Literacy Lesson 3: Reading Response Questions

Short written responses based on something you have read.

November 17, Period 2

Reading Response questions have the form:

1) BLAH, BLAH, BLAH Use specific details from the selection to explain your answer.

2) BLAH, BLAH, BLAH Use details from the selection and your own ideas to explain your answer.

3) Summarize this selection. Include a main idea and one detail that supports it.

from Lesson 2

1) ….Use specific details from the selection to explain your answer.

2) ….Use details from the selection and your own ideas to explain your answer.

Today, we will focus on the first two types of reading response questions:

By the end of this lesson you will:• know the criteria EQAO uses to score reading response

questions

• know how to plan a reading response using the criteria and a graphic organizer

• plan reading responses using a graphic organizer

• write and evaluate reading responses using the EQAO rubric

1. What is the criteria for an exemplary reading response?

Re-read the reading selection, “An Animator from Scarborough” that you received in lesson 2. If you did not attend lesson 2, your teacher should have your handouts to give to you.

You have 2 minutes to read

Why is Lizarda a good choice for this internship? Use specific details from the selection to explain your answer.

Teachers: Distribute the reading response question for this selection.Students: 1. Read the question.2. Determine which type of

question you are asked.3. Highlight/underline key words

in the question.

Which type of reading response question is it?

1) ….Use specific details from the selection to explain your answer.

2) ….Use details from the selection and your own ideas to explain your answer.

Teachers: Click on the screen to reveal the answer.

Why is Lizarda a good choice for this internship? Use specific details from the selection to explain your answer.

What do the key words tell you about the criteria that will be used to evaluate your work?

Teachers: Go to the next slide to show what we think students will say.

The key words tell me that I have to:

1. State my answer.

2. Explain my answer using more than one piece of evidence from the reading.

3. The evidence I choose must be a good match for my answer.

Is this statement true or false?

I have to get a code 30 in order to pass a reading response written answer.

10

Code 10, Code 20, and Code 30 are the scores assigned to reading response written answers.

Click on the screen to reveal the answer.

YES20 30

•Skim and scan the rubric on the reverse side of the reading response question

- Begin with the criteria for code 30- Highlight/underline key words

•Share what you highlighted with the whole class

What does the rubric tell you about the criteria that will be used to evaluate your work?

Correct

A Code 30 reading response provides:

Focussed on the topic

Go back to the text and use it!

Accurate,

specific and relevant ideas and information

from the reading selection.

…and a clear explanation of how the details are connected to my answer.

…and there is more:

Can you recognize a Code 30?

Which One is Better?

Read Response A and Response B on the next couple of slides and discuss with the person near you which one you think is better and WHY you think it is better.

Response A

Why is Lizarda a good choice for this internship? Use specific details from the selection to explain your answer.

Why is Lizarda a good choice for this internship? Use specific details from the selection to explain your answer.

Response B

A or B? Explain Why

If you want to see the responses again so you can be sure of your answer to “Explain Why”, ask your teacher to go back through the slides.

Turn the question into a statement.

Summarize at the end.

Did you notice?

Specific detail from the reading

Specific detail from the readingSpecific detail from the reading

Stays within the 6 lines

Students that get a code 30 make and follow a plan when they write.

Sentence 1: I turn the question into a statement.

Sentence 2: Specific Detail #1

I prove my answer is correct with a fact or detail from the text.

Sentence 3: Specific Detail #2

I prove my answer is correct AGAIN with another fact or detail. I can refer to a paragraph number, terms or phrases that I take right out of the reading.

Sentence 4: Specific Detail #3

If there is room. (Notice that I squeezed it in).

Sentence 5: Concluding Sentence

I write a concluding/summary statement that makes an explicit connection between my point and the details.

We think this plan will work for you too!

Reading Response Graphic Organizer for Rough Notes

- focussed on the criteria- organizes your ideas

Teachers: Handout the Reading Response Graphic Organizer for Rough Notes.

