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Writing Constructed Responses September 2013

Writing Constructed Responses September 2013. Presented by the Curriculum Department SUSD. Teambuilding. Mix-Pair-Share Mix when music plays Pair when music stops Taller partner share first for 20 secs Repeat with one more partner. 1. 2.

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Writing Constructed Responses September 2013

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  1. Writing Constructed ResponsesSeptember 2013 Presented by the Curriculum Department SUSD

  2. Teambuilding Mix-Pair-Share • Mix when music plays • Pair when music stops • Taller partner share first for 20 secs • Repeat with one more partner

  3. 1 2 Something About You…..Which hat do you most associate with and why?

  4. Building Background The big picture…

  5. Literacy CycleRead-Think-Write

  6. College and Career Readiness Anchor Standards for Writing

  7. Constructed Response • Constructed Responses are short responses to text based questions used to assess students’ thinking and reasoning.

  8. Let’s think about… What skills do our students need to develop to be able to answer text dependent questions through writing?

  9. SBAC Samples of Constructed Response ItemsThe Practice Test http://www.smarterbalanced.org/pilot-test/ Use the Constructed Response Planning Guide to jot your ideas

  10. Pause and Process • Rally Robin with your shoulder partner • What literacy skills will students need to be successful on this assessment? Share with the group

  11. Constructed ResponseLesson Design

  12. Three Key Points of Focus • EVIDENCE- identify, use • ORGANIZATION- clarity of thought • PRACTICE, practice, practice

  13. Teaching Constructed Response Using the Anthology

  14. Key Instruction Multiple readings of text Asking open ended questions Honoring and providing think time Giving students an opportunity for oral rehearsal Practicing looking for evidence Marking up the question Using sticky notes to hold thinking * Star two points of instruction you can focus on next

  15. Listen and observe for key instructional points in the video. http://commoncore.americaachieves.org/module/17 http://cdn.americaachieves.org/resources/3_Reading_Hayes_1_lesson.mp4

  16. Teaching Scaffolds-Meeting the needs of all students • RAPP/pneumonic Devices • Graphic Organizers • Visual Symbols • Sentence Stems • Oral Rehearsal • Chant/choral reading • Partner/group Support • LOs and Cos • Vocabulary instruction

  17. Pause and Process • Timed Partner Share • What instructional point or scaffold will you consider putting in place?

  18. Take a Break!

  19. Achieve Thought Questions • Only supplemental program approved by the CDE • Thought question allows students to complete the literacy cycle- read, think, write • Can search for articles that relate to whatever content you are teaching • A Puzzle from the Past

  20. Pause and Process Round Robin with your table partners- How does the thought question support increased opportunities for writing? How and when might you use this with your class?

  21. Cross-curricular IdeasSoc. Studies/Science/Math As you observe the video…Think about: • 1.The structures the teacher has in place to support students success in citing evidence from the text • 2. How she is differentiating to ensure ALL students can be successful • https://www.teachingchannel.org/videos/analyzing-text-lesson

  22. Constructed Response Planning Guide • Return to your Constructed Response Planning Guide. Complete sections 2-Opportunities to Practice Constructed Response and 3-Plan/Next steps.

  23. Feedback

  24. What is Feedback? Feedback is defined as: • A reaction or response to a particular activity… • Evaluative information derived from the reaction or response to a particular activity….

  25. Why is Formative Feedback Important? • Research tells us that feedback is essential to insure students progress in their ability levels and to maintain their interest in an activity. • Formative Feedback is one of the most powerful tools we have. Do you have a system in place for providing feedback to your students?

  26. Feedback can be… • Formative: • Purpose: To help promote growth/progress • Conferences, small group, whole group OR • Summative: • Purpose: Evaluative • Usually requires a rubric

  27. Keys to Effective Formative Feedback • Timely • Specific • Highlights what is going well and what’s next

  28. Considerations for Effective Formative Feedback • Your system for feedback has to be manageable and sustainable by you • We don’t have to give feedback on everything • Feedback can be oral or written • Feedback can be done in a small group, whole group, or one on one Questions to consider: • How often should I give feedback for it to be effective? • Which pieces should I give feedback on and what happens to the other pieces of writing?

  29. Pause and Process • Take a minute to jot down the key points you want to remember about effective feedback.

  30. Using Rubrics

  31. Rubrics • Rubrics are one tool for assessing student writing. • They are subjective so we need to practice calibrating our decisions.

  32. SBAC Rubric

  33. Rubric Practice • Read the article and the question. Using the SBAC rubric, score the 3 student samples. • Share your results and discuss any inconsistencies with the scores. • These are SBAC samples. Let’s see how they scored the samples and the justification for the score.

  34. Time to Review • Using Quiz-Quiz-Trade to review key ideas…

  35. In closing… • Access the district web page • Click on the survey link • Complete the three questions

  36. Lunch!

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