Open-Ended Open-Ended ResponsesResponses

What do I need to know to What do I need to know to Assist?Assist?

•How the Reading Test Set UpHow the Reading Test Set Up•Specifics about Open-Ended Specifics about Open-Ended

QuestionsQuestions•The Concepts CoveredThe Concepts Covered

•Selecting a Passage & PromptSelecting a Passage & Prompt•ScoringScoring

Test Set UpTest Set Up

• Students will be given items to read. Students will be given items to read. Possible formats include the Possible formats include the following:following:– StoryStory fictionfiction– PoemPoem fictionfiction– Biography/AutobiographyBiography/Autobiography– Practical/How to/AdvertisementPractical/How to/Advertisement– InformationalInformational– Essay or EditorialEssay or Editorial

Question FormatQuestion Format

• Following the passage, there will be 2 Following the passage, there will be 2 types of questions: multiple-choice types of questions: multiple-choice (selected response) and open-ended (selected response) and open-ended tasks (writing assignments).tasks (writing assignments).

• Students are expected to organize their Students are expected to organize their thinking and statements in a short thinking and statements in a short concise manner.concise manner.

• Students must have a beginning, middle, Students must have a beginning, middle, and end for all answers, especially and end for all answers, especially summaries of storiessummaries of stories

2007!2007!

• The 2007 PSSA is all about answering The 2007 PSSA is all about answering the question SPECIFICALLY and the question SPECIFICALLY and COMPLETELY.COMPLETELY.

• For example, students will be asked to For example, students will be asked to give a certain number of give a certain number of reasonsreasons, , examplesexamples, etc. and they must respond , etc. and they must respond accordinglyaccordingly..

• If a student is asked to give 2 examples, If a student is asked to give 2 examples, they must give at least 2 examples.they must give at least 2 examples.

Credit for Their WorkCredit for Their Work

• In order to receive full credit for In order to receive full credit for these items, the student needs to these items, the student needs to provide a COMPLETE and CORRECT provide a COMPLETE and CORRECT answer to the question/task.answer to the question/task.

Text Based Support & Text Based Support & Personal Personal

Examples/CommentsExamples/Comments• Students will need to provide text-Students will need to provide text-

based support. This means students based support. This means students should provide specific, appropriate, should provide specific, appropriate, and accurate details or examples.and accurate details or examples.

• Sometimes it will be appropriate to Sometimes it will be appropriate to include a personal example or include a personal example or comment, and other times it will not comment, and other times it will not be appropriate. It all depends on the be appropriate. It all depends on the prompt.prompt.

StrategiesStrategies

• Students will be permitted to Students will be permitted to underline/highlight key information, underline/highlight key information, but students will need to know what but students will need to know what is important. is important.

• Students may look back in the Students may look back in the passage for context clues, underline passage for context clues, underline words, etc.words, etc.

Additional StrategyAdditional Strategy

• CUCCCUCCCC - Circle - Circle key directions key directions

UU - Underline - Underline information that information that accompanied key directionaccompanied key direction

CC - Count - Count up the number of parts needed up the number of parts needed for a complete answer (then answer the for a complete answer (then answer the question)question)

CC - Check - Check to be sure all parts of the task to be sure all parts of the task have been addressedhave been addressed

Sample CUCCSample CUCC

• Prompt:Prompt:What Challenges did Earl Encounter? Use What Challenges did Earl Encounter? Use

at least three examples from the passage at least three examples from the passage in your response.in your response.

Identify at least one trait Dick Fosburry Identify at least one trait Dick Fosburry possessed. Explain how this trait helped possessed. Explain how this trait helped him become a successful high jumper. him become a successful high jumper. Use at least two examples from the Use at least two examples from the passage to support your response.passage to support your response.

Concepts CoveredConcepts Covered

• Students will be asked to Students will be asked to InterpretInterpret Graphics Graphics and Charts and/or and Charts and/or Make ConnectionsMake Connections between text and content of Graphics/Charts.between text and content of Graphics/Charts.

• Students will be asked to Students will be asked to Make Inferences Make Inferences and Draw Conclusionsand Draw Conclusions..

• Cite EvidenceCite Evidence from text to support from text to support Generalizations.Generalizations.

• Identify and ExplainIdentify and Explain stated or implied main stated or implied main ideas and relevant supporting details from ideas and relevant supporting details from text.text.

• SummarizeSummarize key details and events of a key details and events of a fictional text as a whole.fictional text as a whole.

Additional ConceptsAdditional Concepts• Determine Author’s PurposeDetermine Author’s Purpose

– To share a storyTo share a story– To offer informationTo offer information– To give instructionsTo give instructions– To present viewpointsTo present viewpoints

Identify Examples of text that support its Identify Examples of text that support its purposepurpose

– NarrativeNarrative– InformationalInformational– PersonalPersonal– InstructionalInstructionalIdentify and Analyze Identify and Analyze – Fact vs. OpinionFact vs. Opinion

Passage & Prompt Passage & Prompt SelectionSelection

– Resources AvailableResources Available

– You do not need to create or You do not need to create or search for a passage and promptsearch for a passage and prompt

– Grade Level Subject Areas using Grade Level Subject Areas using the same passage & Prompt the same passage & Prompt (Optional)(Optional)

ScoringScoring

• A rubric is usedA rubric is used• The rubric is a (0 – 3) scaleThe rubric is a (0 – 3) scale• General Guidelines are providedGeneral Guidelines are provided

The key to scoring is to provide appropriate The key to scoring is to provide appropriate feedback to students to improve their feedback to students to improve their ability to respond to prompts…ability to respond to prompts…– ““Specifically”Specifically”– ““Appropriate”Appropriate”– ““Accurate”Accurate”– Using the “Correct Supporting Detail”Using the “Correct Supporting Detail”

Pervasive & Consistent Pervasive & Consistent ApproachApproach

• MS Faculty - Each faculty member MS Faculty - Each faculty member Core/Encore/SpecialsCore/Encore/Specials will provide (1) will provide (1) open-ended response to a reading passage open-ended response to a reading passage to their students during the school yearto their students during the school year

• A schedule is organized for implementationA schedule is organized for implementation• Passages and Prompts are consistent Passages and Prompts are consistent • Template for Student response is consistentTemplate for Student response is consistent• Passages are submitted Passages are submitted

• Consistency is used in scoringConsistency is used in scoring