Kentucky Extended-Response Questions General Scoring Guide Score Point 4 Score You complete all...

ACES…A STRATEGY FOR MASTERING CONSTRUCTED

RESPONSES

THIS STRATEGY HAS BEEN ADAPTED FROM A SIMILAR STRATEGY USED ON THE FOLLOWING SITE: HTTP://NWRPDP.COM/DOCUMENTS/CONSTRUCTED_RESPONSE/WEBSITE_ENGLISH_PACKET.PDF

THIS STRATEGY IS ALIGNED TO THE STATE RUBRIC

Kentucky Extended-Response Questions General Scoring GuideScore Point 4 • Score You complete all important components of the question and communicate

ideas clearly.• You demonstrate in-depth understanding of the relevant concepts and/or

processes.• Where appropriate, you choose more efficient and/or sophisticated processes.• Where appropriate, you offer insightful interpretations or extensions Score Point 3 • You complete most important components of the question and communicate

clearly.• You demonstrate an understanding of major concepts even though you overlook

or misunderstand some less-important ideas or details.Score Point 2 • You complete some important components of the question and communicate

those components clearly• You demonstrate that there are gaps in your conceptual understanding.Score Point 1• You show minimal understanding of the question.• You address only a small portion of the question.

11

22

44Answers

the question correctly

and clearly

Answersthe

question correctly

and clearly

Cites strong

evidence from the

text

Cites strong

evidence from the

text

Expands/explains

the evidence

Expands/explains

the evidence

33Answersmost of

the questioncorrectly

and clearly

Answersmost of


and clearly

Cites evidence from the

text

Cites evidence from the

text

Answerssome of


Answerssome of


Shows HOT

Thinking

Shows HOT

Thinking

Expands/explains

the evidence

Expands/explains

the evidence

Cites weak

evidence from the

text

Cites weak

evidence from the

text

Answersthe

questionminimally

Answersthe

questionminimally

11

22

44Answers


and clearly

Answersthe

question correctly

and clearly

Cites examples

from understand

ing or knowledge

Cites examples

from understand

ing or knowledge

Explains examples/evidence

Explains examples/evidence

33Answers most of


Answers most of


Cites examples

from understand

ing or knowledge

Cites examples

from understand

ing or knowledge

Answers some of


Answers some of


Shows HOT

Thinking

Shows HOT

Thinking

Explains examples

/evidence

Explains examples

/evidence

Cites examples

from understand

ing or knowledge

Cites examples

from understand

ing or knowledge

Answersthe

questionminimally

Answersthe

questionminimally

11

22

44Answers


and clearly

Answersthe

question correctly

and clearly

Cite your understand

ing with previous

knowledge or other evidence


ing with previous


Explains examples evidence

Explains examples evidence

33Answers most of


Answers most of



ing with previous



ing with previous


Answers somethe

questioncorrectly

Answers somethe

questioncorrectly

Shows HOT

Thinking

Shows HOT

Thinking

Explains examples

/evidence

Explains examples

/evidence


ing with previous



ing with previous


Answersthe

questionminimally

Answersthe

questionminimally

11

22

44Answers all

parts ofthe

Problem correctly

and clearly

Answers all parts of

the Problem correctly

and clearly

Computes

on paper

Computes

on paper

Explains your Work

(Process)

Explains your Work

(Process)

33Answers all

parts ofthe

Problem correctly

with minor errors.

Answers all parts of

the Problem correctly

with minor errors.

Computes

on

paper

Computes

on

paper

Answers someof the

problem

Answers someof the

problem

Shows Hot Thinking *Vocabulary *Explains answer in

the context of the

problem.

Shows Hot Thinking *Vocabulary *Explains answer in

the context of the

problem.

Explains your Work

(Process)

Explains your Work

(Process)

Computes

partially

Computes

partially

Answersthe

problemminimally

Answersthe

problemminimally

What is HOT Thinking?

Insight demonstrates higher order thinkingAnalysis

ApplicationsSynthesis

Use of content vocabularySelecting most efficient processes

Providing a more sophisticated response

**This CAN & SHOULD be embedded within the answer and/or explanation.

What does “CITE” mean? • Students may most often associate the term “cite” with

quoting evidence from a test as with language arts.

• However, “cite” is also a verb used to mention or bring forward information as a means of support – it does not always mean to quote text. (ex. The teacher cited several

ways we can earn a higher grade.)

• This may be a conversation that needs to occur in science & social studies classes prior to discussing ACES.

Explaining Evidence

• Explaining evidence can be hard for some kids, so you can make it easier by offering sentence starters. Below are some generic ways to start these sentences. You would use these sentences AFTER citing evidence/knowledge. The ‘this’ may need to be more specific or at least refer to evidence from a previous sentence.

