Short answer response lesson
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Short Answer Response Lesson. Adapted from Pat Jacoby at CREST September 30, 2013. How to Score “3”. No acronyms (ACE, ABC, etc.) Analysis + textual evidence. Material Preparation. Use the English I Reading EOC from April 2013 article “Postcard: New Delhi.”

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Short Answer Response Lesson

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Short answer response lesson

Short Answer Response Lesson

Adapted from Pat Jacoby at CREST September 30, 2013


How to score 3

How to Score “3”

  • No acronyms (ACE, ABC, etc.)

  • Analysis + textual evidence


Material preparation

Material Preparation

Use the English I Reading EOC from April 2013 article “Postcard: New Delhi.”

  • Post “blown up” short answer responses from the Scoring Guide for a Gallery Walk

  • Make copies or use a document camera to project scores and scoring commentary

  • 2 different colors 2”x3” sticky notes for Gallery Walk

    • One color to mark analysis

    • One color to mark textual evidence


Material preparation1

Material Preparation

Use the English I Reading EOC from April 2013 article “Postcard: New Delhi.”

  • Make a copy of the article for each student

  • Make a chart on your powerpoint or on chart paper similar to the next slide

  • Write the prompt on a slide or chart paper


Yes answer

“Yes” Answer


No answer

“No” Answer


Prompt

Prompt

After reading “Postcard: New Delhi,” do you think Gupta’s modified airplane is a good idea? Explain your answer and support it with evidence from the selection.


Lesson

Lesson

  • Read the prompt to yourself

  • Read through the article quickly

  • Put your finger on evidence you found for “Yes” or “No”

    • Turn to your neighbor (TTN) and explain why your evidence could support the prompt


Lesson1

Lesson

  • Read the article again, and:

    • place a + in the margin next to text evidence you might consider that supports a “Yes” answer

    • Place a –in the margin next to text evidence you might consider that supports a “No” answer

  • Put finger on best evidence and TTN and share why


Lesson2

Lesson

  • As a class, have students share their “best evidence” for a “Yes” answer

    • Students share only the most important part of the evidence (way to get students to choose the most relevant text evidence and embed text evidence in a sentence)

    • Have a student scribe the text evidence onto the first column of the chart


Lesson3

Lesson

  • For each piece of “Yes” text evidence:

    • Ask students to state the literal meaning of the text evidence

    • Write it in the 2nd column


Lesson4

Lesson

  • For each piece of “Yes” text evidence:

    • Ask students to state the conceptual (more complex) meaning of the text evidence

      • Ask them “So what?”or “What are the implications?”

      • Wordsmith to make the analysis clear


Lesson5

Lesson

  • Next, have students share their “best evidence” for a “No” answer

    • Students share only the most important part of the evidence (way to get students to choose the most relevant text evidence and embed text evidence in a sentence)

    • Have a student scribe the text evidence onto the first column of the chart


Lesson6

Lesson

  • For each piece of “No” text evidence:

    • Ask students to state the literal meaning of the text evidence

    • Write it in the 2nd column


Lesson7

Lesson

  • For each piece of “No” text evidence:

    • Ask students to state the conceptual (more complex) meaning of the text evidence

      • Ask them “So what?”or “What are the implications?”

      • Wordsmith to make the analysis clear


Yes answer sample

“Yes” Answer Sample


Gallery walk day 2

Gallery Walk – Day 2

  • Put students in groups of 2-3

  • Have each group start at a different short answer response on the blown up posters


Gallery walk day 21

Gallery Walk – Day 2

  • Read the short answer response

    • Rate the analysis on the yellow sticky note:

    • clear, complex, conceptual

    •  confusing, vague

    •  missing

  • Attach sticky note near the analysis


Gallery walk day 22

Gallery Walk – Day 2

  • Read the short answer response

    • Rate the text evidenceon the pink (or other color) sticky note:

    • clearly, strongly supports analysis

    • weakly linked to analysis

    •  missing, wrong, doesn’t match

  • Attach sticky note near the analysis


Gallery walk day 23

Gallery Walk – Day 2

  • Debrief by sharing the score and the commentary from the scoring guides

  • Emphasize the importance of

    • going beyond literal thinking to conceptual thinking

    • linking strong text evidence to the analysis


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