Reading Response Graphic Organizer for Rough Notes Scavenger Hunt

1. On which line do you write the question as a statement?

2. When should you use the word ‘because” in your reading response?

3. When will I fill in the “My Own Ideas” box?

4. Where will I find hints that will help me connect what I have read to my own ideas?

5. When do I write sentences?

Reading Response Graphic Organizer for Rough Notes Scavenger Hunt Answers:

1. On which line do you write the question as a statement? Line 22. When should you use the word ‘because” in your reading response? Never3. When will I fill in the “My Own Ideas” box? When the question asks

me to: Use details from the selection and your own ideas to explain your answer.

4. Where will I find hints that will help me connect what I have read to my own ideas? The hints are in the box to the right of the ‘My Own Idea’ box.

5. When do I write sentences? Use sentences for the topic sentence and concluding sentence only.

There are four copies of the graphic organizer on the handout.Use these graphic organizers to plan your written response questions in today’s lesson and in future lessons.

You might create your own version of the graphic organizer as you become more familiar with it. On the test day, you will need to draw your own in the rough notes area.

The rough notes area is not scored by the OSSLT markers. The graphic organizer will help you keep your response focussed on the criteria for a Code 30. So, ultimately, what the markers read and score will be your best work!

What connections can you make between the rough notes graphic organizer and Response B?

The bulleted information in the graphic organizer was used to plan Response B.

Students: Look for matches between the graphic organizer and the response. Draw lines where you see a connection.

Teachers: Distribute this page to your students. You have 2 minutes

Possible Answers

Remember Burd’s Recycling Recipe?

Practice what you have learned:1. Teen’s Recycling Recipe Bags Award (Lesson 1) 2. Who Ate Pasta First?(New)3. Animator from Scarborough (Lesson 2 and Lesson 3)

Explain how Burd’s Project demonstrates the work of a scientist. Use specific details and your own ideas to support your answer.

Teachers: Distribute the reading response question for the reading task: Teen’s Recycling Recipe Bags Award. Students: Bring out the reading selection “Teen’s Recycling Recipe Bags Award” that you received in lesson 1.

1. “Teen’s Recycling Recipe Bags Award” Reading response question:

“Explain how Burd’s Project demonstrates the work of a scientist. Use specific details and your own ideas to support your answer”.

Students: 1. Read the question and

highlight/underline key words in the question.

2. Decide which type of question you are answering.

3. Complete the graphic organizer. Re-read the text to be sure you have specific and relevant details. Don’t work from memory.

4. Write your response.

You have 15 minutes to re-read, complete the graphic organizer and write your response.

Exchange responses with a partner

1. Evaluate your partner’s work using the rubric on the reverse side.2. Share exemplary responses and your rationale with the whole class.

Explain whether this archeological find settles the historical question about who invented pasta. Use specific details from the selection and your own ideas to support your answer.

Teachers: Distribute the reading response question for the reading task: Who Ate Pasta First?

2. “Who Ate Pasta First?” Reading response question:

“Explain whether this archeological find settles the historical question about who invented pasts. Use specific details from the selection and your own ideas to support your answer.”

Students: 1. Read the question and

highlight/underline key words in the question.

2. Decide which type of question you are answering.

3. Complete the graphic organizer. Re-read the text to be sure you have specific and relevant details. Don’t work from memory.

4. Write your response.

You have 20 minutes to read and write your response.

Evaluate your work using the checklist on the following slide

Assign a or a to each sentence you wrote.

Criteria

? Sentence 1 I turned the question into a statement.

? Sentence 2 I prove my answer is correct with a fact or detail from the text.

? Sentence 3I prove my answer is correct AGAIN with another fact or detail. I refer to a paragraph number, terms or phrases that I take right out of the reading.

? Sentence 4I connected what I know, learned or experienced to this topic because the question asked me to use my own ideas to support my answer.

? Sentence 5 I wrote a concluding/summary statement that makes an explicit connection between my point and the details.

You have 1 minute. Start NOW.

Evaluate your own work using the EQAO rubric

Finished and want more practice?Complete the reading response for “An Animator from Scarborough” that you received at the start of the lesson.

Put your work in your folder and bring your folder to class tomorrow November 18, period 1