us that you just need to start off toward your destinationand stay on track.”

Closing ParagraphEun Yang, Benjamin Carson, Sheila Hensley, and RussMittermeier were all interested in specific careers froman early age. Each experienced challenges, but they allpersevered and finally reached their dreams. Eventhough they hold very different positions, their similarpaths might just teach us something. So how can you getyour childhood dream job? These four have shown usthat you just need to start off toward your destination andstay on track.

Step 5: Revising Include transition or linking words/phrasesUse a variety of sentence typesAdd interesting word choice (“wow” words)Check CAPS: capitalization, agreement(subj/verb), punctuation, and spelling

Re-read the prompt and your responsePrompt: The article tells the story of four adults invery different jobs. What do all four of theprofessionals have in common? How do you know? Did I answer the question completely? Did I add interesting language, variedsentence types and transition words? Did I check for correct punctuation, grammar,and other conventions? Does my response make sense?

Benjamin Carson, revisedIn comparison, young Benjamin Carson yearnedto become a doctor. He was underprivileged andnot a good student. The second page of the articletells us that one day his mom “came home fromwork and turned off the TV – for good.”Consequently, Benjamin metamorphosed into a“bookworm,” and his grades “skyrocketed.” Hewent on to become a doctor, specifically aneurosurgeon, at Johns Hopkins. His dream wasfulfilled!

Constructed ResponseInterpreting dphrasesIs it a narrativeorinformationalor opinion task?Analyzing the Textto Find EvidenceSummarize andrestate thepromptMaking a Plan toOrganize IdeasWriting theResponseSkim text tofindevidenceOrganize theevidence andmake a planfor writtenresponseWrite anopeningsentence thatincludes thebig ideaLook at textfeatures andstructureOrganizenotes bycategory,chronology,comparison, etc.Addmainsupporting detailsUse notesfrom h ahook: aquestionorinteresting phraseWhich thinkingskill do I needto use?RevisingUseevidence tocreate bodyparagraphsWrite each ofyour bulletpoints in asentence usingyour ownwordsClose witha summary,conclusionor solutionthatanswers thepromptRestatethe mainidea in adifferentwayWrite adthe answerto makesure itfullyanswersthequestionMake yourwritingmoreinterestingto readCheckanswerwith aneye forcorrectionsAddtransitionwords orphrasesPunctuationandcapitalization checkUse“wow”wordsUse avariety ofsentencetypesRecordEvidence ongraphicorganizerWritemainidea orthesisstatementGraphic based on Learn Zillion lessons andSue Ellen Patterson’s workGrammar andlanguageusage

How can this process be used to helpstudents build constructed responses?

Support from Georgia DOEAssessment for Learning SeriesModule 1: Understanding and Using Constructed Response Items inElementary nce-of-StudentLearning.aspxA comprehensive presentation on the Formative Item Bank can befound at essment/Assessment/Pages/OAS-Resources.aspxGeorgia Milestones homepage: ent-System.aspx

The Georgia Formative Item Bank Bank of over 1600 classroom assessment items aligned with thestate’s content standards in ELA and Mathematics– Grades 3 – 8 ELA and 9th and 10th grade literature and American Literature– Grades 3 – 8 Mathematics and Coordinate Algebra, Analytic Geometry andAdvanced Algebra Created for exclusive use in Georgia classroomsPiloted with Georgia studentsReviewed by Georgia educatorsHoused in the Georgia Online Assessment System (OAS)Preponderance of items at DOK 3 and 4Item, rubric and scored student sample papers providedAvailable to ALL Georgia Teachers!

ELA Grade 3 PassageFor this item, the students are asked to read a poementitled, “Healthy Cookies.” The poem is about a girlwhose mom purchased a healthy cookie snack in anattempt to replace the daughter’s preferred sugarycookie. The daughter was initially reluctant to try thehealthy cookie, but eventually tasted the new cookieand decided it wasn’t that bad.Georgia Department of Education: FormativeInstructional Practices

ELA TaskELACC3RL1, ELACC3W2, ELACC3L1 and ELACC3L2Explain why the speaker believes that thehealthy cookies will taste bad. Write yourexplanation in a paragraph that includes manysupporting details from the text.Answer with complete sentences, and use correctpunctuation and grammar.Georgia Department of Education: FormativeInstructional Practices

Text-specific onstrated0Incorrect orIrrelevantDescriptionThe student demonstrates a thorough understanding of the questionand the text by completely explaining why the reader expects thehealthy cookies to taste bad using details from the poem as support. Thestudent’s response uses complete sentences and correct punctuationand grammar.The student demonstrates a clear understanding of the question and thetext by providing an explanation of why the reader expects the healthycookies to taste bad and uses some details from the poem as support.The student’s response uses mostly complete sentences and mostlycorrect punctuation and grammar.The student demonstrates a basic understanding of the question and thetext by providing a general explanation about why the speaker expectsthe healthy cookies to taste bad. However, the student offers littlesupport from the poem. The student’s response uses some completesentences and some correct punctuation and grammar.The student demonstrates a weak unders

state’s content standards in ELA and Mathematics –Grades 3 – 8 ELA and 9th and 10th grade literature and American Literature –Grades 3 – 8 Mathematics and Coordinate Algebra, Analytic Geometry and Advanced Algebra Created for exclusive use in Georgia classrooms Piloted with Georgia students Reviewed by Georgia educators

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