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Short Answer Response Lesson

Short Answer Response Lesson

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Short Answer Response Lesson

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  1. Short Answer Response Lesson Adapted from Pat Jacoby at CREST September 30, 2013

  2. How to Score “3” • No acronyms (ACE, ABC, etc.) • Analysis + textual evidence

  3. 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

  4. 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

  5. “Yes” Answer

  6. “No” Answer

  7. 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.

  8. 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

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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

  15. 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

  16. “Yes” Answer Sample

  17. 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

  18. 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

  19. 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

  20. 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