Generic Sentence Starters for “Explaining Evidence”

This quote demonstrates…

This evidence illustrates…

This implies…

This answer proves…

This answer means…

This concludes…

This fact supports…

This idea relates to…

This explains…

Ancient Romans created and invented many new technologies that were essential to the success of their society. One technology created by Ancient Romans were roads. Romans were the first civilization to create paved roads, which were built of five layers. The map shows many miles of roads originating in the center of the city and moving outward in all directions. These roads were important to the Romans and were initially built to facilitate troop movement and allow soldiers to protect the city. Eventually, Romans also relied on roads for travel and trade. The long period of achievement of the Roman army and the empire’s vast extent and long endurance suggests that the development and use of Roman Roads were highly important to the success of Ancient Roman society. Secondly, walls surrounding the city and other important structures are illustrated on the map. The Ancient Romans developed an important technology that allowed them to engineer these structures. They were able to develop a light, strong form of concrete that provided added stability and allowed walls and buildings to grow to tremendous heights. This technology was very important to the ancient Romans because allowed them to build walls for defensive purposes. The map demonstrates both an inner and outer wall built to protect the city. These walls have proven to serve their purpose in protecting the ancient Romans because the durable concrete structures have stood the test of time as many of them still exist today.

a. A bear adapts to survive during winter by growing thick fur. During hibernation a bear’s

fur becomes much thicker to help it survive cold winter temperatures. The thick fur that

the bear grow during winter protects the bear’s skin and helps keep it warm.

b. The bear has long, sharp claws that help it to survive in its natural habitat. A bear’s prey

usually includes fish and small animals and their claws allow them to swipe and grab

their prey. The claws ensure that the bear can hunt and feed in their habitat. The bear

also has sharp teeth as well as flat teeth. The sharp teeth help the bear eat meat, while

the flat teeth help the bear grind plants and berries. The bear is an omnivore so it is

important that it’s body allows it to consume both. Bears also have the ability to stand

on their hind legs. They are able to have a better view and pick up scents easier. This

ability helps the bear’s awareness to danger and its ability to find food. Without these

body parts and adaptations, bears would likely not survive in their natural habitat.

a. Andy used 1/20 of the cafeteria floor space to display his paintings.

1/5 divided by 4 is 1/20. I can prove this by checking my work to show 1/20 x 4= 4/20= 1/5

The room was split into 5 parts and Andy had one part (1/5). Of Andy’s 1/5, he has to split his space into 4 parts to accommodate his paintings, woodworking, metalworking, and clay in a different spot. His paintings will be displayed in ¼ of his space. 1/5 divided by 4 is 1/20.

b. Andy used 1/12 of the cafeteria floor space to display his paintings.

1/3 divided by 4 is 1/12. I can prove this by checking my work: 1/12 x 4= 4/12=1/3

The room was split into three parts and Andy has one part (1/3). Of Andy’s 1/3, he has to split his space into 4 parts to display each type of his art in a different location. His paintings will be displayed in ¼ of his area. 1/3 divided by 4 is 1/12.

c. The visual below shows that Andy was given 1/3 of the cafeteria floor space, then he divided it into 4 parts to display different types of art work, giving him 1/12 of the entire floor space to display his paintings.

1/4

1/4

1/4

1/4

1/3 1/3 1/3

1/12

1/12 1/12

1/12

1/12 1/12

1/12

1/12 1/12

1/12 1/12 1/12

SEE PACKET FOR READINGPASSAGE AND QUESTION

Reading

Humans and bacteria worked well together to clean up the oil spill. The bacteria helped to clean up the oil spill by actually consuming the oil. I know this because the passage states, “ Scientists discovered huge new populations of bacteria rapidly consuming spilled oil and methane.” The author goes on to say, ”Large bodies of oil would disappear within a few days.” The bacteria uses the oil as an energy source and in the process made a huge impact in the environment by cleaning up the oil spill. Humans also played a part in cleaning up the oil. By adding dispersants, or chemicals to the water, humans helped break down the oil, making it easier for the bacteria to consume. I know this because the passage states, “although it was not intentional, these dispersants helped to make the oil more accessible to oil-consuming bacteria, speeding their natural cleanup of the spill.” This shows that humans also play a role in assisting the bacteria in naturally cleaning up the oil spill. Both humans and bacteria worked together during this cleanup process. The bacteria naturally ate the oil and the humans assisted them by breaking it down and making it easier to consume.

Answer 4The speaker’s memory of his mother’s kitchen is very important to him. This memory is very important to the speaker because he really loves his mother. The poem also suggests that she may have died. In the last stanza, on line 27 it says, “My mother moves in and out of light.” This suggests that she may only live as a dream. It makes this memory very powerful for the speaker because it’s a memory of his mother and nice times when he was a child. In the first stanza, in lines 1-4 it says “Fragrance of fresh tortillas and corn stew fills my mother’s sparsely furnished kitchen crowded with warmth.” From this you can tell that he likes it in his mother’s kitchen and it is warm both literally and figuratively and there are good smells there. You can tell that he really misses her from lines 23 and 24 in the fourth stanza where it says, “Bittersweet tears and ringing silvery laughter I ache in my heart.” The speaker feels great love for his mother. In the poem he describes her in great detail and how she’s strong yet gentle. This memory is very reminiscent for the speaker in the poem.

Answer the question………………1 pt

Cite evidence from the text…1 pt

Expand Explain your answer.…1pt

Shows insight……………………………1pt

Introducing the ACE Strategyfor Reading…

Responses

Question Date A C E S Points

When answering short answer responses, use the ACES strategy:

*A – answer the question*C – cite evidence from the text*E – extend/explain your answer*S- Shows insight**You may receive a total of four points for each response. You need to keep track of your progress

by recording your score on the grid. Put an x on your score for each assignment.

*Check means the student could performthe expectation.

A

________________________________________C

________________________________________E

________________________________________S

ACE ASSIGNMENT…for reading

Assignment Date

AC

Es My

ScorePeer

Evaluator Score

Teacher Score

*Use the ACES strategy...A-Answer the question C-Cite evidence from the text

E-Expand/explain your answer S-Shows insight

*You may receive a total of 4 points per answer

________________________________________ Name____________________

ACE Score___I answered the question……………………………__yes__noI provided strong evidence………………………__yes__noI supported my answer from the text…..__yes__noI showed insight………………………………………….__yes__no________________________________________

STUDENT SELF-EVALUATION OR PEER SCORING GUIDE

Answer the problem!

Compute your work!

Explain how you gotyour answer!

Introducing the ACE Strategyfor Math…

YourADVANCED

answer

• Has enough details to show you understood the problem.• Is organized and complete.• Completely explains your ideas and math thinking.• Has a correct answer.

YourPROFICIENT

answer

• Has some details to show you understood the problem• Is mostly organized• Explains your ideas and math thinking• Has a correct answer

YourNEARING

PROFICIENT answer

• Doesn’t have enough details to show you understood the problem.

• Is unorganized and unclear.• Doesn’t clearly explain your ideas or math thinking.• Has an answer that’s almost right.

EMERGINGanswer

• I only wrote the right answer with no computation or explanation….or…

• I made lots of mistakes.• I just didn’t understand the problem.

Learner-Friendly 4-Point Math Rubric

• Shows no details.• Doesn’t make sense.• Has no explanation of ideas or math thinking.• Has a wrong answer.

Your

Answer: Computation:

Explanation/Insight:____________________________________________________________________________________________________________________________________________________________________

ACE…..your math questions Rubric Score ____

Standard:_______________________Benchmark:_____________________Question:_____________________________________________________________________________________________________________________

“MATH” PROBLEM SOLVING GRAPH

Advanced

4

Proficient

3

NearingProficient

2

Emerging

1

Activity1

Activity2

Activity3

Activity4

Activity5

Activity6

Activity7

Activity8

Activity9

Activity10

GOAL

PLAN DO

ACT

___My plan worked___I need a new plan

STUDY

ACES IMPROVEMENT PLAN FOR READING

ACE Improvement PlanName_____________ Date____________Subject____________

PLAN:_________________________________________

DO:_______________________________________________________________________________________________________________________________________

STUDY:___________________________________________________________________________________________________________________________________

___My plan worked!___I need another improvement plan!

Assignment 2 3 4 MyScore

PeerEvaluator

ScoreTeacher Score

ACES-ing Open-ended Math responses

SECONDARY ExampleLearner level

0 1

Strategies we’ve learned to help us EFFECTIVELY expand our extended-

response questions in reading

*Describe a personal connection that you can make to the passage.*State an opinion about the passage*Make a prediction about what you think might happennext*Make a comparison about two characters in the passage*Make an inference a bout something you read in the passage*Point out a cause/effect situation in the passage.*Make a conclusion about the passage

Strategies we’ve learned to help us EFFECTIVELY answer our

constructed-response questions in math

*Draw a diagram that shows exactly HOW we figured out the problem.*Make sure we WRITE out an explanation of what wewere thinking by our illustration.*If we used manipulatives, make a PICTURE of what wedid to figure out the answer.*Write “something” on the lines for E.*Compute our work carefully in order to lessen mistakes*Use the ACE template so that the answer is organized.*Show and explain “every” step in solving the problem.

Kentucky Extended-Response Questions General Scoring Guide Score Point 4 Score You complete all...

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